Office of Academic Affairs

Procedure for Requesting Academic Accommodations

Requesting Academic Accommodations Each Semester

Students may request academic accommodations at any time. However, the access coordinator must have time to review and approve the request before facilitating the accommodations. In addition, some accommodations take more time to provide and coordinate than others.

Students requesting academic accommodations must do so each semester by submitting a Request for Reasonable Academic Accommodations Form. The form is available in the Office of Student Life and in the “additional resources” section. Students must designate their needs on this form and submit their list of classes and teachers to the access coordinator at least one week prior to the first day of classes. Students eligible for exam accommodations (such as extra time or a separate testing location for timed, in-class exams) must discuss their needs with each teacher well in advance of each exam.

REMEMBER: As a student, it is your responsibility to submit completed forms to the access coordinator in a timely manner, as academic accommodations cannot be made retroactively.

Procedure for Requesting Academic Accommodations

  1. The student schedules an intake interview with his or her respective access coordinator. The access coordinator conducting the interview and the student discuss the student’s disability and the impact it has on learning in a post-secondary environment. The student and the access coordinator discuss what reasonable accommodations the student is requesting.
  2. Students are required to submit supporting documentation of their disability. Documentation must meet the documentation guidelines established by the University of Rochester. The documentation guidelines are available here.
  3. Documentation is thoroughly reviewed and evaluated. Students will be notified once their documentation is reviewed as to whether or not the documentation has met the established guidelines, and verifies the existence of a disability, and establishes how the requested accommodation will be effective. The process of determining reasonable accommodations is collaborative among the student, the access coordinator, the professional providing the documentation, and the course instructor or program director if necessary.
  4. Once the student fills out and submits the Request for Reasonable Academic Accommodations Form to the access coordinator, an official accommodation letter will be issued to the student’s instructors if reasonable accommodations are determined.
  5. In the event of a dispute, individuals can either use the formal or informal process for dispute resolution available here.

Dual Degree Students and Students Taking Classes at the College

The Center for Excellence in Teaching and Learning (CETL) at the College has several access coordinators to help students who are also taking classes at the College implement academic accommodations in those classes. Students taking classes at the College must additionally contact and work with CETL Access Coordinator in order to also have academic accommodations in place in College courses. Supporting documentation must also be sent to CETL for review. For more information visit theCETL website, call them at 585.275.9049, or email that at

Tips for Academic Success

It is strongly recommended that students who are requesting academic accommodations meet with the access coordinator at least once per semester at the beginning of the semester to discuss academic needs. When scheduling your courses, please consider the following:

  1. Meet with your academic advisor and Office of Academic Affairs before registering so that you are ready to schedule classes immediately.
  2. Research available course offerings online in advance; write down your choices (and backup choices) in advance to make registration go smoothly and quickly.
  3. Consider your disability-related needs when scheduling. Some factors to consider might be:
    • What time of day do classes meet?
    • How often do classes meet?
    • Can you handle back-to-back classes or do you need breaks?
    • Is your coursework balanced, so that you avoid an overload?
    • Is there a type of work that is affected by your disability (i.e. if you have an LD in reading, can you handle three classes that involve a considerable amount of reading?)