Academic Accommodations and Faculty Responsibility

Academic accommodations under the Americans with Disabilities Act (ADA) are adjustments, modifications, auxiliary aids, or services provided to students with disabilities to ensure they have equal access to educational programs and opportunities. These accommodations aim to remove barriers and allow students with disabilities to participate fully in their academic pursuits.

Below, we outline common accommodations and faculty responsibilities. Please note that students may request and be granted accommodations not listed here. 

During accommodation discussions, it is helpful to inquire about how you can effectively assist the student in overcoming access barriers. For instance, you might ask, "How can I implement this accommodation to best support you?" or "Are there potential class-related obstacles we should address?". If you have questions about the appropriateness of an accommodation for a particular assignment or for your class in general, please reach out to the Access Coordinator and the student to initiate a discussion on possible alternative ways to provide access. 

It's important to be aware of the right that students have to privacy about their medical conditions and disabilities, and that certain questions can even be a violation of the law.  You may not ask or suggest that a student should disclose their disability to you or request medical documentation. Additionally, refusing an accommodation at the point of request is not permitted. However, if you have concerns about the reasonableness of an accommodation, maintaining academic integrity, or any other accommodation-related issues, please direct these concerns to a staff member in Accessibility Resources and we will work closely with you and the student to resolve any issues. 

Faculty may be presented with Accommodation Forms that list a variety of accommodations that may require varying levels of involvement or responsibility on their part. Below are some guidelines on what academic accommodations are and a faculty member’s responsibilities in providing them.

Your cooperation in providing these accommodations is greatly appreciated. Faculty can direct any questions about student accommodations to the Access Coordinator for their college.  

• Provides 50% additional time for timed exams, generally proctored in the Testing Center on the student’s specific campus.
• Coordinated by the student through the Testing Center on their campus when scheduling exams.
• Test Center staff will coordinate with faculty to request test materials and directions for proctoring. 

• Allows the use of a personal computer with accessibility features during class.
• Student works directly with their Access Coordinator to ensure software and features are available.

• Offers text and image magnification on-screen for improved visibility.
• Enabled through specialized software or devices with assistance from the Access Coordinator.

• Provides software or devices for the student to record lectures.
• Personal devices can be used, or software can be provided by the Access Coordinator.

• Communication Access Team provides ASL/English interpreting services to students, faculty, staff, and guest in a variety of academic and professional settings. 
•  Students may request ongoing services for courses via the online Semester Services Request form.
• For all other interpreting needs, services may be requested via the Interpreter/CART/Captioning Request Form.

• Offers flexibility in assignment deadlines due to unpredictable and episodic disability occurrences.
• Requested by the student through the Assignment Due Date Modification Form.
• Once submitted an email is sent directly to the faculty, with the Access Coordinator copied, to outline the adjustment being requested.
• Faculty reviews the email and follows the instructions on how to respond to the student and Accessibility Resources Staff. 
• If faculty have questions about how to provide an accommodation or feel a fundamental alteration may occur. 

• Allows reasonable adjustments to attendance requirements for unpredictable and episodic disability occurrences.
• Requested through the Attendance Policy Modification Form.
• Once submitted an email is sent directly to the faculty, with the Access Coordinator copied, to outline the adjustment being requested.
• Faculty reviews the email and follows the instructions on how to respond to the student and Accessibility Resources Staff. 
• If faculty have questions about how to provide an accommodation or feel a fundamental alteration may occur. 

• Ensures that course content is delivered via platforms/software that offer students the option to turn on auto-generated captions.
• Faculty are notified by the student directly disclosing the accommodation.
• Faculty can direct questions about this accommodation to the Access Coordinator for their college.
• Instructions on how to auto-generate captions for course content can be found in the UC Knowledge Base:
  • Request Machine Captions in Kaltura
  • Enable Closed Captions in Zoom Meetings
  • Mechanical Captions in Echo360

• Allows calculator use during tests and assessments.
• Requested through the Testing Center when the student schedules their exams.
• Testing Center staff will work with the faculty to determine if a calculator is appropriate for their exam. 

• Requires accurate professional captions for all course videos and recorded materials.
• Faculty are informed by the Digital Access Team by email before the semester starts with instructions on how to order professional captions for student accommodations.
• If you have questions about how to provide this accommodation, please contact the Digital Access Team for further guidance.

• Provides real-time transcription services in a variety of settings, including course lectures and campus events. 
• Communication Access Team provides CART services to students, faculty, staff, and guest in a variety of academic and professional settings. 
• Students may request ongoing services for courses via the online Semester Services Request form.
• For all other CART needs, services may be requested via the Interpreter/CART/Captioning Request Form.
• Communication Access Team coordinates with faculty and staff to ensure service provision.

• Ensures course materials are provided in formats that are compatible with the technology the student uses to access course materials.
• Students submit requests for support with accessible textbooks via the Alternative Format Textbook Request Form.
• Faculty may be notified of a student request by the student directly disclosing the accommodation, or Accessibility Resources staff.
• Faculty will collaborate with staff members in the UC Accessibility Offices and local instructional design/technology staff to assess content accessibility and create a plan to address inaccessible course content as needed. 

• Provides 100% additional time for timed exams, generally proctored in the Testing Center on the student’s specific campus.
• Coordinated by the student through the Testing Center on their campus when scheduling exams.
• Test Center staff will coordinate with faculty to request test materials and directions for proctoring. 

• Students may require larger font to adequately complete an assessment, participate in a class, or complete assignments.
• Student requests printed materials in a larger size directly from faculty. Faculty should work with the student to provide appropriately sized course materials, tests, quizzes, etc.

• Offers a personal FM system for improved hearing in class. An FM system has two parts. One part is a microphone that the faculty wears. The microphone sends a signal to a receiver worn by the student.
• Students request an FM system from their Access Coordinator.
• The Access Coordinator works with the student and faculty to coordinate the needed equipment.

• Provides individual or private space for timed exams.
• Coordinated by the student and generally proctored in the Testing Center.

• Provides students access to note-taking support software during lectures.
• Students work with their access coordinator to gain access to the software. 

• Arranges priority seating for better classroom access.
• Students work with faculty to identify seating that works for their needs. 

• Assists with reading exam questions aloud.
• Students coordinate through the Testing Center when scheduling their exams. 

• Ensures minimal distractions during test-taking in the Testing Center.
• Students coordinate through the Testing Center when scheduling their exams. 

• Helps with writing answers during exams.
• Students coordinate through the Testing Center when scheduling their exams. 

• Provides furniture to accommodate student needs.
• Student requests through their Access Coordinator.