Disability Accommodations

Preamble

To ensure the intellectual richness of research and education, the University of Chicago seeks to provide an environment conducive to learning, teaching, working, and conducting research that values the diversity of its community. The University strives to be supportive of the academic, personal and work related needs of each individual and is committed to facilitating the full participation of students with a disability in the life of the University.

Section 504 of the Rehabilitation Act (Section 504) and the Americans with Disabilities Act (ADA) prohibit colleges and universities that receive federal funding from discriminating against qualified students with disabilities in educational programs and activities. A "qualified student with a disability" is a disabled student who, with or without reasonable accommodation (e.g., architectural access, communication aids/services, or modifications to policies and practices) meets the University's academic and technical standards required for admission or participation in the University's educational programs or activities. The University is committed to complying with Section 504, the ADA and amendments.

Requesting [*] Reasonable Accommodation

A student who wishes to request an academic modification or adjustment should contact the Director or Associate Director of Student Disability Services (SDS) to initiate the disability determination process. The process of determining eligibility and considering what is a reasonable modification or adjustment is an interactive and collaborative process, which requires the direct involvement of the student. Reasonable efforts are to be made both by the student requesting reasonable accommodation and Student Disability Services to complete the disability determination process and the consideration of any reasonable academic modification or adjustment expeditiously.

The Disability Determination

The first step of the process is a determination of whether the student is disabled within the meaning of the ADA and Section 504. To be disabled under those laws, a person must have a physical or mental impairment that substantially limits one or more major life activity. To be "substantially limited" by an impairment means that the student cannot perform a major life activity that the average person in the general population can perform or that the student is significantly restricted in performing that major life activity compared to the average person in the general population. In making the disability determination, Student Disability Services considers:

a) Is there a physical or mental impairment;

b) Does the impairment limit a major life activity that an average person can perform with little or no difficulty, e.g. learning, reading, walking, hearing; and

c) Does the impairment substantially limit the major life activity compared to the average person?

Disability determinations normally are based on information that the student provides to the University, including detailed and current medical documentation—within the last three years—from an appropriate professional regarding the nature and severity of the impairment and a description of the student's functional limitations. For students with learning disabilities, attention deficit disorders, and psychological disorders, the Director or the Associate Director for Student Disability Services will identify required tests and contact information for local testers. Once complete documentation is received, the University may consult with external medical professionals to review the assessment and any recommended accommodations.

Determining Reasonable Accommodation

The second step of the process is to determine any appropriate academic modification or adjustment for which the student with a disability qualifies. To determine the appropriateness of particular academic modification or adjustment, the Director or the Associate Director for Student Disability Services considers:

a) The functional limitations caused by the disability;

b) The essential requirements/elements of the academic program, course and/or University sponsored student life activity;

c) The student's past performance with and without reasonable accommodation;

d) The student's history of disability-related difficulties in participating in academic and/or University sponsored student life programs.

e) Previous modification (s) or adjustment (s) received by the student in an educational setting; and

f) A review of the recommended reasonable accommodation by the appropriate professional.

Reasonable accommodations are modifications or adjustments that enable the student with a disability to have equal access to the student's educational program or to the student life activities for which the student is eligible. Academic modifications or adjustments are not predetermined but, instead, are individualized based on the functional limitations caused by the student's disability, academic program requirements and the student life activities. If necessary, the Director or the Associate Director for Student Disability Services will consult with area Deans of Students and course instructors to understand the essential requirements/elements of a particular course. The academic modification or adjustment must be effective, but need not be state-of-the art or ideal. For example, a hearing impaired student receives auxiliary aids and services for classroom activities.  If both on campus captioning services and remote captioning services are available and provide comparable access to classroom activities, yet remote captioning services are more consistently available and more cost-effective, the University may make only remote captioning services available to the student.

Provisional Reasonable Accommodation

Provisional academic modification or adjustment may be given when: (i) a student has requested a reasonable accommodation; (ii) the student has previously received a reasonable accommodation in an educational setting; and (iii) the process to determine the appropriate academic modification or adjustment at the University cannot be completed before the start of the quarter. Usually, a provisional academic modification or adjustment is for one quarter only, though in exigent circumstances with prior approval, provisional academic modification or adjustment may continue into the next quarter. Receipt of provisional reasonable accommodation does not imply that the student will qualify for reasonable accommodation on a long-term basis.

At the conclusion of the reasonable accommodation assessment process, even if the student received provisional reasonable accommodation, it may be determined: (1) the student is disabled and a requested academic modification or adjustment will be extended; (2) the student is disabled and a requested academic modification is adjusted to avoid compromise of the essential elements of the academic program, course and/or University sponsored student life activity; (3) the student is disabled but the requested academic modification or adjustment is not reasonable; (4) the student does not have a disability within meaning of the law; or (5) that the student is not a qualified student with a disability.

Implementation of Approved Reasonable Accommodation

Once disability and reasonable determination have been made, the Director or Associate Director for Student Disability Services will collaborate with the student's area Dean of Students to implement the appropriate academic modification or adjustment. Both the student and their area Dean of Students will be notified in writing of the approved academic modification or adjustment. Auxiliary aids and services extended to a student may be adjusted if the existing academic modifications are ineffective or if the student's condition changes. Student Disability Services staff members and the area Dean of Students will facilitate the implementation of reasonable accommodation.

In working with students with disabilities, the usual standards of judgment and assessment of students' overall academic performance apply. Neither the academic community nor the students concerned are well served by applying special or lesser standards of admission, program participation or of evaluation.

Request for a Review

A student concerned with the disability eligibility or reasonable accommodation determination is advised first to meet and discuss the concerns with the Director for Student Disability Services. The Director for Student Disability Services will follow up in writing within 7 business days of the date of the meeting. If further discussion does not resolve the matter, the student may make a request for review to the Associate Provost & Director, Office for Equal Opportunity Programs (http://provost.uchicago.edu/issues/discrimination-harassment-and-sexual-misconduct) in writing within 10 business days of the date of the written notification. The student may also request a review of the disability eligibility or reasonable accommodation determination without first discussing the concerns with the Director for Student Disability Services. The student should make the request for the review to the Associate Provost in writing within 15 days of the date of the initial written notification of the disability eligibility and reasonable accommodation determination. The Associate Provost will review the appropriate records and documentation and may ask the student for a meeting to clarify the request. The Associate Provost may discuss the request with the Director for Student Disability Services, the area Dean of Students, and other appropriate professionals. The Associate Provost will communicate a final decision in writing as soon as practicable. The disability eligibility and reasonable accommodation determination remain in effect during the period in which the Associate Provost considers the student's request.

For more information visit disabilities.uchicago.edu.

* A reasonable accommodation is a modification or adjustment to a course, program, service, job, activity, or facility that enables a qualified student with a disability to have an equal educational opportunity but does not lower or modify essential requirements, fundamentally alter the nature of a service, program or activity, or result in undue financial or administrative burdens.

** Auxiliary aids and services are those items and services which, if provided, a student with a disability would have equal access to the student's educational program or to the student life activities for which the student is eligible. They include such considerations as, but not limited to: adjustable lighting; sound amplification; note-takers; ASL interpretation; speech to text interpretation; use of a computer for in-class exams and in-class writing assignments; a reduced distraction environment, whenever possible, for in-class exams; extra time for in-class examinations and in-class writing assignments; alternative book and test formats. Auxiliary aids and services do not include personal attendants, individually prescribed devices, readers for personal use or study, or other devices or services of a personal nature such as tutoring or typing.