Oklahoma State University

Student Disability Services Logo

Student Accommodation Model
  1. Self-Identification
       Impacted by:

    • information printed in publications (e.g. catalog)
    • information listed on web site(s)
    • statement in class syllabi
    • referrals
  2. Evaluation of Documentation
       Criteria:
    • current (no older than high school; more recent may be necessary)
    • done by appropriate, qualified professional
    • includes evaluations/tools used and results
    • states diagnosis(es)
    • lists functional impact(s)
  3. Determine accommodation(s)
       Variables:
    • impact due to disability
    • "essential element" vs. "appropriate accommodation"
    • "equal opportunity/equal access" vs. unfair advantage
  4. Faculty notification
       Steps:
    • determine accommodations, with student
    • draft letter to faculty with student
    • student completes Service Request Form
    • student follows-up with instructor

{mospagebreak title=Student Accommodation Model Flowchart}

Down Arrow

Down Arrow

Down Arrow

Down Arrow

Begin HereDown Arrow

Is There a Disability?

Based on definition of disability within ADA/504

Checkbox

Checkbox

No

Warning

Warning

ADA, Section 504 Not Applicable

Down Arrow

Down Arrow

Down Arrow

Down Arrow

YesDown Arrow

Is the Student Otherwise Qualified?

Based on criterion for admission/enrollment

Checkbox

Checkbox

No

  • Review qualification criteria
Warning

Warning

No accommodation required

Down Arrow

Down Arrow

Down Arrow

Down Arrow

YesDown Arrow

Admission/ Enrollment

Is there adequate appropriate documentation?
Based on guidelines/policies, e.g. ETS & AHEAD documentation for LD and ADHD:

  • Current
  • Thorough
  • Comprehensive
  • Appropriate evaluator
Checkbox

Checkbox

No

  • Need to provide documentation

  • Need additional documentation
  • Documentation shows no diagnosis

Warning

Warning

Definition of disability unmet

Down Arrow

Down Arrow

Down Arrow

Down Arrow

YesDown Arrow

What is the difficulty/impact?

Checkbox

Checkbox

No

  • Further exploration regarding area identified

  • Available non-disability resources (e.g. Writing Center, tutors)

  • Assess if otherwise qualified

  • Convenience v. necessity

Warning

Warning

No accommodation necessary

Is it disability related?

Does it substantially limit him/her?

Down Arrow

Down Arrow

Down Arrow

Down Arrow

YesDown Arrow

 Is There Program Access?

Academic

Based on requirements & expectations of course/degree; Identify essential elements w/ reasoned deliberate process

-Or-

Non-academic

Access as a whole when viewed in its entirety, such as housing, field trip, concert, etc

Checkbox

Checkbox

No

  • Must show why “essential”

  • Same options/opportunities

  • Flexibility in policies/procedures

Warning

Warning

No modification required

Down Arrow

Down Arrow

Down Arrow

Down Arrow

YesDown Arrow

What is the purpose/goal/outcome?

-Or-

What is the obstacle/inaccessible feature?

Down Arrow

Down Arrow

Down Arrow

Down Arrow

FinallyDown Arrow

List Alternatives and Accommodations



Things to Consider

  • Give individual "primary consideration"

  • Program "as a whole" to be accessible

  • Provide "equal opportunity"

  • No need to "fundamentally alter" program/requirements

  • No "undue administrative/financial burden" required

  • Accommodation to be "equally effective" (vs. best)

  • Accommodations of a personal nature exempt



Developed by M. Shuttic for NASPA presentation (1998); revised 9/02.

Listed at OK-AHEAD (Oklahoma Assoc of Higher Ed & Disabilities): www.okahead.org