Learn more about disability and accommodations by selecting the questions below.
The Americans with Disability Act (ADA) defines disability as:
- a physical or mental impairment that substantially limits one or more major life activities;
- a person who has a history or record of such an impairment;
- a person who is perceived by others as having such an impairment.
Individuals who fall into the first two categories may be eligible for accommodations if they are experiencing barriers because of the interaction of between their disability and an inaccessible aspect of their education. Reasonable accommodations are not determined based on disability or diagnosis alone. A student’s disability plus any specific academic impacts shapes what accommodations may be reasonable.
Disabilities may fall into one of the following diagnostic categories but may also be present in additional ways:
- Attention Deficit Hyperactivity Disorder (ADHD)
- Autism Spectrum Disorder (ASD)
- Blind or Low Vision
- Deaf or Hard of Hearing (DHH)
- Intellectual Disability
- Health Conditions
- Mental Health Conditions
- Specific Learning Disability
- Speech/Language Disability
- Traumatic Brain Injury
- Temporary Disability (Broken arm/hand/leg, concussion, etc…)
- Accommodations are academic adjustments that allow a student with a disability to have an equal opportunity to meet an academic standard or requirement.
- Accommodations do not reduce the established course standards or learning objectives.
- Accommodations also do not lessen the expectations required of a college student to fulfill general academic responsibilities.
- While UCF’s goal is to be proactively accessible, accommodations may still be needed to ensure students with disabilities have equitable access to their education.
- An accommodation should create access by removing or modifying a barrier present in the environment (physical space, policy, written/auditory/electronic information, and/or attitude) that nondisabled peers do not experience.
- The goal is to adjust the method in which academic tasks are accomplished without substantially altering the task itself or the academic rigor required. For example, a student may need additional time to take an exam, rather than reducing the number of questions or difficulty of an exam.
- Accommodations are not meant to ensure academic success, provide comfort, or reduce discomfort, but ensure that students with disabilities are not disadvantaged in their education simply because of their disability.
Need Housing Accommodations?
Do you have a housing assignment and need specific accommodations within the space? Start the process with Housing and Residence Life.
Are you seeking an exemption to the lottery assignment process or priority placement on the housing assignment waitlist due to a disability?
Due to limited housing capacity, not every student who applies for housing will receive a space. For example, current residents who wish to return to campus housing participate in a lottery process. Students who are seeking exemptions to the lottery process due to their disability will make that request via Student Accessibility Services (SAS).
If you have not previously connected with SAS, then you will need to submit an application and follow the steps listed within this link: Start Here
If you have previously connected with SAS, then you should email firstname.lastname@example.org or call 407-823-2371 to request an Additional Accommodation meeting to discuss consideration of exemption from the housing lottery.
Have Food Allergies or Dietary Restrictions?
Common Academic Accommodations
Listed below are the most commonly requested accommodations.
Specific barriers to academic inclusion are discussed with students,
and other accommodations may be provided on a case-by-case basis.