Accommodation Information

The LTC’s Office of Learning Resources (OLR) asks students who wish to make an official request for disability accommodations to contact OLR and set up an appointment with our disability staff.  During this appointment we will discuss the barriers/difficulties the student anticipates, or is facing, and the kinds of accommodations that may be appropriate while attending classes and participating in community life at the University of Dayton. It is the responsibility of the student to make their request for accommodations known in a timely manner.

Interactive Discussion

The interactive process will enable us to work together to determine reasonable accommodations. The best method for addressing this process is through direct interaction between the student and the experienced disability professional.  The weight given to the individual’s description will be influenced by its clarity, internal consistency, and congruency with the professional’s observations and available external documentation.  However, if the student is unable to clearly describe how the disability is connected to a barrier and how the accommodation would provide access, the institution may need to request third party documentation. 

The question is not whether a given condition is a “disability,” but how the condition impacts the student in the academic and non-academic environments here at University of Dayton.  A student’s specific accommodation needs may vary based upon the unique characteristics of the course, program, or requirement.  This requires a clear understanding of how disability impacts the individual to establish the reasonableness of the accommodation for the individual.  Third party information may not be necessary depending on the information gathered from the student.  However, if this information is available, the student is welcome to provide a copy for review.  In addition, if there are outstanding questions, disability staff may request the third party information for further clarity and connection between the information provided and the requested accommodation. 

Disability documentation should be current and relevant but not necessarily “recent.”  Disabilities are typically stable lifelong conditions. Therefore, historic information, supplemented by interview or self-report, is often sufficient to describe how the condition impacts the student at the current time and in the current circumstances.

Accommodations cannot constitute a fundamental alteration.  

Formal documentation, should you choose to share with OLR prior to your face-to-face meeting, can be sent via email (, fax (937-229-3270) or regular mail (Office of Learning Resources, 300 College Park, Dayton, Ohio 45469-1302).

Preparing for the interactive discussion

Here are some things you may want to think about prior to our discussion:

  • What tools or strategies facilitate your access to the educational environment?
  • How effective are/were these tools?
  • What accommodations, auxiliary aids, assistive technology, and/or services do you currently use or have you used in the past?
  • How effective are/were these accommodations, etc.?
  • What barriers/difficulties do you anticipate at the university?  
  • If your condition is variable, has known triggers, or has medication related side-effects, what accommodations do these suggest?

Initial Accommodation Requests

First time requests
If you are a student who is interesting in discussing academic, housing or parking accommodations for the first time, please follow the link for Initial Accommodation Request below. This link only needs to be completed once as all on-going requests are addressed through the Accommodation Letters process referenced below.

Initial Accommodation Request>>

Learn more about the sources and forms of documentation  >> 
Learn more about possible accommodations in the college environment >> 

Non-Academic Accommodations

Students with disabilities may require reasonable accommodations outside of the classroom. Residential Life, Parking Services, Dining Services and student programs represent types of non-academic settings where reasonable accommodations may be necessary. 

For housing and dining accommodations associated with a medical condition or disability, students should review the information available on the Department of Residence Life website.  OLR is a member of the Housing Committee and will assist, when necessary, in determining reasonable accommodations in the residential environment. Students should schedule an appointment with OLR to discuss housing accommodation needs.

Learn more about Housing for Medical/Disability Needs (including dietary information) >>
Visit Department of Residence Life website >>
Learn more about Attendant Care >>

For parking accommodations associated with a medical accommodations are also addressed through OLR.  Students should schedule an appointment with OLR to discuss parking accommodation needs.
Learn more about Medical and Disability Parking Accommodations Process >>
Visit Parking Services website >>

Service and Support animals are also addressed through the Office of Learning Resources.  
Learn more about service animals, service-animals-in-training and support animals>>

To make a request

Request service or support animal >> 
Request to be a Service-Animal-In-Training Handler>>

Accommodation Letters

The Accommodation Letter is a communication tool which provides a list of requested and approved academic accommodations.

This letter is requested by the student each term via an online form. Students will meet with OLR disability staff during the first two terms in which they use accommodations. After the first two terms, accommodation letters are emailed to the student after the request is processed. Students can still choose to meet with OLR disability staff as needed.

Once the student receives their letters, they must speak with individual faculty to initiate the accommodations and determine the methods in which accommodations will be implemented. Accommodations are not retroactive. Failure to communicate in a timely fashion may delay the start of accommodations.

If something changes after you have received your Accommodation Letters, please contact OLR.

Request Accommodation Letters >>

Initial Accommodation Requests

If you are a student who is interesting in discussing academic, housing or parking accommodations for the first time, please follow the link for Initial Accommodation Request below. This link only needs to be completed once as all on-going requests are addressed through the Accommodation Letters process referenced below.

Initial Accommodation Request>>

Alternative Testing

Alternative Testing is an academic accommodation for eligible students with disabilities registered with OLR. This accommodation provides students with equitable access in the testing environment. Eligibility is determined on a case-by-case basis. The type of accommodation provided is determined through one-on-one consultation during the intake meeting with OLR disability staff. These accommodations will be outlined on your Accommodation Letter. Test Accommodations may include extended time, assistive technology, Interpreters, etc.

It is important for students to communicate with their faculty members before submitting their request for alternative testing as many faculty members will provide necessary accommodations for testing. If the student and faculty agree to use the OLR Testing Center, the student is required to complete the online test accommodations request form following established guidelines. Neither faculty or OLR are required to provide test accommodations outside of the established guidelines.

Request alternative testing  >>

Learn more about Alternative Testing FAQs >>
Learn more about UD's Final Exam Policy >>


Alternative Formats

Alternative Formats, also called e-text, is an academic accommodation for students with a print disability registered with OLR. This accommodation provides electronic versions of course materials for use with text to speech, large print, Braille etc. Eligibility is determined on a case-by-case basis, and students must make requests for desired books each term. Students are required to show proof of purchase before an alternative format can be delivered.

Our office will work with students regarding converting required course textbooks, journal articles, and other print materials. It is important for the student to understand that this is a time consuming process. While OLR strives for no more than a 28-day turnaround time from the date material is available, it can take between 4 to 6 weeks for completion of typical college textbooks and 2 to 4 months for more complex materials.

Although requests are processed on a first come, first served basis; priority is given to students who have provided proof of purchase. The earlier the request is received, the more time we have to determine availability and, if applicable, to secure the book from outside sources. If outside sources are not available, OLR can create an electronic copy in-house using the student's copy of the textbook.

Assistive technology training is available through OLR regarding how to use alternative formats.

Alternative Formats available from OLR include:

  • Braille
  • Electronic textbooks can be used for:
    • audio output with a text reader, such as WYNN, or a screen reader, such as JAWS.
    • magnification for large print.
    • conversion to wave/MP3 formats.
    • Raised tactile images used by students who need to be able to feel graphic images.

Learn More About Alternative Format FAQ >>

Make a Request for Alternative Formats >>
Cancel a Request for Alternative Formats >>

Self-Service Alternative Format Options

SensusAccess software is now available through University of Dayton's Office of Learning Resources website. The goal is to increase accessibility and independence of all users. For students, this will allow you to upload and convert documents independently into a variety of formats. For faculty and staff, this allows the ability to transform a document(s) into a format that is accessible to students with disabilities.

Use Self-Service Options >>
View Instructions for Sensus Access (pdf)>>

Course Substitution and Waiver

Students with disabilities must complete all academic and internship requirements for the degree(s) they are pursuing. They may do so using reasonable academic accommodations as designated by professional Disability Services staff in the LTC Office of Learning Resources.

Occasionally, characteristics of a disability may warrant substitution of a class or series of classes. In such cases, it is important to note that these class requirements are not waived, but rather substituted with other courses.  A substitution course must be of equal academic rigor, it must meet the academic standards of the department in which the substitution is requested, and the students’ documentation must clearly support the request.

In some instances, however, a course substitution would not be considered an appropriate accommodation. These include:

  • The class is an integral part of the program, major, or minor; substitution would jeopardize the integrity of the particular program.
  • The substitution could not fulfill the competency required for a particular degree.
  • The documentation of disability does not support the need for such accommodation.

After consultation between the student and the LTC's Office of Leaning Resources, a recommendation will be issued to the student's Dean's Office.  When a substitution is recommended, the student must work with their Academic Dean, Department Chair or Academic Advisor to finalize decisions regarding whether or not the class or series of classes for which the substitution is requested is essential to the program. If a student cannot meet requirements that are proven to be essential to a specific program despite other appropriate accommodations, the student may be considered unqualified to pursue that particular course of study. In such a situation, academic, career, and personal counseling resources are available at the University to assist the student.

Request form for course substitution >>

Notetaking Support

Many college classes are lecture based. As a result, it is important to learn how to take notes effectively. In some cases, a student may struggle with note taking secondary to a disability.  Within the Office of Learning Resources, there are different types of support that a student may choose to aide with respect to their note taking responsibilities.  

It is the student's responsibility to request and/or or utilize the accommodations or supports in a timely fashion. It is the responsibility of the student with a disability to collect carbonless paper notes daily at the end of each class.

Note-taking is a reflection of that individual's knowledge base and perception of importance of the material. This perception may be different than your own. Again, the difference reflects the importance of taking your own notes.

Potential Accommodations

This is not an all-inclusive list nor would the items apply to all students

Access to all instructional material used in class

Some students struggle getting information from both the displayed notes and the verbal information presented by the instructor.  If receiving a copy of the instructional material is an approved accommodation, the student will work with their faculty member to determine how the instructional materials will be shared with the student.  In some cases, the student may benefit from a hard copy while other students may need a digital format. 

Key Points:

  • This accommodation is for the material used in class, such as PowerPoint or handouts, and not an instructor’s personal lecture notes.
  • If the instructor shares the material with on Isidore or in a similar method, the student is expected to use the same access unless first discussed with your instructor.


Some students find tape recording the class lecture very beneficial to supplement notetaking.  In this case, it is the student’s responsibility to provide the instructor with an accommodation letter which identifies tape recording as an approved accommodation.  The student is also responsible for providing a recording device and securing any recordings from the lecture.  The recording itself is for the use of the student while taking the course and should not be shared with other classmates.   Some students will use other software to transfer the tape recording into a transcript of the lecture.  This can be addressed with Dragon Naturally Speaking (or similar software).  If this is addressed, the student needs to check the transcript against the actual audio file to ensure it was captured correctly.

Benefits of tape recording:

  • Aids in the understanding of complex material which may only be presented one time
  • Provides a resource to review when your written notes are not clear
  • Allows you to capture missed information you were unable to write down during the lecture

Potential Concerns of tape recording:

  • Listening to recorded lectures takes time and may not be very effective.  In most cases, it is better to review specific parts of the lecture versus listening to the entire lecture multiple times.
  • You may not focus as much during class because you have a recording. 
  • Tape recording devices may not work 100% of the time due to a battery, other noises in the classroom, etc.  It may also be difficult to hear everyone in the class or determine if the instructor or a classmate is talking.
  • A recoding cannot capture written material. 


In some cases, a student may struggle with note taking and benefit from someone else’s notes for comparison.  In this case, OLR can provide the student with carbonless paper and the student can work with their classmates to secure a copy of someone’s notes.  It is important for the student with a disability to continue taking his or her own notes and using the copy as a supplement.  In addition, a copy of class notes is not a substitute for class attendance.

Carbonless Paper is not viewed as an accommodation, but a tool a student may choose to access.  With this in mind, when a student approaches a classmate about notetaking support, the focus is more on working together versus helping with a ‘disability’ issue.  If the student is unsuccessful, they can seek assistance from the professor to identify or request a volunteer from the class who is willing to take notes on the student's behalf. If both options are unsuccessful, the student should contact OLR for additional guidance.

Additional supports

Pepnet online note taker training >>
Learning and study resources for notetaking >>