Making accommodations and modifications means changing the way things are usually done to take into account a person’s disability-related needs. Examples of accommodations and modifications include modifying rules, policies or practices; removing architectural or communication barriers; or providing aids, services, or assistive technology.
“(i) modifications or adjustments to a job application process that enable a qualified applicant with a disability to be considered for the position such qualified applicant desires; or
(ii) modifications or adjustments to the work environment, or to the manner or circumstances under which the position held or desired is customarily performed, that enable a qualified individual with a disability to perform the essential functions of that position; or
(iii) modifications or adjustments that enable a covered entity’s employee with a disability to enjoy equal benefits and privileges of employment as are enjoyed by its other similarly situated employees without disabilities.” https://www.eeoc.gov/policy/docs/accommodation.html
The Family Connect website is quite rich, the site is first for blind or visually impaired individuals but they also have resources for multiple impairments. They map out precedent for specific accommodations for specific needs. For example, Blind or Visually Impaired accommodations are charted out on this page.
Certainly, this is not legal advice, and I would use something like it to inform my thinking prior to meeting with the UAF compliance officer. Â Indeed I would work closely with the university every step of the way through an accommodation request whether student or employee. The teeth that the ADA gives to civil litigation are pretty daunting and as a manager I want the university to have my back.
Unreasonable
The ADA does not require modifications that would fundamentally alter the nature of the services provided by the public accommodation. For example, expecting a specialist to become a generalist, or to switch specializations would count as unreasonable burden. Or, a student requesting a scribe for test taking, failing the test, and subsequently petitioning for both a scribe and additional time, when the real problem was content knowledge, and having more time would simply make it more apparent that the student didn’t know the content.
I can’t emphasize the importance of working with your administration and the Office of Disability Services. I also can’t stress strongly enough doing what you can to make sure students who need to feel comfortable doing the latter as well.