Accommodations

Niagara University has a responsibility to provide program access (including physical access, access to programs, services, activities, and instruction) to qualified students with disabilities.  This means that the University provides reasonable and appropriate accommodations, academic adjustments, and/or auxiliary aids for individuals with disabilities upon request.  Reasonable accommodations may include providing printed materials in an alternative format, an interpreter, access to assistive technology, relocating services to accessible locations, and providing extended time on tests.

Students with disabilities must register with Niagara University’s Disability Services Office, provide documentation of disability, and request needed accommodations.  Disability Services has the responsibility of determining what reasonable accommodation is and providing the accommodation in a timely manner. “Ultimately, a student with a disability requires alternative arrangements only when faced with a task that requires skill that her disability precludes” (Accommodations vs. Universal Design).

Examples of Disability & Potential Impact

Disability Potential Impact Accommodations
Low Vision
  • Unable to read standard print.
  • Print/objects appear blurry.
    See objects within a specific field of vision.
  • See image with sections missing or blacked out. 
  • Reading may take longer.
  • Use of vision may be fatiguing.
  • Seating near the front of the room.
  • Good lighting
  • Large-print handouts, signs, labels.
  • Access to closed circuit TV monitors.
  • Printed materials in electronic formats.
  • Computers equipped with software that enlarges screen images.
Blindness
  • Cannot read standard print materials.
  • Individuals blind since birth may have difficulty understanding verbal descriptions of visual materials and abstract concepts.
  • Print materials in an electronic format (on DS, USB, email, web site, etc.) can provide access if used with text to speech technology. 
  • Printed materials available on audiotape.
  • Raised-line drawings of graphic materials.
  • Talking calculators.
  • Tactile timers
  • Computers with OCR, speech output, refreshable Braille screen displays, and Braille printers.
Specific Learning Disability
  • Have average to above average intelligence but may have difficulties understanding content and/or demonstrating knowledge. 
  • Auditory, visual, or tactile information can become jumbled when it is transmitted, received, processed, and/or retransmitted.
  • It may take longer for the student to process written information, making lengthy reading or writing tasks difficult to complete in a standard amount of time. 
  • Difficulty processing verbal instructions.
  • Audiotaped meetings
  • Captioned video presentations
  • Quiet work spaces.
  • Computers with speech output and spelling and grammar checkers.
Hearing Impairments
  • May hear only specific frequencies, sounds within a narrow volume range, or nothing at all. 
  • Students who are deaf from birth generally have more difficulty speaking and understanding English language structure than those who lose their hearing later in life.
  • May have difficulty following presentations in large rooms or when the speaker talks quietly, rapidly, or unclearly.
  • They may find difficulty to simultaneously watch demonstrations and follow verbal descriptions, particularly if they are using a sign language interpreter, a real-time captioned screen, or a speaker’s lips.
  • Interpreters, sound amplification (FM) systems, and captioning.  Speakers should face the individual with the hearing impairment