Disability Services

The mission of Disability Services is to ensure equal access for qualified students with disabilities, encourage self-determination skill development, and to work collaboratively with students, faculty, and staff to promote and facilitate an inclusive campus community.

Academic Accommodations

What are Academic Accommodations?

Academic accommodation as required by law is not meant to diminish academic standards. It is intended to create an opportunity for students with disabilities to learn and for professors to evaluate fairly. Students with disabilities expect access and opportunities, not alterations in academic expectations. Academic requirements and course objectives should remain unchanged. Modifications may need to be made in the way a student receives information or demonstrates knowledge but not in the academic proficiency standards. In accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 as amended, Immaculata University prohibits discrimination on the basis of disability and provides reasonable accommodations to students unless doing so would fundamentally alter the nature of a service, program, or activity, or would result in an undue financial or administrative burden.

Although it is the duty of the University to provide reasonable accommodations, it is the responsibility of the student with the need to request a reasonable accommodation in a realistic time frame.

Examples of Accommodations

A reasonable academic accommodation is one that does not require a substantial change in the curriculum or alteration of any essential elements of the course, program, service, or activity. Reasonable accommodations are tailored to the needs of the student and determined on a case-by-case and course-by-course basis.

There is no one list of reasonable academic accommodations that will serve the needs of all students with disabilities. The following are some typical examples:

  • Extended time on exams or tests
  • Distraction-reduced testing environment
  • Reader or auxiliary aid to read aloud exam
  • Audio recording of lectures
  • Alternate textbooks
  • Text-to-speech assistive technology
  • Alternatives to computer-scored answer sheets
  • Arrange for students with a hearing loss to have sound amplified (This may require faculty to wear a voice amplifying microphone.)
Differences Between High School and College Accommodations
High School College
  • IDEA
  • Sections 504
  • ADA of 1990
  • ADA Amendment Act of 2008
  • Sections 504
  • IEP
  • School provides evaluation.
  • IEP may not be sufficient documentation.
  • Students provide evaluation at their own expense from outside source.
Parental Access:
  • Parents receive grades and academic reports.
  • Parents do not have access to student records without consent from student.
Student Role:
  • Students identified by school and/or parents.
  • Students must self-identify with Disability Services and are responsible for their own accommodations.
  • For best results, students are encouraged to reach out to Disability Services via the Online Form for New Students prior to the beginning of the semester.
Role of Support Services:
  • School is responsible for identifying student, supplying services, and making accommodations.
  • School is responsible for providing services to students who self-identify as having a documented disability after review of materials and an in-person meeting.
Role of Teacher or Instructor:
  • Teacher is responsible for making sure student has the proper accommodations.
  • Students must provide Letter of Accommodations to course instructor at the start of each semester. This Letter of Accommodations is issued by Disability Services after the student completes the approval process.  Students must notify the instructors of when and how they plan to utilize the approved accommodations.

>> Disability Services

Related Pages


Jennifer Peruso

Executive Director of Learning Support Services

Gabriele Library, 2nd floor, Room 10
(610) 647-4400 3900

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