What is a Reasonable Accommodation?

Much about college and workplace accommodations is unclear, and often we don’t know what constitutes reasonable. In general, reasonable means that it won’t alter the program, the outcome, or cost much of anything if at all.

This is a relatively comprehensive list of reasonable accommodations commonly available to college students with learning differences (such as ADHD, dyslexia, dyscalculia, dyspraxia, and autism) through Disability Services or Accessibility Offices. These accommodations are based on federal laws, including the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. Every accredited higher education institution is required to have an Office of Disability Services. It may have different names or be housed in other offices, but it is there.

The process for requesting accommodations can be found on every college website or through a web search. It will always include the submission of updated diagnostic paperwork and a meeting with a representative from the office. Every office will communicate this information about your accommodations to faculty differently, but you should be the person who communicates your needs and approved accommodations yourself to your professors.

Below is a valuable checklist to help you decide which accommodations to request. Technology can now substitute for many of these, so there is no need to ask for those things, but you may need permission to use technology in some instances or record lectures, etc. Not all accommodations are available on all campuses. Some, such as housing needs, are limited and should be requested early in your decision-making process to determine what those limitations are.

📚 Academic Accommodations

Exams & Testing

• Extended time (e.g., 1.5x or 2x time)

• Reduced-distraction or private testing environment

• Use of a computer for essay or written portions

• Use of assistive technology (e.g., text-to-speech, speech-to-text software)

• Breaks during exams (scheduled or as needed)

• Use of a calculator (for students with dyscalculia)

• Alternative formats (e.g., oral exams, multiple-choice instead of essay)

• Exams scheduled at optimal times of day for the student

Lectures & Class Participation

• Permission to audio record lectures or use smart pens

• Use of note-takers or access to peer/class notes

• Access to lecture slides or outlines in advance

• Ability to use a laptop/tablet for note-taking

• Preferential seating (e.g., near front, away from distractions)

• Captioned videos and accessible media formats

• Permission to step out briefly to regulate attention or anxiety

Reading & Assignments

• Alternative formats (e.g., audiobooks, large print, digital texts)

• Use of screen readers or text-to-speech software

• Reduced reading load (when possible without altering essential course content)

• Extended deadlines for assignments

• Flexibility with spelling/grammar (in non-language courses)

• Breaking large assignments into smaller parts with interim deadlines

🛠 Technology Accommodations

• Access to assistive technology (e.g., Kurzweil, Dragon, Grammarly, Ghotit)

• Use of spell-checkers, grammar aids, and word prediction software

• Access to screen magnifiers or color contrast tools

• Calculators with memory aids (for math-related LDs)

• Organizational tools like Livescribe pens, apps, or digital planners

🧠 Cognitive, Executive Functioning, & ADHD Supports

• Priority course registration

• Reduced course load without loss of full-time status

• Flexibility in attendance policies (when related to disability)

• Use of timers or alarms during exams and assignments

• Executive functioning coaching or learning support services

• Use of written over verbal instructions

• Option to present assignments in alternative formats (e.g., video, art, presentation)

• Academic coaching or weekly check-ins with support staff

• Clear and direct communication from faculty

🧩 Autism-Specific Accommodations

• Clear and direct communication from faculty

• Social communication coaching or peer mentoring

• Use of written over verbal instructions

• Option to present assignments in alternative formats (e.g., video, art, presentation)

• Access to sensory-friendly spaces or quiet zones

• Exemption from group work or alternative assignments when needed

• Advance notice of changes in routine, classroom, or assignments

🏠 Housing Accommodations

• Single room or access to quieter housing

• Access to private bathroom

• Placement in a sensory-friendly residence hall

• Air conditioning or medical accommodations for temperature/sensory regulation

• Permission to have an Emotional Support Animal (ESA)/Service Animal

• Access to a refrigerator for medication or dietary needs

• Early move-in to adjust to environment before general population

🏫 Campus Life & Access

• Accessible campus tours and orientation programs

• Flexibility with dining options for sensory or dietary needs

• Alternative formats for campus materials and forms

• Accessibility in student clubs or extracurricular activities

• Priority seating at campus events or guest lectures

• Use of apps or devices for campus navigation

• Communication supports for meetings or group activities

🧾 Administrative Supports

• Faculty notification letters outlining approved accommodations

• Assistance with communicating needs to professors

• Training or information sessions for faculty on working with neurodivergent students

• Mediation or advocacy when accommodations are not being followed

• Clear appeals process if accommodations are denied

🧑‍🤝‍🧑 Other Possible Accommodations (case-by-case)

• Substitution of certain course requirements (if not essential)

• Withdrawal without penalty if disability significantly interferes

• Internship or field placement support (modifying environments or tasks)

• Modified deadlines for program completion

📝 Notes:

• Accommodations must be based on individual need and documentation.

• They cannot fundamentally alter the essential requirements of a course or program.

• Accommodations are not retroactive—students should apply as early as possible.

• Colleges may provide learning centers, tutoring, or coaching, but these are often services, not formal accommodations.