Available Accommodations

The Office of Accessibility (OA) works with students with a wide range of diagnoses, conditions, and impairments that result in difficulties accessing the university’s curriculum, services, facilities, and activities. If you aren’t sure whether or not you have a disability, please read through the following information or contact our office to discuss your accommodation request. It is not necessary to have a disability to use a wide range of campus resources and strategies, or to learn about adaptive technology. However, to receive formal accommodations you must be considered a student with a disability under the Americans with Disabilities Act (ADA).

To initiate a formal request for accommodations, students should complete a Student Application and submit appropriate Documentation of Disability. If you have any questions, please make an appointment online or contact the Office of Accessibility via email (academicaccess@unca.edu) or phone 828-251-6292. The accommodation approval process takes time, so please plan ahead and submit your request as early as possible.

On This Page:

Academic Accommodations Residential Accommodations Service Animals
Temporary Accommodations Other Types of Accommodations

Please note:

Disclosure of a disability, impairment, condition, or limitation to an individual professor, program, department, or any entity other than the Office of Accessibility is not considered an official notification to the University nor a request for reasonable accommodations.

UNC Asheville does not provide assessments for documentation purposes. If you have (or suspect you may have) a learning disability or attentional disability, we maintain a list of local assessment resources that you are welcome to request.

Academic Accommodations are not the same as modifications. This means that they are not a change in the curriculum of the class or how the student is graded. They are more of a change in how the student does the same work so that each student has the same opportunity regardless of disability. Both students and faculty are responsible for following the policies and procedures detailed on these pages. Accommodations are not provided retroactively; that is, accommodations must be approved prior to using them.

Academic Accommodations

Below are descriptions of the types of academic accommodations that students request through the Office of Accessibility.  Please note that each accommodation request is individually discussed and determined reasonable for any student based on individual disclosure of disability as well as the impact on course curriculum.

For more information about a specific accommodation, please make an appointment online or contact the Office of Accessibility via email (academicaccess@unca.edu) or phone 828-251-6292.

The student is responsible for material covered while absent from the classroom.

This accommodation allows the student to leave the classroom briefly and return. The length of time a student is absent from the classroom is usually understood to be no more than 10 minutes, though this may be individually discussed.

Policy

Faculty, at their discretion, may include class attendance as a criterion in determining a student’s final grade in the course. On the first day of class, faculty must inform students of their class attendance policy and the effect of that policy on their final grade; both policies must be clearly stated in the class syllabus. Students failing to attend the first session of any class may be administratively dropped by the instructor; however, this is at the discretion of the instructor. It is each student’s responsibility to notify the Academic Success Center of any change to their schedule.

The Office of the Dean of Students within Student Affairs is designated office to notify faculty of absences due to acute events such as surgeries, hospitalizations, or death of an immediate family member.

Reasonable Attendance Adjustments

All students, regardless of disability, are responsible for fulfilling the essential requirements of their courses/programs/degrees, including attendance expectations. However, some students have serious health-related disabilities which may impact attendance due to their episodic nature. This may include, but is not limited to: inflammatory bowel diseases; seizure disorders; diabetes; mental health conditions experiencing acute exacerbation; various autoimmune disorders, or conditions requiring treatment such as chemotherapy or dialysis.

The Office of Accessibility (OA) may determine Reasonable Attendance Adjustments as a reasonable accommodation. Reasonable Attendance Adjustments do not permit unlimited absences and are not intended to be applied retroactively.  Students remain accountable for all academic activities (assignments, assessments, required readings, etc.) and evaluation standards specified on the syllabus. Seasonal illness (i.e. flu, mono), temporary impairments, health conditions not on record with the OA or non-disability-related absences are not subject to reasonable attendance adjustments.

The University can often find reasonable, equivalent options for students without compromising course standards. These options should be determined on a case-by-case basis in consideration of the disability’s anticipated impact on attendance, the course requirements, and faculty expectations.

In most cases, class attendance is critical to a student’s mastery of the knowledge and skills that are taught in a specific course and students are expected to follow the attendance policy established by the instructor in each class. It is not reasonable for the University to fundamentally alter, waive or lower essential course requirements, academic standards, or educational experiences/outcomes when attempting to accommodate course absences.

Some options that may be considered as a reasonable adjustment for an absence:

  • Assigning comparable alternate work.
  • Altering timelines for coursework and tests.
  • Allowing attendance to repeat lectures given in other course sections.
  • Allowing review of missed materials during office hours.
  • Allowing missed material/notes to be obtained from a classmate.
  • Attendance to class remotely (such as Zoom).

A Reasonable Attendance Adjustment Plan should be completed for each course. Students may complete these forms with faculty or the Office of Accessibility can facilitate the completion to establish course requirements, the impact of absences and potential attendance alternatives. A copy must be submitted to the Office of Accessibility for review if completed between faculty and student to determine final course-specific adjustments related to attendance. The OA will notify the student and faculty of the final approved adjustments for the course. If the Reasonable Attendance Adjustment Plan is not completed and submitted to the OA then course-specific attendance adjustments will not be approved and the OA will not monitor disability-related absences.

Excessive absences, even with an approved Office of Accessibility attendance accommodation, may result in a fundamental alteration of the course, and withdrawal may be recommended. Faculty may also consider granting students an incomplete grade to allow an opportunity to fulfill course requirements. It is the responsibility of the student to initiate requests of this nature with their individual instructor(s), and the responsibility of the faculty member to consider requests on a case-by-case basis.

Essential Course Requirements

The Office for Civil Rights (OCR) has provided the following guidelines when determining if attendance is an essential course requirement:

  • What does the course description and syllabus say regarding attendance?
  • To what extent is there classroom interaction between the instructor and students and among the students themselves?
  • Do student contributions in class constitute a significant component of the learning process?
  • Does the fundamental nature of the course rely upon student participation as an essential method of learning?
  • To what degree does a student’s failure to attend class constitute a significant loss of the educational experience of other students in the class?
  • What elements of the course are used to calculate the final course grade?

In general, courses that involve significant interaction, and in-class participation, or whose content mastery is reliant on attendance may limit what adjustment options are available. Examples of these courses may include:

  • Labs
  • Practicums
  • Internships
  • Foreign language learning
  • Public speaking/communications

The ultimate decision regarding absences and the resulting influence attendance has on grades is at the discretion of the instructor after a comprehensive examination of the essential course requirements. When attendance is not essential to course requirements, instructors are encouraged to make reasonable considerations. However, when absences are believed to affect course integrity, instructors should consult with the Office of Accessibility to determine what course-specific adjustments may be applicable

Student Responsibilities

  • Consider disability-related needs when choosing courses and developing a class schedule; for example, scheduling classes at a certain time of day, scheduling breaks between classes, etc.
  • Carefully review the syllabus for each course to learn the essential course requirements and the attendance requirements.
  • Complete a Reasonable Attendance Adjustment Plan with faculty for every course and submit to the Office of Accessibility once the Accommodation Plan has been requested for faculty via the online module so that course-specific adjustments can be determined.
  • Make an effort to attend every course meeting.
  • Contact faculty and the OA (academicaccess@unca.edu) prior to the disability-related absences. This expectation is vital if the anticipated absence occurs on a test/quiz day or the day of a deadline for submitting an assignment. For emergencies or unexpected disability-related absences, students must inform faculty and the OA as soon as possible.
  • Complete and stay current with all required coursework, obtaining missed materials/notes due to disability-related absence.
  • Understand that even with reasonable attendance adjustments, grades and content mastery could be negatively impacted by not attending class.
  • Contact the OA if there is concern after discussing attendance adjustments with faculty.

Faculty Responsibilities

  • Clearly examine essential course requirements
  • Have established attendance requirements for their courses stated via the syllabus.
  • Faculty should closely examine essential course requirements, and consult with the Office of Accessibility to determine reasonable course-specific adjustments.
  • Communicate and document how to implement the approved course adjustments with their students
  • Faculty have the responsibility to engage in the interactive process by completing the Reasonable Attendance Adjustment Plan

Policy

When determined to be an appropriate accommodation for a student with a disability, the university will assist the student in identifying and obtaining academic materials in an accessible format. Timely completion of the procedure outlined below is key to ensuring timely provision of accommodations. Publishers can take weeks to respond to Office of Accessibility requests for alternate formats.

Textbooks

Individuals requesting textbooks in an alternate format should first attempt to obtain accessible copies of textbooks, if available, through the following locations:

  • VitalSource – On-line retailer, claims to have over 90% of course texts in use today.
  • Bookshare – Free membership for qualifying members.
  • Learning Ally  – Provides unlimited access to their digital library of accessible audio textbooks.
  • Calibre – Comprehensive e-book viewer, free.
  • The UNC Asheville Bookstore – UNCA’s bookstore already offers many texts in e-text as an option. With 4 weeks or more notice most texts that aren’t already available as e-text can be converted and made available.
  • Internet Archive: Books for People with Print Disabilities

Can’t find an accessible copy?

  • Students requesting alternate formats should provide the following information: ISBN number title, author, publisher, and edition.
  • Individuals must submit proof of purchase/rental before the alternate format can be provided by the Office of Accessibility.
  • Office of Accessibility works with publishers to obtain electronic formats of textbooks or produce them in-house. Individuals may then use text-to-speech assistive technology such as Read & Write
  • Individuals may also use Read & Write in University computer labs to scan and convert texts at any time throughout the semester.

Alternate format materials are for individual use only and may not be shared. Duplication of materials is prohibited!

Alternate Format for Electronic Material

Individuals requesting electronic material to be converted to alternate format (e.g., accessible PDF) should bring electronic material to the Office of Accessibility on a USB drive. Office of Accessibility will convert and save the alternate format back to the student’s USB drive.

Additional Alternate Format Resources

Electronic Format of Textbooks Procedure

For non-rental textbooks, individuals should first attempt to purchase accessible versions of textbooks, if available.

Once approved by the Office of Accessibility for an alternate format, students are encouraged to contact the course instructor or the University Bookstore to obtain the following information for each textbook: title, author, publisher, edition, and ISBN number.

To request an electronic format individuals may use the resources listed above. If unable to independently locate this information, the student may request assistance from the Office of Accessibility. The Office of Accessibility contacts publishers to obtain electronic format versions, or permission to convert, therefore early submission of requests is vital to ensure timeliness of material. Please allow three weeks, or 21 days, when possible. If the publisher is unable to provide an electronic format, the Office of Accessibility will contact individuals to discuss alternative options.

After obtaining an electronic format from the Office of Accessibility, individuals may use assistive technology such as text-to-speech or screen magnification to read the material. Alternate format materials are for individual use only and may not be shared; any duplication of materials is prohibited.

Alternate Format of Other Materials

In general, faculty members are responsible for providing alternative formatted material for student use. The Office of Accessibility may be of assistance in converting articles, booklets, manuals, etc. to be converted to alternate formats (e.g., accessible PDF). If an accessible version is not readily available, the Office of Accessibility will contact students to discuss alternative options.

For all other requests, students should contact the Office of Accessibility directly via email (academicaccess@unca.edu) or phone 828-251-6292.

If and when physical activity is required to access course curriculum, alteration or modification must be made so that the curriculum may be accessed by student.

This section provides information about the Assistive Technology available through software programs or by enabling particular technology settings on an individual device or platform.

Faculty members looking for information on how to create accessible course content may visit the Instructor Resources and FAQ page.

Read&Write 12:

Current UNC Asheville students, faculty, and staff are eligible for free installation of Read&Write 12 on your personal device. Please utilize Software Center (PC), Self-Service(Mac), or contact ITS if you need the software installed on a university-owned device. Installation media can be downloaded and installed directly from the Texthelp website. Once installed you can click the settings button (three horizontal lines on the right) and sign in using your UNCA Google credentials.

Read&Write for Google Chrome extension:

UNC Asheville students, faculty, and staff are eligible for free installation of the Read&Write for Google Chrome extension from the chrome web store. You must be signed in to both Chrome and Google Drive with your @unca.edu account to use the premium features on the toolbar and a restart of Chrome is required after installation.

Need help figuring out the Google Chrome extension for Read and Write? Take a look at our Read and Write Google Chrome extension handbook. If you have any questions about how to use the Google Chrome extension, please contact academicaccess@unca.edu (email) or 828.251.6292 (phone)

You may also reach out to texthelp.com for assistance using any of the Read and Write software.

Read&Write Download to Personal Device:

You may download Read&Write to your PC, Mac, or phone. Downloading the software to your personal device means that the Read and Write software will work without internet connection. To learn how to install Read and Write to your device, view our Read&Write for Devices Handbook, Google Document

Read&Write PDF Reader:

Learn how to read a PDF with Read&Write by following Texthelp’s instructions.

If you have downloaded the Read&Write Software on your device, you may read a PDF by utilizing the PDF reader button in the toolbar (Please see the Read&Write for Devices Handbook, Google Document for more information).

Read&Write app:

Current UNC Asheville students, faculty, and staff are eligible for free installation of the Read&Write app on their compatible Android and iPad devices, available in the Google Play Store and Apple App Store. Use your @unca.edu account to verify your license after installation.

Microsoft Office Immersive Reader:

The Microsoft Immersive Reader is a free tool, built into Word, OneNote, Outlook, Office Lens, Microsoft Teams, Forms, Flipgrid, Minecraft Education Edition, and the Edge browser. It may be used as a text-to-speech device and includes such features as visual cues to stay focused while reading, pairs pictures with text to aid comprehension, allows individualized font spacing, and more accessibility options. For more information, try this online demo.

You may also view our Immersive Reader Basic Features Video. Please note that while this video shows the Immersive Reader being used in One Note, the Immersive Reader is also available through Microsoft Word. To learn how to transfer internet-based content or PDFs into One Note, please view the One Note Clipping Tool Video. 

Livescribe Echo:

The Office of Accessibility has a limited number of Livescribe Echo smartpens available for students to check out for one month. For training related to Livescribe pens, please make an appointment online or contact the Office of Accessibility at (828) 251-6292.

For Students with Livescribe Echo Pens: 

Voice Recognition (Speech-to-Text)

Voice Recognition or Speech Recognition exists in just about every device.
This is a good tool for those that have limited dexterity for typing or for people that have difficulty with spelling.

 Voice Recognition in Google Docs

  1. Open a Google Doc
  2. From the Tools menu, select Voice Typing.

Voice Recognition for Gmail:

Add this Chrome Extension: Dictation for Gmail.

  1. Click link
  2. Click add to chrome.
  3. Open Gmail.
  4. Compose or respond to an email.
  5. You will see a microphone beside your “send” button in your email.

This accommodation affirms that the student may record class lectures for personal use only, using a “smart pen,” or other personal recording device. Please note that the accommodation to record a class lecture supersedes classroom policy that prohibits audio recordings. This accommodation is not intended to be a substitute for course attendance, and recordings need not be provided for a student if they are not present in class.

With more classes being held over digital platforms (such as Zoom) there are additional avenues to record. As with any class recording, these recordings are for personal use only, and should not be shared with others per FERPA. After the class ends, the instructor will receive an email that states that the cloud recording is available. These emails include links to view the recordings and transcript that will then need to be shared with the student(s) who require this accommodation.

To learn more about how to record lectures, and receive a transcript of the course, instructors should review the directions found on the Zoom Support website.

Faculty members with concerns regarding audio recording in the classroom should contact the Office of Accessibility.

Otter.ai

Otter is a voice-to-text technology that provides automatically generated captions and transcriptions for spoken word (whether conversational or lectures.) Otter syncs easily with Zoom, but can also be used in Google Meet, in-person meetings, or any place where captioning may be useful. UNCA has a limited number of licenses available for qualified students.

Zoom captioning

UNC Asheville has access to auto-captioning for all Zoom lectures. Please see the Zoom support website for additional information about enabling closed captioning.

When additional texts other than textbooks are provided as course materials, faculty are responsible for ensuring that this is also provided in an accessible format for the student with this accommodation.

Accessibility will depend on the individual student’s needs, and should be discussed with the student directly.

Please contact the Office of Accessibility with questions or concerns regarding this accommodation.

Regardless of a disability, all students are responsible for fulfilling the essential requirements of courses/programs/degrees, including meeting completion dates for assignments. However, some students have disabilities which can impact their ability to complete assignments by the due date, including, but not limited to, students whose conditions are episodic in nature, conditions that change and result in problematic symptoms, and conditions that require hospitalization.

Most assignments/papers have established due dates which are provided via the syllabus in advance. Students are expected to proactively work on assignments and manage their time with consideration given to potential challenges related to the impact of their disability and other class assignments/coursework requirements. The Office of Accessibility understands some due dates are announced with little advance notice, or unexpected exacerbations from a disability occur.

Faculty members, working together with the Office of Accessibility, may provide approval for Deadline Extensions as a Reasonable Accommodation for individual assignments for qualified students.

Generally, approval for a deadline extension provides the student up to 48 hours, or two additional days, on a given assignment. However, this approval does not automatically apply to all assignments and is not intended to be applied retroactively. Deadline extensions do not permit unlimited extensions and students remain accountable for all academic activities (assignments, assessments, required readings, etc.) and evaluation standards specified on the syllabus.

It is not reasonable for faculty to fundamentally alter, waive or lower essential course requirements, academic standards, or educational experiences/outcomes when attempting to accommodate extension requests. The Office of Accessibility may be consulted regarding course-specific adjustments.

Unexpected illness or injury, recent diagnosis, onset or change in condition may warrant a withdrawal from a course or when indicated, an incomplete grade.

Course Expectations

In consultation with the Office of Accessibility, instructors often can find reasonable, equivalent options for students to successfully complete essential course requirements without compromising course standards. These options are individually tailored to the disability’s impact, the course requirements, and the instructor’s expectations.

Per the faculty handbook, instructors should include the following on the syllabus: course goals or objectives, including student learning outcomes; required and recommended reading or other course materials; course requirements, including description and due dates (if known) of tests, presentations, and assignments; date and time of final exam. Please note: Advance notice allows students to proactively work on their assignments.

Some options that may be considered to assist in the completion of assignments include:

  • Provide advance notice of future assignments and expected completion due dates.
  • Give an incomplete grade to allow an opportunity to fulfill course requirements.
  • Allow student to complete the remainder of the course through independent study.

Essential Course Requirements

In general, up to a two day extension on an assignment would not constitute a fundamental alteration to a course, but the Office of Accessibility encourages instructors to consider the following questions for each course when determining if established due dates are essential:

  • What does the course description and syllabus indicate regarding late work or completion deadlines?
  • Are the due dates arbitrary or are they essential to course requirements?
  • Would an extension (or multiple extensions) fundamentally alter the course?
  • Does the fundamental nature of the course rely upon timely completion of assignments as an essential method of learning?
  • Does timely completion of assignments constitute a significant component of the learning process?
  • To what degree does a student’s failure to submit timely completion of assignments constitute a significant loss of the educational experience for other students in the class?

The ultimate decision regarding due dates and the resulting influence extensions would have on the course is at the discretion of the instructor after a comprehensive examination of the essential course requirements. However, when due dates are believed to affect course integrity, instructors must consult with the Office of Accessibility to determine what course-specific adjustments may be applicable.

Student Responsibilities

  • Submit work completed by the due date.
  • Proactively work on assignments and manage their time with consideration given to potential challenges related to the impact of their disability and other class assignments/coursework requirements.
  • Make a request for an extension to instructor each time one is needed.

Policy

Students are expected to complete all degree requirements for graduation in their major. In accordance with university policy, only under unavoidable and exceptional circumstances will the faculty permit substitution or exemption from the prescribed curricula. The ADA requires that universities offer reasonable accommodation(s) to qualified students; however, it does not require the adjustment of standards that would fundamentally alter degree requirements.

Procedure

To request a degree requirement modification as a reasonable accommodation for a disability, the following steps are necessary:

  1. Complete the Student Application to request accommodation, and provide current documentation of disability. Documentation should provide a clear connection to how disability substantially limits the student’s ability to complete the course in question. Students already connected with the Office of Accessibility should schedule an appointment online to discuss their request. They may be asked to provide additional, or updated, documentation of disability supporting their request for degree requirement modification.
  2. The Office of Accessibility will work with the student to determine the necessary documentation. Note: Providing documentation does not guarantee a substitution.
  3. Students will work with the Office of Accessibility to determine the appropriateness of the substitution request. It is highly recommended that requests for course substitutions be submitted during the student’s first year at UNC Asheville. Factors considered in this determination may include (but are not limited to):
    • A student’s previous history with the course in question. A substitution or exemption in high school does not guarantee a substitution at UNC Asheville.
    • Psychological/learning test results.
    • Other mitigating factors as determined by a staff member of the Office of Accessibility.
  4. The request will then go to the Enrollment Services Committee for review. While the Office of Accessibility will present the student’s case to Enrollment Services, there is no guarantee that the committee will approve a substitution request.
  5. If the request is deemed inappropriate or if there is insufficient supporting evidence, the student must continue to meet the UNC Asheville requirement. With the help of the Office of Accessibility, a student may attempt to gather new or additional information to support the substitution.

The decision of Enrollment Services is final. Students who wish to submit another request for a substitution must work with the Office of Accessibility and provide new evidence before a second request will be considered.

This accommodation is an alteration to the physical learning environment. The accommodation request should contain specific information about how the environment may be modified to meet the needs of the individual student.

A student who is currently enrolled in the class will provide copies of their notes to the student. When possible, faculty should recommend students for this position based on positive review of academic records and attendance. If necessary, a faculty member may make an announcement to the course to recruit a note taker. The faculty member should not reveal the identity of the student or students eligible for a note taker.

Faculty members may use the Note Taker Recruitment Statement as a guide for their course announcement.

For additional information about Note Takers, please see our Student Note Takers page.

Policy

For some students with disabilities simultaneously listening to lectures and taking notes is extremely difficult, if not impossible. In these cases, an accommodation such as note-taking may be reasonable to provide equal opportunity and access to course information.

Procedure

For a student to be eligible to receive this accommodation, the following criteria must be met:

  1. The student must be registered with the Office of Accessibility.
  2. The student’s documentation must establish that she/he is eligible for the academic accommodation of alternative note-taking strategies.
  3. Students must attend class to receive notes. The provision of a Note Taker is not a replacement for class attendance.
  4. Students must provide the instructor with a Letter of Accommodation from the Office of Accessibility.

In cases where the criteria to qualify for the provision of a Note Taker are not met, students may employ the following strategies on their own:

  1. Students may use their personal audio recorder to record lecture(s).
  2. Students may utilize a laptop for typing their own notes.
  3. Students may exchange notes with other students in their class so they have a second set for reference.
  4. Students may ask other students in their class for a copy of their notes and to serve as “voluntary” note-takers for them.
  5. Students may ask instructors for a copy of their notes, PowerPoint presentations, overheads, handouts, etc. (if available) prior to class.

If the student requires additional time for in-class assignments, reasonable arrangements are made for the student. This may entail, for example, providing readings to the student in advance of the class session so that the student may complete them before class.

This accommodation should be provided at the start of class, providing support for the student’s learning in the classroom. If the instructor does not use lecture notes, PowerPoint, or other information, it is not necessary to create this to be used as accommodation.

The faculty is responsible for ensuring that student has reserved seating in the location from which classroom information is most accessible to them. This may be: front of classroom; rear of classroom; aisle seat; seat with raised desk accessible for wheelchair use, etc.

Policy

UNC Asheville requires each student to demonstrate competence in a second language through the first-year level or above. This can be done either through a placement exam or completion of the appropriate level course work, or students may fulfill the foreign/second language requirement by following the university’s transfer credit policy. The university accepts most languages including American Sign Language (ASL) to fulfill this requirement.  See the UNC Asheville Catalog for additional details on these options.

UNC Asheville believes that second language study is an essential element of a student’s degree plan. If a substitution is granted, students are required to complete the second language requirement by taking cultural courses approved by Enrollment Services.

Procedure

If a student desires to pursue a foreign/second language substitution, they must adhere to the following criteria:

  1. Have current documentation of a specific diagnosis of a disability and the disability substantially limits the student’s ability to learn a language on file with the Office of Accessibility. The Office of Accessibility will work with the student to determine what specific documentation is necessary.  Note: Providing documentation does not guarantee a substitution.
  2. Students will work with a staff member from the Office of Accessibility to determine the appropriateness of the substitution request. It is highly recommended that requests for course substitutions be submitted during the student’s first semester at UNC Asheville.

Factors considered in this determination may include (but are not limited to):

  • The student’s previous history of second language study. A substitution or exemption in high school does not guarantee a substitution at UNC Asheville.
  • Psychological/learning test results
  • The student’s good-faith effort in college-level language study. A student’s good faith is determined by progress in the course, attendance, communication with the professor and the Office of Accessibility, and use of additional resources such as tutoring, office hours and classroom accommodations. If after a student’s consistent effort she or he is failing the course near the withdraw deadline, the student will withdraw from the course and work with the Office of Academic Accessibility to determine the next step. If a student is passing the course with a “C” or better, the student is expected to finish the course. It is the student’s responsibility to keep the Office of Academic Accessibility informed of their progress in the course.
  • Other mitigating factors as determined by a staff member from the Office of Accessibility.

Once the criteria has been met and if a staff member from the Office of Accessibility deems the request appropriate, the Office of Accessibility will present the student’s case to Enrollment Services.  There is no guarantee that the committee will approve a substitution request.

The decision of Enrollment Services is final. Before a second request will be considered by the committee, students must provide new evidence and work with the Office of Accessibility.

If the request is deemed inappropriate or the criteria for a substitution are not met, the student must continue to meet the UNC Asheville foreign/second language requirement. With the help of the Office of Accessibility, a student may attempt to gather new or additional information to support the substitution or consider new strategies intended to help support them in this subject matter.

Student Responsibilities: Requesting an Interpreter

The Office of Accessibility handles requests for sign language interpreters for academic courses and other required academic activities including but not limited to instructor meetings, labs, field trips, and required group work. All other requests for interpreter services should be made to the organization hosting/sponsoring the event. Students, staff and faculty may request an interpreter for office hours, meetings, and other course-related events by submitting an interpreter request form. In the unlikely event that a student who uses a sign language interpreter or speech-to-text services shows up for the first day of class without a service provider, the student should be referred to the Office of Accessibility. The Office of Accessibility will then make the appropriate arrangements.

Student Responsibility: Assuring Timely Delivery of Interpreting Services & Speech-to-Text:

  • All students receiving interpreting and/or speech-to-text note-taking services are required to register with the Office of Accessibility.
  • Semester course schedules need to be given to the Office of Accessibility as early as possible. Requests for other academic work should be submitted at least 2 weeks prior to the day of the event (or earlier if possible) to best assure that interpreters can be available.
  • Room/Time Changes: The student must notify the Office of Accessibility of any changes to their schedule as soon as the student is aware of the changes.
  • Student cancellations must be emailed and called in by the student to both the interpreter and the Office of Accessibility 24 hours in advance.
  • Instructor Cancellations: When the instructor has canceled a class, students are responsible for notifying both the interpreter and the Office of Accessibility immediately.
  • Tardiness: Interpreters are required to wait 20 minutes for a 50-minute class and 30 minutes for all other classes. If you have arrived late to class do not ask the interpreter what you missed. It is your responsibility to gather missed information from other students, or the instructor as is the case with any student.
  • Supplemental Interpreting: If students need additional interpreting time for a conference with the instructor, team assignments, or to attend a co-curricular event as assigned by the instructor, an interpreter request form must be submitted to the Office of Accessibility. Please notify the OA as soon as you become aware of the need for an interpreter.

If a problem arises with the interpreter the student should first discuss it with the interpreter involved. If no resolution can be reached, the Office of Accessibility should be contacted. Please do not share concerns with others such as friends or other interpreters; bring unresolved issues to the OA.

This academic adjustment does not alter the student’s responsibility for class participation if/when participation and student contributions are a significant portion of the learning process. While the student should not be called on in an impromptu fashion, the implementation of the accommodation requires faculty discernment as to the learning objectives regarding verbal participation. When student contributions are a significant portion of the learning process, alternatives to verbal speech (typed or written communication) or written reflections may be considered.

Extended testing time

A student may be approved for additional time for tests, exams, and/or quizzes when their disability significantly impacts the student’s ability to complete a test in a standard amount of time. The major life activities affected by the disability may be cognitive, physical, attention/focus, or other. Each accommodation request is considered individually.

Extended time accommodations should be based on the time that all students receive for a particular assessment. For example, if all students receive an hour to take an exam, a student with the accommodation of time and a half (150%) would receive an an hour and a half.

Students approved for extended testing time should discuss the implementation of this accommodation with each faculty member. If faculty members need assistance providing testing accommodations, they should contact the Office of Accessibility.

To add extended time to a Moodle exam, faculty members should view the Center for Teaching and Learning’s page on extending test time on Moodle. 

Typically, extended testing time would not apply to take-home exams where students have multiple days to complete the assessment. 

Mark directly on test

A student with this accommodation should be able to mark directly on the test. A student with this accommodation would not be required to use a scantron, for example.

Reduced distraction environment

A student should complete an assessment with as few distractions as possible. A student may complete an assessment in a private testing room or in a room with a reduced number of students. The instructor may monitor the environment or the instructor may request that a student complete the assessment with the Office of Accessibility.

Use of a calculator

A student may use a calculator when calculation is not an essential requirement of the course.

Use of a word processor

A student may use a word processor, like Microsoft Word, to type short answers or essay-based responses.

The instructor is responsible for proctoring student exams. If the instructor is unable to provide the requested testing accommodations, they may request that the student take their exam with the Office of Accessibility. Faculty should also complete the Alternative Testing Agreement for each course; this Agreement may be found in the student’s Letter of Accommodation or in the Bulldog Access portal. 

If testing accommodations are indicated on the Letter of Accommodation, it is the responsibility of the student to consult with the faculty member about how specific testing accommodations should be implemented. This initial discussion should also clarify any arrangements for pop quizzes. In the initial discussion, the instructor and student should determine if assessments will be proctored by the instructor or by the Office of Accessibility. An instructor may request that the student provide reminders about the specific testing accommodations granted by the Office of Accessibility.

Regardless of who is proctoring the test, specific testing accommodations should be requested prior to each individual test or exam at least THREE (3) business days in advance of the scheduled test. FIVE (5) business days’ notice is requested for final examinations.

In circumstances where a student does not provide 3-5 business days’ notice, the university will make good faith efforts to provide the appropriate accommodations. If a late request is submitted and the Office of Accessibility does not have adequate space, staff, or appropriate testing materials to provide reasonable testing accommodations, both the student and the instructor will be notified by the Office of Accessibility. The instructor, student, and an Office of Accessibility staff member will collaborate to determine the next steps.

The Office of Accessibility is happy to work with the student and instructor to reschedule an exam. However, students should obtain permission to reschedule their assessment from their instructor– not the Office of Accessibility.

If an assessment needs to be rescheduled due to a conflict in the schedule of the Office of Accessibility, both the student and instructor will be contacted by an Office of Accessibility staff member to determine whether an alternate date/time can be arranged.

To request testing accommodations to be proctored with the Office of Accessibility, the student should log onto the Bulldog Access Portal and schedule their test using the Alternative Testing tab within My Accommodations tab.  For instructions on how to submit a Testing Request, see our video on How to Submit a Testing Request, Youtube Video, (opens in new window).

If at any time the student believes the accommodations being provided during an accommodated test are inappropriate based on their Letter of Accommodation, they have the right and responsibility to request that the test be stopped or delayed until the situation can be resolved. This is the case whether the test is being proctored by the instructor or the Office of Accessibility. The student should contact the Office of Accessibility immediately to seek any needed clarification or resolution.

  • Meet with course instructor at the start of the semester, or at least three business days prior to the first accommodation request, to discuss arrangements for receiving test accommodations.
  • If the instructor has indicated that testing will occur with the Office of Accessibility, please submit a Testing Request at least three (3) business days before the exam date. To learn how to submit a testing request, follow the steps outlined in the linked video. How to Submit a Testing Request, Video (Opens in new window)
  • If testing in the Office of Accessibility, please plan to arrive 10 minutes before the start time of the exam to ensure ample time to get settled in the testing area.
  • Contact the Office of Accessibility directly with any changes in Alternative Test Request at academicaccess@unca.edu.
  • Contact the Office of Accessibility if there is a concern regarding testing accommodations either in the classroom or in the Office of Accessibility.
  • Complete the Testing Agreement (found in the Bulldog Access portal) regardless of whether or not you will be proctoring tests within the department.
  • Be available for questions or clarifications during the exam time in the manner indicated in the Testing Agreement.
  • (If the test will be proctored by the Office of Accessibility) Deliver the test at least 24 hours before the determined test time and communicate with the Office of Accessibility regarding any late test provision.

For students enrolled in Zoom lectures, receiving a transcript of a recorded class may be a reasonable accommodation. This audio transcript is for personal use only, and should not be shared with others per FERPA. This is different from auto-generated captions, though it relies on a similar technology. After the class ends, the instructor will receive an email that states that the cloud recording is available. A short time later, the instructor also receives a separate email stating that the audio transcript for the recording is available. These emails include links to view the recordings and transcript that will then need to be shared with the student(s) who require this accommodation.

To learn more about how to record lectures, and receive a transcript of the course, instructors should review the directions found on the Zoom Support website.

Please review the transition guide available from the U.S. Department of Education.

The ADA/ADA Amendments Act, which governs disability services and access at the university level considers tutoring a personal service and is therefore not an accommodation or academic adjustment.  The ADA is intended to ensure equal access but is not a guarantee of success for students. As such, the university strives to ensure that students have equal access to courses, programs, services and activities, including tutoring services available to students.

Policy

Free tutoring is available to all students at UNC Asheville. Students may receive tutoring through the Math Lab or the Writing Center.

Procedure

For more about tutoring, see the Math Lab or the Writing Center websites.

This accommodation affirms that the student may access electronic resources as a tool during class time to better access the course curriculum or take notes. Allowing this accommodation does NOT give the student permission to access internet resources that would interfere with learning or confer undue advantage.

The instructor should determine, per assignment, whether or not spelling is an essential component, and for those assignments for which spelling is not essential, how the accommodation should be provided.

Provide simple, clear directives in writing regarding assignments and due dates.

Residential Accommodations

UNC Asheville will provide reasonable housing accommodations for qualifying students registered with the Office of Accessibility when requested. The accommodation approval process takes time, so please plan ahead and submit your request as early as possible. Each request will be evaluated on a case-by-case basis. Documentation must be presented to the Office of Accessibility and is used in the determination of reasonable accommodations. The staff of the Office of Accessibility is responsible for the reviewing of documentation and all information will remain confidential. The provision of documentation of a disability does not guarantee housing accommodations.

A housing application must be completed and on file with the UNC Asheville Office of Residential Education and Housing Operations. Visit their website at housing.unca.edu or call 828.251.6292 for more information. Then, complete the Office of Accessibility Student Application and provide the required documentation. All documentation will be kept within the Office of Accessibility and will not be part of the Housing Operations file.

Note: The intent to request housing accommodations included by the student on the Office of Accessibility Student Application DOES NOT take the place of the housing application required by the UNC Asheville Office of Residence Life and Housing.

To ensure appropriate housing can be arranged, students who require Service Animals should, as with all accommodated housing requests, notify the Office of Accessibility concurrently with submitting a housing application. Emotional Support, Companion and/or Therapy Animals are not considered Service Animals under the ADA, but are considered a reasonable accommodation under the Fair Housing Act.

Students seeking an Emotional Support Animal should view our Emotional Support Animal page for complete information on how to request an Emotional Support Animal.

Dining Services works to nourish students with local and sustainable options to suit most student preferences. In addition to offering consultation with the university’s on-site Registered Dietitian, Dining Services provides the following resources and information to assist students:  Where to eat?, Today’s Menu, and FARE (Food Allergy Research and Education) Dining Services as well as other resources.

Neither UNC Asheville nor Dining Services are able to accommodate all student preferences or waive meal plans based on food preference(s).  The University and Dining Services will provide reasonable dining services/required meal plan accommodations for students with medically documented food allergies or dietary disabilities registered with the Office of Accessibility when requested.

After reviewing the above information, students will meet with UNC Asheville’s Registered Dietitian to discuss options available to meet their dietary needs. Following this meeting, if the student would like to request accommodations related to the required meal plan, they should complete the Student Application to make their request. Documentation of the disability should be provided, as it pertains to the request for accommodation. The Office of Accessibility will be responsible for the review of documentation and will consult with the campus dietitian and other campus professionals as needed.  All information provided to the Office of Accessibility will remain private within the office.

Service Animals

The Americans with Disability Act Amendments Act of 2008 (ADA) states that businesses and organizations that serve the public must allow people with disabilities to bring their service animals into all areas of the facility where customers are normally allowed to go.

The ADA defines a service animal as a dog that is individually trained to do work or perform tasks for a person with a disability. The use of a miniature horse as a service animal may be considered on a case-by-case basis. Service animals perform some of the functions and tasks that the individual with a disability cannot perform. Examples include dogs used by some individuals who are blind, alert persons with hearing impairments to sounds, pulling wheelchairs, or carrying and picking up things for persons with mobility impairments.

A service animal or service animal in training may be excluded from campus or classrooms when the animal’s behavior poses a threat to the health or safety of others. A service animal may be excluded if it becomes disruptive and fundamentally alters the nature of the class, performance, lecture, movie, or play – for example, if a dog barks repeatedly during one of the above-mentioned situations.

North Carolina Statute states that it is unlawful to disguise a dog as an assistance dog, or deprive a visually impaired person, a hearing impaired person, or a mobility-impaired person of any rights granted the person pursuant to G.S. 168-4.2 through 168-4.4. UNC Asheville, which receives federal and state funds, adheres to these policies regarding service animals.

The Americans with Disabilities Act (ADA) ensures people with disabilities who are accompanied by service animals that they will not be excluded from public places or activities, nor charged any additional fees because they are accompanied by their service dog.  However, the ADA does not provide the same protection to service animals in training (that is, the ADA assures access for the handler/partner only if the dog is fully trained to give some disability-related service).

North Carolina State Law states that an animal in training to become a service animal may be taken into any of the places listed in G.S. 168-3

  • For the purpose of training,
  • When the animal is accompanied by a person who is training the service animal, and
  • The animal wears a collar and leash, harness, or cape that identifies the animal as a service animal in training.

Because North Carolina state law does not clarify further the use of the phrase “service animal in training,” UNC Asheville has established a policy based on accepted practices suggested by Assistance Dogs International (ADI).  A service dog in training is a dog accompanied by its trainer (“a person training a service animal”) that is undergoing individual training to provide specific disability-related work or service for an individual with a disability.  This does not include obedience training or socialization of puppies who may later become service animals (generally 15-18 months).  Thus, adult dogs are recognized as being “in training” to provide disability-specific assistance only after they have completed an earlier period of socialization (obedience training, being housebroken, getting acclimated to public places, and everyday activities as pets).  A service animal trainer may bring such a dog onto campus and interact with the campus community in public areas, campus offices, and so on, if it is properly identified as a service animal in training, and has completed the earlier basic training and socialization necessary before engaging in service animal training. As stated above, this necessarily restricts the age of a service animal in training; dogs younger than one year may generally not be considered service animals in training.

Emotional Support, Companion and/or Therapy Animals are not considered Service Animals under the ADA. Emotional Support Animals can be considered reasonable accommodations under the Fair Housing Act. Emotional Support Animals provide passive support and are, typically, limited to the residence hall. For additional information, please see the page regarding Emotional Support Animals.

Temporary Accommodations

Accommodations for temporary disability (e.g. injuries or temporary mobility impairments following surgery) are not covered under Section 504 or the ADA. As such, students are not guaranteed any assistance in these situations. The Office of the Dean of Students often assists students with short-term need for accommodations. In addition, the Office of Accessibility may work together with the Health and Counseling Center, the Dean of Students’ office, or the Title IX office, to provide temporary accommodations on a case-by-case basis.

To request temporary accommodations, please complete the Student Application and provide Documentation of Temporary Disability. Documentation must include a diagnosis, functional limitations necessitating temporary accommodations, suggestions for appropriate temporary accommodations, and the estimated length of time accommodations will be needed. Appropriate clinical documentation needs to be delivered to the Office of Accessibility before accommodations can be provided.

Other Types of Accommodations

Accessible parking spaces are located in both general visitor parking areas, as well as several other parking lots and decks throughout the campus. For additional information on accessible parking, including a list of accessible parking spaces, please visit the Parking Information page of the UNC Asheville Parking and Transportation website.

Dining Services works to nourish students with local and sustainable options to suit most student preferences. In addition to offering consultation with the university’s on-site Registered Dietitian, Dining Services provides the following resources and information to assist students:  Where to eat?, Today’s Menu, and FARE (Food Allergy Research and Education) Dining Services as well as other resources.

Neither UNC Asheville nor Dining Services are able to accommodate all student preferences or waive meal plans based on food preference(s).  The University and Dining Services will provide reasonable dining services/required meal plan accommodations for students with medically documented food allergies or dietary disabilities registered with the Office of Accessibility when requested.

After reviewing the above information, students will meet with UNC Asheville’s Registered Dietitian to discuss options available to meet their dietary needs. Following this meeting, if the student would like to request accommodations related to the required meal plan, they should complete the Student Application to make their request. Documentation of the disability should be provided, as it pertains to the request for accommodation. The Office of Accessibility will be responsible for the review of documentation and will consult with the campus dietitian and other campus professionals as needed.  All information provided to the Office of Accessibility will remain private within the office.

Please see our Emotional Support Animals page.

In addition to offering consultation with the university’s on-site Registered Dietitian, Dining Services provides the following resources and information to assist students:  Where to eat?, Today’s Menu, and FARE (Food Allergy Research and Education) Dining Services as well as other resources.

The University and Dining Services will provide reasonable dining services/required meal plan accommodations for students with medically documented food allergies or dietary disabilities registered with the Office of Accessibility when requested.

After reviewing the above information, students will meet with UNC Asheville’s Registered Dietitian to discuss options available to meet their dietary needs. Following this meeting, if the student would like to request accommodations related to the required meal plan, they should complete the Student Application to make their request. Documentation of the disability should be provided, as it pertains to the request for accommodation. The Office of Accessibility will be responsible for the review of documentation and will consult with the campus dietitian and other campus professionals as needed.  All information provided to the Office of Accessibility will remain private within the office.

Policy

Any student having a grievance related to the determination of and/or provision of disability-related services and accommodations through the Office of Accessibility at UNC Asheville is entitled to a prompt and equitable resolution of their complaint.

Procedure

Students who believe they have been subjected to discrimination or treated unfairly must follow the established procedure listed below.

Email a description of the incident to Heather Lindkvist, Assistant Vice Chancellor for Institutional Integrity and Access ADA Coordinator, at hlindkvi@unca.edu. The complaint must be filed within 10 class days of the incident.

The Assistant Vice Chancellor for Institutional Integrity and Access ADA Coordinator shall determine the appropriate administrative review for the complaint, including, but not limited to: Faculty Conciliator, Dean Committee, or Enrollment Services Committee. If the Assistant Vice Chancellor decides that a review is not warranted, they will contact all involved parties in writing, informing them of a decision and the reasons.

If deemed necessary, the appropriate committee will convene in a timely manner (within 15 class days) and review the student’s complaint. Complaints will generally, but not always be resolved in this timeframe. If the complaint is not resolved in this time frame, the complainant will be kept informed of when they might be resolved and the reasons for the delay. A summary of the panel’s finding will be forwarded to all panel members and the student, informing them of the decision.

Most grievances and complaints can be resolved through this process. To register complaints regarding the results of this process, students may contact the U.S. Department of Education’s Office of Civil Rights. More information regarding this process can be found on the OCR Website  or through How To File a Discrimination Complaint.

A Personal Care Attendant (PCA) is a person who provides personal care assistance to a person with a disability. The PCA assists with daily living activities such as transportation, turning pages, dressing, mobility, bathing, etc. PCA’s are not to provide instructional support such as tutoring, assisting with time management, or academic planning. In order for a PCA to accompany a student into the classroom, the student must request in writing and receive approval for this accommodation from the Office of Accessibility (OA).

Policy

The University does not provide PCA’s, individually prescribed devices, readers for personal use or study, or other devices or services of a personal nature.  While hiring and supervising a PCA is the responsibility of the student, if requested, the OA can provide referral information for students seeking to hire one. We strongly recommend that personal attendants be trained and certified. Requesting such services from an untrained individual can be a safety threat to both the student and the individual providing the service(s). UNC Asheville does not assume the liability of risk resulting from actions taken by a PCA.

Personal Care Attendants are expected to abide by all applicable campus rules, regulations and policies. Failure to do so or behaviors that fundamentally alter courses, programs, services, or activities may result in the removal of the PCA from the setting and/or campus.

Procedure

Students requesting the accommodation of a personal care attendant or device should make an appointment with the Office of Accessibility. PCA’s should not accompany students to classrooms without having received prior approval through the OA. PCA requests for campus housing should be made to the OA prior to the deadline for housing applications and all required documentation should be on file no later than that same date.

Any PCA accompanying a student into the classroom or performing PCA duties for a resident of the Residence Halls must complete paperwork in the Office of Accessibility and provide information sufficient to complete a background check, in accordance with the University’s Background Check Policy.

The Americans with Disability Act Amendments Act of 2008 (ADA) states that businesses and organizations that serve the public must allow people with disabilities to bring their service animals into all areas of the facility where customers are normally allowed to go.

The ADA defines a service animal as a dog that is individually trained to do work or perform tasks for a person with a disability. The use of a miniature horse as a service animal may be considered on a case-by-case basis. Service animals perform some of the functions and tasks that the individual with a disability cannot perform. Examples include dogs used by some individuals who are blind, alert persons with hearing impairments to sounds, pulling wheelchairs, or carrying and picking up things for persons with mobility impairments.

A service animal or service animal in training may be excluded from campus or classrooms when the animal’s behavior poses a threat to the health or safety of others. A service animal may be excluded if it becomes disruptive and fundamentally alters the nature of the class, performance, lecture, movie, or play – for example, if a dog barks repeatedly during one of the above-mentioned situations.

North Carolina Statute states that it is unlawful to disguise a dog as an assistance dog, or deprive a visually impaired person, a hearing impaired person, or a mobility-impaired person of any rights granted the person pursuant to G.S. 168-4.2 through 168-4.4. UNC Asheville, which receives federal and state funds, adheres to these policies regarding service animals.

The Americans with Disabilities Act (ADA) ensures people with disabilities who are accompanied by service animals that they will not be excluded from public places or activities, nor charged any additional fees because they are accompanied by their service dog.  However, the ADA does not provide the same protection to service animals in training (that is, the ADA assures access for the handler/partner only if the dog is fully trained to give some disability-related service).

North Carolina State Law states that an animal in training to become a service animal may be taken into any of the places listed in G.S. 168-3

  • For the purpose of training,
  • When the animal is accompanied by a person who is training the service animal, and
  • The animal wears a collar and leash, harness, or cape that identifies the animal as a service animal in training.

Because North Carolina state law does not clarify further the use of the phrase “service animal in training,” UNC Asheville has established a policy based on accepted practices suggested by Assistance Dogs International (ADI).  A service dog in training is a dog accompanied by its trainer (“a person training a service animal”) that is undergoing individual training to provide specific disability-related work or service for an individual with a disability.  This does not include obedience training or socialization of puppies who may later become service animals (generally 15-18 months).  Thus, adult dogs are recognized as being “in training” to provide disability-specific assistance only after they have completed an earlier period of socialization (obedience training, being housebroken, getting acclimated to public places, and everyday activities as pets).  A service animal trainer may bring such a dog onto campus and interact with the campus community in public areas, campus offices, and so on, if it is properly identified as a service animal in training, and has completed the earlier basic training and socialization necessary before engaging in service animal training. As stated above, this necessarily restricts the age of a service animal in training; dogs younger than one year may generally not be considered service animals in training.

Emotional Support, Companion and/or Therapy Animals are not considered Service Animals under the ADA. Emotional Support Animals can be considered reasonable accommodations under the Fair Housing Act. Emotional Support Animals provide passive support and are, typically, limited to the residence hall. For additional information, please see the page regarding Emotional Support Animals.

Please review the transition guide available from the U.S. Department of Education.