ACCESS is dedicated to achieving and promoting an accessible campus community to ensure that students of all abilities receive appropriate accommodations and equal opportunity to be successful at SIUE. We accomplish this goal through a variety of efforts:

• Receiving documentation of diagnosis presenting a major life impairment and evaluating it to determine the correct accommodations and resources you are entitled to receive.
• Facilitating accommodations for students, while also directing them to other campus or off-campus groups that can provide additional assistance.
• Working to educate the SIUE faculty and staff regarding the university’s and its employees' legal responsibilities regarding students with disabilities.
• Working with academic units to provide academic modifications and waivers for students with disabilities which do not fundamentally alter those programs' standards.
• Serving as an advocate for students with disabilities, working as a mediator with faculty over classroom issues, meeting with administrators regarding campus policies, and encouraging the University to expand its vision and policies regarding persons with disabilities.

ACCESS operates as the bridge between the classroom and the stage on commencement day with a vision that students should not come to campus merely to attend, but to graduate. Every policy, procedure and resource implemented has been designed to promote self-advocacy and independence and remove the gatekeepers to access as much as possible, leveling the playing field for all students.

These goals are conceptualized as the ultimate "ends" we hope to achieve in educating the campus community (students, faculty, administrators, and guests) in the value of accessibility over compliance.

1. Promote full social integration by providing knowledge, awareness, and experience of inclusion and integration of people with disabilities as a foundational ethical principle of ACCESS.
2. Position disability as a social justice issue by raising awareness to historical and contemporary disability issues and providing learning opportunities to identify, articulate, and address inequities and injustices affecting the lives of people with disabilities.

Position disability as diversity by providing theoretical and practical contexts for thinking about disability as a component of human diversity and providing students with tools to critically examine social and cultural constructions of disability.

These objectives are developed to adhere to the highest standards of academic excellence, while promoting full and equal participation by students with disabilities. Our aim is to develop and strengthen the knowledge and skills necessary for participation in professional development and educational opportunities beyond graduation. To learn more, visit our Learning Objectives page.

The Americans with Disabilities Act is a law, passed in 1990 and amended in 2008, that prohibits discrimination against individuals with disabilities in the public sphere. This includes schools, places of employment (that employ more than 15 individuals), public transportation, and anywhere else that is open to the public, even if it is a privately owned location (e.g., a private school, hotel, restaurant, or gym). All locations that the public can visit need to be accessible to individuals with disabilities and accommodations need to be given when necessary.

Anyone with a disability that substantially limits one or more major life activity is covered by the ADA, even though the definition of “substantially limits” is not specified. Major life activities can range from breathing and seeing to being able to use the bathroom independently and working. The general rule of thumb is that a major life activity is something that contributes to the proper functioning of the human body (seeing, sleeping, hearing, talking, moving, etc.) or the proper functioning of internal organs. The 2008 amendments to the ADA expanded major life activities to include self-care, the ability to perform manual tasks, learning, thinking, and working, among others.

The ADA also protects people who have a record or history of having a substantially limiting impairment, who are viewed as having a disability even when they do not. If someone is “regarded as” having a disability and can prove that they’ve been discriminated against because of this perception, they are entitled to protections under the ADA. For example, someone who has a large, visible scar on their face, despite not having any limited functionality, may be perceived as having a disability and not hired for a position in which they regularly interact with the public.

In both Title II (Public Services) and Title III (Public Accommodations and Services Operated by Private Entities), the ADA prohibits discrimination based on disability.

Specifically, within Title II, it states in Section 12132 that “Subject to the provisions of this subchapter, no qualified individual with a disability shall, by reason of such disability, be excluded from participation in or be denied the benefits of services, programs, or activities of a public entity, or be subjected to discrimination by any such entity,” where a public entity is “(A) any State or local government; (B) any department, agency, special purpose district, or other instrumentality of a State or States or local government; and (C) the National Railroad Passenger Corporation, and any commuter authority (as defined in section 24102(4) of title 49).” Public colleges and universities are covered by Title II.

In Title III, Section 12182, it states, “No individual shall be discriminated against on the basis of disability in the full and equal enjoyment of the goods, services, facilities, privileges, advantages, or accommodations of any place of public accommodation by any person who owns, leases (or leases to), or operates a place of public accommodation.” The previous section (12181) details that this applies to “a nursery, elementary, secondary, undergraduate, or postgraduate private school, or other place of education.” Private colleges and universities are covered by Title III.

Section 504 of the Rehabilitation Act of 1973 states, “No otherwise qualified individual with a disability in the United States, as defined in section 7(20), shall, solely by reason of his or her disability, be excluded from the participating in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…” It goes on to explicitly say that this applies to “a college, university, or other postsecondary institution, or a public system of higher education.” Essentially, if an agency, institution, or entity accepts federal financial assistance, or accepts students who receive federal financial aid, it is prohibited from discriminating against anyone based on their disability.

Yes. Section 7(20) of Section 504 defines an individual with a disability as “any person who has a disability as defined in Section 3 of the Americans with Disabilities Act of 1990.”

If a college or university meets ADA and/or Section 504 guidelines, it does have certain legal responsibilities to its students who are disabled. It is not, however, accountable for as much as your high school was. K–12 schools are legally responsible for their students’ education. While working with a student and their parents, they must adhere to the law. They must pledge to identify and evaluate a student’s disabilities and then follow up with the relevant medical, educational, and auxiliary support. In college, the process is more of a call and response between the student, who makes the request, and the school, who answers the request.

No, you are not legally required to disclose your disability to your school; it is voluntary. However, if you do not disclose your disability, your school does not have to provide you with any disability services, including proper housing accommodations, special technological support, or extra time on tests. If your disability requires such accommodations, it is in your best interest to provide your college with documentation from a medical professional that explains your disability. As it is illegal for colleges to discriminate against you based on your disability, it is usually best to share information about your condition with your college sooner rather than later to ensure that you receive the accommodations that you require.

If you choose to do so, you must provide your college with documentation from a medical professional that explains your disability. If there is a disability office or coordinator, this should be your first point of contact. If there is no designated office, you will want to turn to either the dean of students or your academic advisor. They will either be able to help you themselves or point you in the right direction. Instead of disclosing your disability to a particular professor but not others (which could be misconstrued as you asking for an unfair advantage in one class but not others), talk to the disability office or the dean so that they can disclose your disability to all of your professors at once. This will prevent miscommunications later on in your college career, as your disability will be officially documented.

When you meet with a disability coordinator, bring all relevant documents with you. This includes recent medical evaluations and your high school IEP. Be able to explain what accommodations you need (living in accessible housing, needing to take tests in a reduced distraction environment, help taking notes during classes, etc.) and how these accommodations will help with your specific disability. Your school may request specific documentation or additional documentation to what you’ve already shown (a treatment plan from within a certain time period, note from an M.D., etc.). You must bring the necessary proof to be given accommodations.

This is in stark contrast to what was required of you in high school. While your high school was tasked with identifying and evaluating your condition for you, in college, you are totally responsible.

If you choose not to disclose your disability and forego accommodations, you may not claim discrimination or invoke protections under the law. A student with an undisclosed disability may fail a math class that is required for a particular major. The student cannot, after the fact, claim that their disability hindered their ability to pass the class and request that the failed class be removed from their transcript and that they be allowed to continue in the major. A student who does not disclose their disability is assumed not to have a disability.

Likewise, a student who does disclose their disability and receives accommodations but still does not pass a particular class cannot blame their disability for the failure and expect to be allowed to continue in the major. Students must be given an equal opportunity to try, but if, even with accommodations, the student is not qualified, the school is within its rights to issue failing grades, bar admittance from programs, or refuse admittance.

Yes, your college can refuse your accommodation request for a few reasons:

• If providing the accommodation would put an excessive financial and/or administrative burden on the institution
• If providing the accommodation would change the nature of an academic program or the school’s curriculum, including giving you an unfair advantage over other students, lowering academic standards, and significantly altering what is required of you to complete a class or program
• If the accommodation requested is of a personal nature; colleges are not required to provide students with disabilities with personal care attendants, personal readers, or personal devices

If the school refuses to provide you with the specific accommodation you requested, it will likely suggest an alternative accommodation that accomplishes the same purpose. While the school is obligated to provide you with equal access to education to the maximum extent possible, you are not required to accept any offered accommodations.

You have options if you feel that you are being illegally discriminated against:

• File an appeal or complaint with your school through the ACCESS office or with the dean of students; it is in your best interest to appeal or complain as soon as possible after the discriminatory event.
• Your complaint should include your name and contact information; the name and contact information of the offending individual, business, or organization; a description of the discriminatory act; the dates of the offense; copies of supporting documents; and information about how you wish to be communicated with in the future.

Both the ADA and Section 504 prevent your institution from retaliating against you if you file an appeal, complaint, or lawsuit. This would constitute a new form of discrimination and is illegal. If you feel that there have been consequences from your institution after filing, you may have grounds for another complaint.

As previously mentioned, you must establish that you have a diagnosis covered under the Americans with Disabilities Act as Amended (ADAAA) and/or Section 504 of the Rehabilitation Act of 1973. The ADAAA defines a disability as a “permanent impairment that significantly limits a major life activity.”  These activities can include listening, walking, reading, writing and learning.  Documentation of your disability must come from a professional in the field of your diagnosis. Additionally, your documentation must specify a diagnosis and provide copies of any scored testing done to establish the diagnosis and functional impacts on higher education. (For more information please refer to the Documentation Guidelines form in this packet).

All information presented to ACCESS will be kept in a confidential file. Access to this information is restricted to office personnel only. ACCESS will not release any information without a completed Consent for Release of Confidential Information Form, identifying the person(s) with whom to share information. The Consent for Release of Confidential Information Form must be completed for each instance where you request access.

No, our accommodation process is individualized and is based on an interactive discussion with the student and a review of relevant documentation. For information on what types of documentation is needed in the evaluation process, please review our documentation guidelines.

Your accommodations are active from the moment they have been approved by our office. Please be aware, accommodations approved through our office are not retroactive. Therefore, it is to your advantage to register and/or make your request for accommodations before the start of the semester. Additionally, depending on the accommodation, some may take longer to produce due to the nature of the resource (i.e. tests must be scheduled in accordance with the 72-hour policy, alternative textbooks can take up to two weeks, etc.). Please take this into consideration and plan accordingly to request accommodations as early as possible.

Yes, if you require accommodations in University Housing please let us know during your one-on-one meeting or by indicating so on your intake application. We will use the same documentation review process to validate the request and communicate the need for accommodation to Housing.

If you add or drop a class, you must update ACCESS as soon as possible. Please keep in mind that notifying ACCESS is not the same as changing your schedule with the Registrar’s Office. It is your responsibility to report any changes to your schedule to both offices. This enables our office to ensure you are receiving accommodations only in the classes for which you are enrolled. To change your schedule, please use the add/drop form. For more information, inquire at the Service Center.

International students with disabilities are provided equal educational opportunities under the Americans with Disabilities Act (ADA), which is the law that defines disabilities and the general principles that guide accommodations. Under the ADA, international students who have disabilities are entitled to general accommodations in school, such as wheelchair access to school facilities, service and support animals and personal devices (e.g., hearing aids) to help overcome a disability.

For testing accommodations, this is also true. There are many diagnoses for which extended time may be approved or assistance such as a reader or scribe may be warranted. However, language proficiency is not sufficient rationale for accommodations to be extended through ACCESS.  ADA Accommodations are not to lower expectations but to level the playing field for students with disabilities. If you are an international student and have appropriate documentation justifying the need for accommodation under the ADA, please proceed through the intake and accommodation process.   

International students who have questions or concerns about academic issues may review resources on the Office of International Affairs website. International students may also request an appointment with the International Student Program Advisor for additional academic and campus resources by contacting: isss@siue.edu.

The following list of items will ensure that ACCESS staff can provide the recommended accommodations promptly. If you have any questions regarding the document types listed below, please do not hesitate to ask.

Documentation: (any one of the following forms is acceptable)

Proctoring of in-person exams with disability-related accommodations is available through the ACCESS Testing Center. Depending upon the student’s disability, testing accommodations may include but not be limited to the use of appropriate extended time, a distraction-reduced environment, computers, assistive technology, and/or adaptive equipment, and in very limited situations where technology is unable to be used, a reader or a scribe. For more information, please visit our Testing Services page.

Accessible Campus Community & Equitable Student Support (ACCESS) has a zero-tolerance policy regarding cheating during tests and/or exams.  If a student is caught cheating during an exam:

• The exam will be stopped and collected. The student will not be allowed to finish.
• The instructor and the Dean of Students will be notified.
• The Provost and Vice-Chancellor for Academic Affairs may be notified as a Student Academic Code violation.

To ensure that there is no perception of cheating, follow these basic precautions:

• Bring only what you need to the testing area.
• Turn in all smart phones, cell phones, smart watches, or electronic storage devices to the proctor.
• Leave heavy coats or jackets with the proctor.
• Keep all test materials on top of the desk or table.
• If you are allowed to use materials, make sure they are verified on the test request prior to beginning the exam.

• Don’t wear clothing that is extremely baggy or with many pockets and avoid reaching in or out of any pockets or beneath the desk.
• Never take any test materials outside of the exam area.

For a full list of Testing Center Guidelines, please visit the ACCESS website

Note-takers are students enrolled in your same class who will be contacted via email to volunteer their notes. Please note, this accommodation should not be viewed as a substitute for attending class.

You may retrieve your notes from the Accommodate student portal under the “Notetaker Network” tab. Volunteer note takers have 48 hours to upload their notes from a recent class period, and you should receive a notification when new notes have been uploaded. Please let us know if you are having issues with retrieving or with the quality of your notes. If we are aware of specific problems, we can work with your note taker to correct the problems.

If you are eligible to receive your textbooks in an alternative format as an accommodation, you must complete the Alternative Format Textbook Agreement. Select the appropriate format based on the approved accommodation to access your assigned readings. The following digital formats are available: e-book, PDF, doc, RTF, txt, Daisy and mp3*. These files may be placed on your personal e-reader, tablet, or computer or you may receive a Kindle on loan from ACCESS for the semester.

The form also includes an agreement which must be signed stating that you understand that these are copyrighted works and cannot be shared with other parties under any circumstances.

* File type is determined based upon the device utilized.

Converting textbooks into alternative formats can be a lengthy process, so please allow for two weeks processing time minimally when making a request to ACCESS for alternate format materials. With this in mind, it is to your advantage to make you request at least one month prior to the start of the semester in which you will need the textbooks. ACCESS will then coordinate with Textbook Services or The Cougar Store to ensure all of your books are converted.

If you have requested and utilized alternative textbooks in a previous semester, your name will be automatically included in ACCESS’ planning for subsequent semesters, however it will still be your responsibility to provide us a copy of your schedule at the beginning of the semester to initiate the process of book conversion. If you no longer are making use of alternative textbooks as an accommodation, please let ACCESS know immediately so you may be removed from planning for future conversions.

It is strongly advised that you still obtain hard copies of your textbooks for the semester. While the conversion process provides a reasonable reproduction, it is not always an exact replication of the original.

If you are in a class that utilizes readings that are supplied by the instructor, please contact ACCESS regarding conversion of these materials into accessible formats.