For students with disabilities, the opportunity to pursue higher education is more accessible than ever before. The Americans with Disabilities Act (ADA) has opened doors at colleges and universities, which are now required to provide equal access and support. With the right accommodations and support systems in place, students with disabilities can fully participate in college life and reach their academic and personal goals, just like anyone else.
The ADA requires colleges and universities to provide supports or modifications that can help students with disabilities overcome barriers related to their disabilities. These can include changes in how classes are taught, how tests are given, where students live, or how they access campus activities. Colleges must provide these supports as long as they are reasonable and don’t change the fundamental nature of a class or activity.
Accommodations fall into three main areas:
• Academic Accommodations
• Social/Communication Accommodations
• Residential and Campus Living Accommodations
Academic accommodations are designed to help students succeed in the classroom. Examples include extra time on tests, note-taking help, or access to lecture slides, permission to record lectures, quiet rooms for testing, alternative formats for textbooks, such as audio or large print, and the use of technology, like speech-to-text programs or screen readers.
Many times, learning happens in groups or in collaborative formats. Social and communication accommodations help students with social interactions, group work, or communicating clearly. Accommodations for this area include social skills support or coaching, help with group projects, instructions and expectations in multiple formats, a peer mentor or support buddy, and permission to use communication devices.
College life is more than just classes—it includes living in dorms, eating in cafeterias, and participating in campus events. Some students also need residential and campus living accommodations, such as an accessible dorm room (e.g., for wheelchairs), a service animal or emotional support animal, single rooms or quiet housing for students with sensory issues, special meal plans for dietary needs, and visual fire alarms for deaf or hard-of-hearing students.
How to Get Accommodations
Requesting and receiving disability accommodations in college typically begins with the student contacting the institution’s disability services office. The student must provide documentation of their disability, such as a diagnosis from a medical professional, along with any relevant educational or psychological evaluations. It is helpful to include a recent IEP or 504 plan from high school and any letters granting accommodations for testing. As part of the transition planning process in New Jersey, students should be sure to request comprehensive evaluations offered every three years to document disability.
Once the college has reviewed the student’s documentation, the office of disability services may schedule an intake meeting to discuss the student’s needs and determine reasonable accommodations. If approved, an official accommodation letter is issued. Unlike high school, where it is the teacher’s job to understand and implement accommodations and modifications in the IEP or 504 plan, in college, it is up to the student to share the approved accommodations with instructors and ask for the accommodations as needed. This often requires coordination between the student, faculty, and the college office of disability services to ensure equal access and support throughout the academic term.
When Accommodations Don’t Happen
Sometimes, even after getting accommodations approved, students may not get the help they need. There are steps a student should take early in the process to ensure their needs are met. First, the student should document the issue and communicate directly with their instructor or the office of disability services to clarify the situation and request that the accommodations be implemented. If the issue is not resolved, the student can file a formal complaint with the school’s disability services office or escalate the matter to the institution’s Office for Civil Rights or Title IX coordinator. In more serious cases, the student may also file a complaint with the U.S. Department of Education’s Office for Civil Rights (OCR), which enforces disability rights under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA). It’s important for students to know their rights and advocate for equitable access to education.
Accommodations in Action: Student Stories
Mia is blind. When she started college, she was excited—but also nervous. Although she had accommodations in high school, college felt like a whole new world. She contacted the disability services office before classes began. Together, they created a plan. Her textbooks would be provided in audio format, and she could use screen reader software to complete online assignments. She also got help navigating campus, especially to science labs, where equipment wasn’t easy to find without sight. These simple accommodations made it possible for Mia to learn just like her classmates.
Marcus has autism, and the noise and crowds of campus life were overwhelming. Group projects stressed him out, and he wasn’t always sure how to approach professors with questions. The accommodations he needed for success included quiet spaces to relax between classes and allowed him to live in a quieter dorm with a single room. He also received help with time management and social skills coaching—tools that helped him succeed both in and outside the classroom.
Taylor has dyslexia, a learning disability that makes reading and writing difficult. In college, she was allowed extra time on tests and could use audiobooks instead of print textbooks. Her professors also gave her lecture notes in advance, so she didn’t have to write everything down during class. These small changes helped her focus on understanding the material rather than struggling to keep up.
Jamal, a student with ADHD, found that college required more focus and planning than high school. He worked with the Disability Services office to obtain extended time on exams and access to a quiet testing room. He also met regularly with an advisor who helped him organize his schedule and keep track of assignments. These accommodations didn’t give him an “unfair advantage”—they gave him a fair chance to show what he knew.
Elena uses a wheelchair. For her, the challenge wasn’t the classroom—it was getting around campus. Her college ensured that her classes were in accessible buildings, and her dorm room had a wide doorway, a roll-in shower, and lower counters. The campus shuttle was also wheelchair-friendly, allowing her to get from place to place without any problems.
RESOURCES:
ThinkCollege
College Stats
Bookshare
Learning Ally
The National Library Service for the Blind and Print Disabled
AHEAD
National Center on Accessible Educational Materials
The US Office of Special Education and Rehabilitation Service issued a report in January 2025 outlining guidance on the requirements under IDEA and Section 504 of the Rehab Act to coordinate transition services and post-secondary access. Click here to access that 27-page guidance document.
.