Academic Accommodations

Academic accommodations are designed to provide equitable access to learning by reducing disability-related barriers in the classroom and academic environment. The information below explains common accommodation practices, implementation considerations, and expectations for students and instructors.

Contact ASC

Email: unoaccessibility@unomaha.edu

Phone: 402.554.2872

Exams and Testing Accommodations

Testing accommodations are designed to provide equitable access to exams and quizzes while maintaining academic standards and course requirements. Depending on the approved accommodation and course format, accommodations may be provided by the instructor, the UNO Testing Center, or through a collaborative process involving the student, instructor, and Accessibility Services Center (ASC).

Approved testing accommodations may include extended time, reduced-distraction testing environments, private testing rooms, and the use of assistive technology. Extended time provides additional time to complete timed assessments but does not mean unlimited time. For online exams, instructors are responsible for adjusting exam settings to reflect approved accommodations. Reduced-distraction environments are designed to minimize visual and auditory interruptions and may include smaller testing groups, dividers, or white noise. Private testing rooms may be provided when necessary to support specific accommodations, assistive technologies, interpreters, or medical needs.

In some situations, accommodations may require adjustments to the testing environment, technology, or scheduling. Students with unpredictable medical conditions may need to reschedule an exam or quiz, and expectations for communication and timelines should be discussed in advance with the instructor. Some assistive technologies, such as text-to-speech or speech-to-text software, may also require modifications to testing platforms or environments to ensure accommodations can be used effectively. For courses with unique formats, such as labs, practicums, or clinical experiences, students and instructors may work together to identify appropriate testing solutions while maintaining essential course requirements.

Flexible Learning Conditions

Some accommodations provide flexibility in how students participate in coursework when disability-related symptoms affect their ability to meet standard course expectations. These accommodations are intended to support access while maintaining essential learning objectives, academic standards, and course requirements.

Depending on a student's approved accommodations and the nature of the course, flexibility may include reasonable extensions on assignments, adjustments to attendance expectations, the ability to briefly leave and return to class without penalty, or alternative methods for completing presentations and other assigned activities. Any approved modifications must remain consistent with the course's learning objectives and essential requirements.

Flexibility accommodations are implemented through collaboration between the student, instructor, and Accessibility Services Center (ASC). Expectations for communication, timelines, and course participation should be established in advance whenever possible. Accommodations are considered reasonable when they do not fundamentally alter essential course requirements. In courses where attendance, participation, clinical experiences, presentations, or other activities are central to achieving course outcomes, flexibility may be more limited.

Class Lectures and Course Materials

Some accommodations provide students with additional access to lecture content and instructional materials to support note-taking, information processing, and participation in class. Depending on the approved accommodation and course format, support may include lecture recording, access to instructional materials, or assistance with obtaining notes.

Students may be approved to record lectures for personal academic use and may receive access to instructional materials such as slides, outlines, or other course content used during class. Some students may also receive notes from the instructor, a teaching assistant, or a designated peer note-taker. Notes may be shared in a variety of formats and should be provided in a timely manner. When standard instructional materials are not available, students and instructors should work together to identify appropriate alternatives.

No. Course materials, lecture recordings, and notes provided through an accommodation are intended solely for the student's personal educational use. Instructors may establish reasonable guidelines regarding when recording should be paused or restricted. Sharing, distributing, selling, or posting course materials, recordings, or notes without permission is prohibited and may violate the Student Code of Conduct.

Alternate Format Materials

Alternate format materials provide access to course content in formats that are usable based on a student's disability. Depending on the approved accommodation, textbooks, readings, and other instructional materials may be converted into accessible formats such as digital text, audio, or other adapted versions to ensure equitable access to course content.

Students are encouraged to request accommodations as early as possible, submit required textbook and course material information promptly, and communicate with the Accessibility Services Center (ASC) about any access barriers. Timely communication helps ensure that materials can be obtained, converted, and delivered as quickly as possible.

Yes. Alternate format materials are provided for personal academic use only and may not be shared, distributed, sold, or reproduced without authorization. The university works with students, faculty, publishers, and other partners to provide accessible materials while maintaining compliance with copyright laws and accessibility requirements.

Academic Accommodations