Reasonable Accommodations in higher education

What Are Reasonable Accommodations?

A reasonable accommodation is a change or adjustment to a policy, practice, or learning environment that ensures students with disabilities have equal access to education.

Accommodations are designed to remove barriers—not to change course expectations or lower academic standards.

Common examples include:

  • Extended time on exams
  • Materials in alternative formats (e.g., digital text, large print, Braille)
  • Sign language interpreters or captioning
  • Note-taking support or lecture recordings

Each accommodation is individualized based on a student’s documented needs.

Why students might access accommodations

Students receive accommodations when a disability affects their ability to fully access course content, participate in class, or demonstrate their knowledge.

Not all disabilities are readily apparent, and not all students choose to disclose details about their condition. 

Accommodations help ensure that students are evaluated based on what they know—not barriers they encounter.

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How the Accommodation Process Works at Harvard

At Harvard, each unit and school has its own process for determining reasonable accommodations.

In general:

  • The local school office coordinates accommodations
  • A Local Disability Coordinator (LDC) reviews student requests
  • LDCs engage in an interactive process; a collaborative, individualized dialogue to determine appropriate accommodations

Once approved:

  • Faculty and instructional staff receive an official accommodation letter outlining what accommodations have been approved
Harvard’s Local Disability Coordinator Website

What To Do When You Receive an Accommodation Letter

When an accommodation letter is provided to you:

  1. Acknowledge and Review
    1. Confirm receipt of the letter
    2. Review the listed accommodations carefully
  2. Implement Accommodations
    1. Share with relevant course staff on a need-to-know basis
    2. Consult with the LDC if you have questions or concerns about approved accommodations for your course 
    3. Ensure accommodations are in place in a timely manner
  3. Connect with the Student
    1. Offer to meet 1:1 to discuss how accommodations will work in your course
    2. Prioritize the student's privacy 
    3. Communicate clearly: “I will work with you to ensure you can access this course."
  4. Stay Within Scope
    1. If a student requests accommodations not listed in the letter, refer them back to the LDC
    2. Do not approve or deny new accommodations independently

What Is a Fundamental Alteration?

A fundamental alteration is a change that would significantly modify or lower the essential requirements or learning objectives of a course.

Examples might include:

  • Eliminating a core competency
  • Removing a required skill integral to the discipline
  • Changing a test or assignment so significantly that it no longer assesses specific knowledge or skills

Not all adjustments are fundamental alterations. If you believe an accommodation may fundamentally alter your course, consult your LDC and be prepared to clearly explain the essential elements of your course

Final determinations about whether an accommodation constitutes a fundamental alteration are made through an institutional review process—not by individual instructors alone.

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Best Practices for Faculty & Staff

Some best practices to guide you.

Do:

  • Approach accommodations with openness and flexibility
  • Plan ahead to reduce barriers where possible
  • Maintain student privacy and confidentiality
  • Use inclusive teaching strategies that benefit all students

Avoid:

  • Asking students to disclose details about their disability
  • Suggesting accommodations are burdensome or optional
  • Comparing students or past experiences (“this didn’t work before”)
  • Replacing accommodations with alternatives like “just come to office hours”

Remember, students may feel uncomfortable advocating for themselves. Your response plays a critical role in creating a supportive environment. And, generally, any universal approaches you put into place in class can have positive benefits for all students, not just those with documented disabilities.