Accessible Education Services
Accessible Education Services / Accommodation Guidelines

Accommodation Guidelines

  • Philosophy of Access Statement adapted from Syracuse University: As universities become increasingly diverse, we must consider how to make all events accessible and engaging to a broad audience. This audience includes a wide range of social identities based upon race, ethnicity, language, country of origin, religion, political affiliation, gender, sexual orientation, ability, class, age, etc. Our community aims to move beyond simply accommodating people’s differences to instead creating spaces that are universally designed and accessible to everyone.

    1. Conduct an early site visit to evaluate and determine access related to entrances and elevators, restrooms (accessible, all-gender), parking, and wheelchair-accessible seating/paths.
    2. Consider the date and time of your event to minimize access barriers related to length of event, number of breaks available throughout the day, availability of transportation, and religious observances.
    3. Identify specific people who can help with immediate access needs that arise during an event: for example, space navigation, microphone runner, contact with WITS.
    4. Use the University Access Statement on all promotional materials: “If you require disability accommodation for this event, contact the Office of Equity, Diversity, and Inclusion at 503-370-6195.” Indicate how access will be provided via interpreting captioning, listening devices, audio description, golf cart transportation around campus, various dietary options, etc.
    5. Always use a microphone, even if you only have a few attendees.
    6. Include text description of all images in PowerPoints; describe images and explain slide content when presenting the material. If playing a video, make sure the captions are turned on.
    7. Accommodate technology: laptops, tablets, and assistive technologies are basic accessibility features and should not be limited.
    8. Consider bodily movement: can people make bathroom visits, sit on the floor or stand in alternative locations? When you begin an event, tell attendees to make themselves as comfortable in the room as they can and provide examples such as “stand up, stretch, sit on the floor.”
    9. Repeat names and questions during any Q&A: state your name, repeat questions into the microphone, face your fellow participants, and avoid covering/gesturing super close to your face.
    10. Consider signage and event marketing that indicates your event aims to be as allergy and scent free as possible. If serving food, work to accommodate guests’ dietary restrictions.

  • At Willamette, housing is considered part of the educational experience for all first- and second year Willamette students. Our goal is to support your full inclusion and engagement in this educational experience. Students with disabilities may request disability-related housing accommodations through the Accessible Education Services office. Students requesting dietary accommodations while living on campus must first speak directly with the director of Bon Appétit; see the reverse side of this document for details. An individual with a disability is defined by the Americans with Disabilities Act as a person who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment.

    Procedure to Request Disability-Related Housing Accommodations

    1. Schedule an appointment with Accessible Education Services (503-370-6737) at least one month before the advertised housing selection date to ensure adequate time for your completed request to be considered. The time frame for determining your eligibility for accommodation may vary based on the level of detail provided in your disability documentation and/or Eligibility Form.
    2. If you are an admitted student with a Willamette email, complete the AES Online Application as soon as you have made your appointment. You may upload your disability documentation on the second page of the application.
    3. We recommend that you bring a completed Housing Accommodations Request form to your initial meeting. You may come to your meeting without this form, though we can begin to process the request form as soon as it is received. The following components of the Request Form are required:
      1. A written statement describing the accommodation you are requesting, the effect of your disability on your life and your experience in campus housing, and the reasons for your request (pp. 1-2 of the above Request Form)
      2. An Eligibility Form completed by a qualified professional (pp. 3-4 of the above Request Form).
      3. Any additional documentation of a disability that includes a thorough description of the functional impact of the disability from a qualified professional. This documentation can also be uploaded as part of the AES Online Application (see step #2).
    4. Attend your appointment with the Accessible Education Services (AES) Director to discuss your request, review the components of the Request Form Form and the documentation you have provided, and determine if additional information is required. Incomplete documentation will delay our decision.
    5. The AES Director meets with the Disability Housing Accommodation Committee to review completed accommodation requests and determine whether or not a housing accommodation is necessary due to disability-based limitations and feasible within the residential system. You will be contacted via email once a decision about your request is made. Each decision is made on an individualized, case-by-case basis. Our goal is to allow you to engage in the educational process. At Willamette, housing is considered part of the educational experience for all Willamette students.

     

    Dietary Accommodations

    The first step is to contact Bon Appétit’s Food Service Director, to see if there are ways to minimize and/or eliminate exposure to allergies.

    Requests for dietary accommodation through Accessible Education Services (AES) will not be determined or fully considered without a good faith effort to see if Bon Appetit can accommodate your dietary restrictions with an existing meal plan. AES uses the housing accommodation request process for modifications to meal plans for disability-related reasons as it is part of room and board.

    Disability Documentation

    Please refer to our Documentation Guidelines for detailed information about appropriate disability documentation.

    Renewing Accommodations

    Some disability housing accommodations need to be renewed each year. If you are eligible for a disability housing accommodation, you will receive an e-mail from the AES director notifying you of the modifications you are eligible for and whether annual renewal is necessary. Review this e-mail carefully and retain it for your records

    Housing Requests Unrelated to Disability

    Some housing requests are not disability related. Please review information on the elements of quality disability documentation found in our Documentation Guidelines and work with a qualified medical provider to carefully assess whether they can meet the criteria for sufficient documentation.

    Contact

    If you have any questions about your documentation, the accommodations process, or if you find that your current accommodations are not working, please contact:

  • Willamette University complies with the Americans with Disabilities Act and the Rehabilitation Act of 1973, Section 504, which states, “No otherwise qualified person with a disability in the United States…shall, solely on the basis of a disability, be denied access to, or the benefits of, or be subjected to discrimination under any program or activity provided by any institution receiving federal assistance.” Willamette University intends to provide the broadest possible access to service animals in all of its public areas.

    Students with disabilities who require the use of service animals are permitted to bring such animals on campus provided they do not pose a substantial and direct threat to the health or safety of others and provided that the presence of the animal does not constitute a fundamental alteration to the nature of Willamette’s policies, practices, or procedures, including Willamette’s academic requirements. The University may place other reasonable conditions or restrictions on a service or assistance animal depending on the nature or characteristics of the animal.

    A dog being trained has the same rights as a fully trained dog when accompanied by a trainer and identified as such in any place of public accommodation (as defined in ORS 659A. 400). Handler of service dogs in training must also adhere to the requirements for service animals and are subject to the removal policies as outlined in this policy.

    I. Definition of Service Animal:

    The American with Disabilities Act (ADA) defines a service animal as “a dog that is individually trained to do work or perform tasks for people with disabilities.” The task(s) performed must be directly related to the person’s disability. In some cases, miniature horses may be service animals. Service animals are working animals, not pets. The work or task a dog has been trained to provide must be directly related to the person’s disability. Emotional Support Animals are not considered service animals.

    II. Guidelines for Service Animals at Willamette University:

    1. A service animal may be excluded from a facility, including a classroom, if that animal poses a direct threat to the health or safety of others.
    2. A service animal may be excluded from a facility, including a classroom, if that animal’s behavior, such as barking, is disruptive to the other participants within the facility.
    3. All owners or handlers of service animals are responsible to clean up after and properly dispose of their animal’s feces while on campus.
    4. Service animals must be kept on a leash or under the control of the handler at all times.

    III. Service Animals in University Housing

    Students wishing to utilize a service animal in campus housing are encouraged to contact the Housing Office at 503-370-6212 to register their animal prior to arrival. We also encourage those students to contact the office of Accessible Education Services at 503-375-6737. View the Service Animal Owner Responsibilities in Campus Residences to learn about expectations of animal owners at Willamette. This information can also be accessed by contacting Housing.

    IV. Areas Off Limits to Service Animals

    Generally, service animals are allowed to accompany persons with disabilities in all areas of campus where the public is normally allowed to go. Certain areas on campus may be off-limits to service animals, including some food preparation areas, rooms with heavy machinery, custodial closets, areas where protective clothing is required, and areas that may pose a safety risk to the animal.

    V. Exclusion of a Service Animal

    Consistent with federal and state law, Willamette University may exclude or remove a service animal if:

    • the animal is not housebroken
    • the animal is out of control or presents a direct threat to others and the handler does not take effective action to control it

    If the animal is excluded or removed, the University will give the handler the option of returning to the University activity without the animal.

    VI. Responsibilities of Faculty, Staff, Students, and Other Members of the University Community regarding Service Animals

    Members of the Willamette University community are required to abide by the following practices:

    • Allow a person to be accompanied by a service animal at all times and in all places on campus, except where animals are specifically prohibited.
    • Do not inquire for details about the person’s disability. The nature of a person’s disability is a private matter.
    • Do not pet a service animal. It distracts the animal from the task at hand and service animals may react in a protective manner.
    • Do not ask the service animal to demonstrate its ability to perform the work.
    • Do not separate or attempt to separate a person from his or her service animal.

    When it is not obvious what service an animal provides, the University may ask two questions:

    1. Is the animal required because of a disability?
    2. What work or task has the animal been trained to perform?

    VII. Conflicting Disabilities and/or Medical Conditions

    A student with a disability and/or medical condition that is affected by animals should contact Accessible Education Services with any health or safety-related concerns about exposure to a service animal. The person asserting the conflicting disability and/or medical condition must provide appropriate medical documentation that identifies the condition(s) and the need for an accommodation. Appropriate action under federal and state law will be taken to consider the needs of all persons involved and to resolve the conflict as efficiently and effectively as possible.

    VIII. Decision Review Process

    If you feel that you were denied this accommodation, a request for a decision review can be made by following the Decision Review procedures available on the Accessible Education Services website and in the main office in Smullin 155. If you have further questions, please contact the Director of Accessible Education Services at 503-370-6737.

    References

  • Willamette University is committed to making reasonable accommodations for students with disabilities. Accordingly, people with disabilities who are determined eligible for an Emotional Support Animal (ESA) are permitted to be accompanied by their animal in their campus room or apartment. Only students with disabilities are eligible for this exception to the pet policy.

    A student may qualify for this accommodation if: (1) the student has a documented disability; (2) the animal is necessary to afford the student with the disability an equal opportunity to use and enjoy their dwelling; (3) there is an identifiable and documented nexus between the disability and the assistance that the animal provides.

    I. Definitions

    Assistance Animal: An assistance animal is an animal that works, provides assistance, or performs tasks for the benefit of a person with a disability, or provides emotional support that alleviates one or more identified symptoms or effects of a person’s disability. Assistance animals perform many disability-related functions, including but not limited to, guiding individuals who are blind or have low vision, alerting individuals who are deaf or hard of hearing to sounds, providing protection or rescue assistance, pulling a wheelchair, fetching items, alerting persons to impending seizures, or providing emotional support to persons with disabilities who have a disability-related need for such support. Assistance animals are not pets.

    Emotional Support Animal (ESA): An emotional support animal is a type of assistance animal that provides emotional support that alleviates one or more identified symptoms or effects of a person’s disability. An Emotional Support Animal is not a pet.

    II. Procedure for Requesting Emotional Support Animals in University Housing

    Step 1: If you are considering an ESA, review this document thoroughly, including the resources on responsible animal ownership. After review, consider talking with your Area Coordinator to discuss the responsibilities of successful ESA ownership in a university residence. You are not expected nor advised to disclose your disability to your Area Coordinator.

    Step 2: Make an appointment with Accessible Education Services (AES) in Smullin 155 (call us at 503-370-6737 or email accessible-info@willamette.edu). This Eligibility Form must be completed by your health care provider. Please note that letters purchased from the internet for a set price rarely provide the information necessary to support an ESA request. Return the form to AES for review by the Disability Housing Accommodation Committee. We are usually able to make a determination within a week during the academic calendar; during school breaks it may take longer.

    Step 3: If you are determined to be eligible by the Disability Housing Accommodation Committee, you will be asked to read and sign an Owner Responsibilities in Campus Residences agreement and complete an ESA Registration Form, where you will be asked for a picture of the animal and its crate. View samples of those forms here to learn what information you will need to provide:

    Step 4: Housing will ask that you meet with your Area Coordinator to determine the animal’s move-in date.

    When considering an ESA, please keep in mind that live feeders are prohibited in University residence halls. ESAs must be under the complete control of the handler at all times. All ESAs must be housebroken and have all appropriate vaccinations and licenses.

    III. Areas Off Limits to Emotional Support Animals

    Emotional support animals are allowed in a student’s campus room or apartment. Outside of their room, students must comply with the Willamette University Animals on Campus policy. Students who have a disability related need to bring their ESA to areas where it is not allowed according to the Dogs on Campus policy should make an appointment with Accessible Education Services to discuss the need for an accommodation.

    IV. Conflicting Disabilities and/or Medical Conditions

    A student with a disability and/or medical condition that is affected by animals should contact Accessible Education Services if he or she has a health or safety-related concern about exposure to a service animal. The person asserting the conflicting disability and/or medical condition must provide appropriate medical documentation that identifies the condition(s) and the need for an accommodation. Appropriate action under federal and state law will be taken to consider the needs of all persons involved and to resolve the conflict as efficiently and effectively as possible.

    V. Decision Review Process

    If you feel that you were denied this accommodation, a request for a decision review can be made by following the Decision Review procedures available on the Accessible Education Services website and in the main office in Smullin 155. If you have further questions, please contact the Director of Accessible Education Services at 503-370-6737.

    Reference Material:

    Federal Laws:

    Caring for Animals:

    Licensing and Vaccinations:

    Making an Informed Decision

    Evidence shows that Emotional Support Animals can provide therapeutic benefits to their owners. Nonetheless, taking care of an animal is a big responsibility - the owner is accountable for the life and well-being of the animal. Factors such as type of animal, breed, and age of animal all play a role in the type and amount of care an animal needs. Before choosing an Emotional Support Animal, we advise that you become well informed on the responsibilities that come with animal ownership.

    You may review these questions with Area Coordinators as you consider bringing an animal into your residence hall:

    1. What type of animal do I want to get? What are the needs of this animal, and how will my lifestyle allow me to care for the animal?
    2. Just as humans take time to adjust to a new place to live, animals also need support as they transition to a new home. How will I help my animal feel comfortable living in my room when it first arrives? Where will its supplies (bed, toys, food, etc.) be placed? Will it need to stay in a crate for most of the day? What behaviors might this animal exhibit if it is distressed and how will I address them?
    3. How long am I away from my room during the day? Where will the animal be kept when I’m not home? Will I need to change the amount of time I am away in order to care for the animal? Do I plan to study abroad or travel in the near future? What will I do with my animal at those times?
    4. How big will my animal grow? Does my living space fit the needs of the animal? How much exercise will my animal need, and how will I ensure it gets enough exercise?
    5. How long is my animal’s average lifespan? Am I prepared to care for the animal for its entire life? What responsibilities come with a commitment to long term care of the animal?
    6. What supplies will I need to purchase for my animal? Have I budgeted enough to make those purchases? Do I have a plan in place if my animal needs emergency veterinary care?
    7. What resources will I use to learn more about caring for my animal?

  • Overview

    Students are responsible to attend class regularly and meet all deadlines for assignments and exams. Faculty have the right to establish policies to regulate attendance, assignment due dates, and tests. However, if a student has a disability or health condition that is episodic or cyclical in nature and causes random flare-ups of acute symptoms, they may occasionally miss class or fail to adhere to a scheduled deadline. In these instances, modifying attendance requirements, assignment deadlines and/or exam dates, may be considered a reasonable accommodation. The number of reasonable absences and lengths of extensions will vary and is based on the interactive or participatory nature of a course, as well as any applicable college, department, and accrediting agency regulations. The following guidelines are designed to facilitate understanding for students and instructors of their roles and expectations in navigating these accommodations.

    What do Flexible Attendance, Assignment, and Exam Rescheduling Accommodations mean?

    Students are responsible for attending their classes regularly and meeting all deadlines. Faculty have the right to determine attendance policies and establish assignment deadlines and test dates. Flexible accommodations for disability-related absences do not waive these rights and responsibilities but rather are designed to provide some elasticity. Some examples of how to do this include allowing 1-3 absences beyond what would be provided to any student, or agreeing to a deadline extension or exam reschedule with no grade reduction. Faculty are not obligated to provide these accommodations retroactively and are never required to reteach missed material. Students should never be required to provide medical documentation to a professor, and nondisability-related absences are not covered by these accommodations.

    The degree of flexibility that is available varies and depends on the interactive or participatory nature of a course, as well as standards mandated by college, department, and accrediting agencies. All assignments, quizzes, and exams must be completed by the last day of the final exam period, unless an incomplete has been requested by the student and granted by the professor. In some cases, flexible accommodations may not be reasonable or appropriate, even if the student has a disability or health condition that otherwise warrants flexibility, e.g. clinical practicums that are required for many graduate and professional programs.

    What is the process?

    The process for determining these accommodations is through Accessible Education Services (AES) and each student’s case is considered individually. Students wishing to request these accommodations must register with AES and must provide documentation of a disability from a qualified professional. The documentation must verify the disability and must articulate how and why the disability impacts attendance.

    In assessing the reasonableness of flexible accommodations, AES will seek to gain clarity on the role attendance plays in a course or program, and the impact extensions and rescheduled exams have on the essential learning outcomes of other participants. As guidance from the Office of Civil Rights suggests, AES will specifically explore the following elements with faculty when determining whether attendance is essential to a course:

    1. What does the course description and syllabus say about attendance?
    2. Is attendance factored in as part of the final course grade?
    3. What are classroom practices and policies regarding attendance?
    4. Is the attendance policy consistently applied?
    5. Have exceptions been made for extenuating circumstances other than disability?
    6. Is there classroom interaction between the instructor and students or is group work required for the class?
    7. Do student contributions constitute a significant component of the learning process?
    8. Does the course rely on student participation as a method for learning?
    9. What is the impact on the educational experience of other students in the class?

    If these accommodations are determined reasonable, the Director of AES will work with students and their faculty on the following:

    • How will the student notify you they will miss class?
    • How will they arrange to turn in missed work or reschedule an exam?
    • What number of absences beyond what is allowed any student is reasonable?
    • To what degree is it reasonable to extend the window for online exams, quizzes, discussions, and assignments?
    • Is an incomplete or withdrawal appropriate for this student’s situation?

    In most cases, faculty will receive notification that a student is eligible for accommodations early in the semester.