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Ohio Dominican University is committed to providing all students with appropriate opportunities to get maximum benefits and enjoyment from its academic, cultural and recreational activities. 
Ohio Dominican strives to develop appropriate and reasonable accommodations that do not lower academic standards, alter degree requirements, or reduce the quality of the ODU experience. The University endeavors to offer students with disabilities equal opportunity to demonstrate their academic abilities. 

ODU policy, in accordance with state and federal guidelines, calls for reasonable accommodations to be made for qualified students with disabilities on an individual basis. The policy recognizes the importance of self-advocacy by the adult learner to actively seek available assistance at the University, to make needs known, to complete a Disability disclosure and consent form and to provide current documentation of his/her disabilities.

ODU's Disability Services Coordinator is available to assist in the student accommodations process.

Important documents:
  • Reasonable & Appropriate Accommodations
    A "reasonable and appropriate accommodation" is a modification, adjustment, and/or auxiliary aid that minimizes or eliminates the impact of a disability, allowing the student to gain equal access and opportunity to participate in the University's courses, programs, services, activities, and facilities.

    A "reasonable and appropriate accommodation" is one that does not:
    • require a substantial change or alteration in the curriculum to an essential element of a course or program
    • fundamentally alter the nature of the service provided
    • pose an undue financial hardship or administrative burden
    • pose a direct threat to the health and safety of others
  • Requesting & Scheduling Test Accommodations
    Students must meet with ODU's Director of Disability Services (D-DSO) at the beginning of each semester to discuss test accommodations, to provide all test & quiz dates, and request that the D-DSO notify Professors of test accommodations and arrangements.
    • Students are expected to take tests at the same time as their classmates. If their schedule prohibits this, the student must make arrangements with the Professor (prior to the test date) to take the test at a different time than the class. The Disability Services Office will not give the test at a different time without authorization from the Professor.
    • Illnesses or appointments that cause students to miss tests will be subject to the standards set in each Professor’s syllabus – disability issues do not automatically excuse a student from missing a test. Please consult the Professor & their syllabus for specific details regarding the possibility of make-up tests, and if tests can be made up at all.
    • Students should give the D-DSO their test dates by the end of the second week of classes.
    Once you provide the D-DSO with your test dates, your tests will be added to the D-DSO’s testing calendar.

    The D-DSO will not have your test available for you if you do not provide your tests dates and the following information:
    • Test and quiz dates
    • Class number
    • Class time
    • Professor’s name to the D-DSO
    • It is the responsibility of the student to contact the Disability Services Director a minimum of 72 hours in advance to make an appointment to take the test using the parameters established by your instructor.
      • If a Professor does not provide test & quiz dates in the syllabus, It is the responsibility of the student to notify the D-DSO as soon as you know of an upcoming quiz or test. Professors typically give a week’s notice for a test, so please e-mail the D-DSO when a test or quiz is scheduled.
    • The student must notify the professor prior to the test date if the student plans to take the test in the Disability Services Office using test accommodations.
    You must contact the Director of Disability Services at DisabilityServices@ohiodominican.edu or (614) 251-4233 to arrange this accommodation.
  • How are Disability Accommodations Determined?
    The Disability Services Director determines the accommodation(s) using:
    • Documentation of the disability from qualified professionals provided by the student
    • Information gathered from a student intake interview
    • Information from appropriate college personnel regarding essential standards for courses, programs, services, jobs, activities, and facilities
    • The Disability Services Director may also consult with the Faculty Advisory Committee to determine if an accommodation will alter the nature of a particular course, or may alter the overall curriculum
    The determination of reasonable accommodation(s) considers the following:
    • The barriers resulting from the interaction between the disability and the campus environment
    • The array of accommodations that might remove the barriers
    • Whether or not the student has access to the course, program, service, job, activity, or facility without accommodation(s)
    • That essential elements of the course, program, service, job, activity, or facility are not compromised by the accommodation(s)
    Won't providing accommodation(s) on examinations give an unfair advantage to a student with a disability?
    • Accommodations don't make things easier, just possible; in the same way eyeglasses do not improve the strength of the eyes they just make it possible for the individual to see better. Accommodations are interventions that allow the learner to indicate what they know. Without the accommodations, the learner may not be able to overcome certain barriers.
    • Accommodations are designed to lessen the effects of the disability and are required to provide fair and accurate testing to measure knowledge or expertise in the subject. Careful consideration must be given to requests for accommodations when the test is measuring a skill, particularly if that skill is an essential function or requirement of passing the course such as typing at a certain speed or turning a patient for an x-ray. In such cases please contact a Disability Services counselor for guidance.
    • The purpose of such academic accommodations is to adjust for the effect of the student's disability, not to dilute academic requirements. The evaluation and assigning of grades should have the same standards for all students, including students with disabilities.
    • For many students with disabilities, the most common accommodation is extra time on tests. In specific circumstances, students may also require the use of readers and/or scribes, a modification of test format, or the administration of examinations orally.
    Adapted from Barry University, Miami Shores, Florida
  • College Student’s Rights & Responsibilities
    Here are some helpful links that further explain college students' rights and responsibilities:
  • Americans with Disabilities Act
    To this nation's over 43 million citizens with disabilities, the Americans with Disabilities Act (ADA) represents an unprecedented opportunity to eliminate the barriers to independence and productivity.

    The ADA is modeled after the Civil Rights Act and Title V of the Rehabilitation Act of 1973 (e.g., the definition of a "qualified person with a disability" is the same and similar accommodations/modifications are mandated). The Bill was originally drafted by the National Council on Disability and is supported by every major disability organization. The ADA was signed into law in July 1990, and amended in 2008.

    What is the purpose of ADA?
    The purpose of ADA is to extend to people with disabilities civil rights similar to those now available to individuals on the basis of race, color, sex, national origin, and religion through the Civil Rights Act of 1964.

    What does ADA do?
    It prohibits discrimination on the basis of disability in private sector employment, services rendered by state and local governments, places of public accommodation, transportation, telecommunications and relay services.

    Who is protected under ADA?
    Under the ADA a person has a disability if he/she has a substantial physical or mental impairment, has a record of such impairment or is regarded as having such an impairment even if they are not continuously impaired by their disability, (e.g. random epileptic attacks), or have a personal relationship with someone with a known disability. Personal relationships are not limited to family members.

    A substantial impairment is one that significantly limits or restricts a major life activity. It includes conditions controlled by medication such as epilepsy or depression or those mitigated by a prosthetic device. Major life activities include (but are not limited to) performing manual tasks, Learning, walking, working, seeing, caring for oneself, hearing, breathing, eating, sleeping, speaking, reading, learning, concentrating, thinking, and communicating.


    What is Section 504?
    "No otherwise qualified disabled individual in the United States...shall, solely by reason of... disability, be excluded from participating in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance."

    A disabled person is "any person who has a physical or mental impairment which substantially limits one or more of such person's major life activities, has a record of such an impairment, or is regarded as having such an impairment." This includes (but is not limited to) persons with mental retardation; specific learning disabilities; psychiatric problems; traumatic head or spinal cord injuries; orthopedic handicaps; neurological impairments; chronic illness; drug or alcohol addiction (i.e., former users only); and visual, hearing, or speech impairments.

    A qualified disabled person is defined as one who meets the requisite academic and technical standards required for admission or participation in the post-secondary institution's programs and activities. Section 504 protects the civil rights of individuals who are qualified to participate and who meet the definition of a disabled person as defined above.

    For college students with disabilities, academic adjustments may include such things as adaptations in the way specific course material is presented, the use of auxiliary equipment and support staff, and modifications in academic requirements. A college or university has the flexibility to select the aid or service it provides, as long as it is effective. Such aids or services should be selected in consultation with the student who will use them.

    Accommodations include such things as removing architectural barriers; providing readers, notetakers, and/or interpreters for classes and related course activities; providing alterations, substitutions, or waivers of courses or degree requirements on a case-by-case basis; altering length or times for exams, and/or allowing use of readers, scribes, etc.; and permitting the use of adaptive equipment or other technology to assist with test-taking and study skills.
  • Legal Differences between Secondary & Post-Secondary
    Differences between Secondary Education and Post-Secondary Education Regarding Individuals with Disabilities

    Differences between Disability Laws

    The Individuals with Disabilities Improvement Act 2004 IDEIA 2004);
    Section 504 of the Rehabilitation Act of 1973 (Section 504), and the Americans with Disabilities Act of 1990.

    View Chart (pdf)
  • Lifesytle Differences Between Secondary & Post-Secondary
    • High School - Students are identified by the school districts
    • College - Students must self-identify by registering with the Disability Services office
    • High School - Information is shared with parents/guardians
    • College - Student's right to privacy and confidentiality is upheld
    Placement & Accommodations
    • High School - Placement and accommodations include parents/guardians
    • College - Placement and Accommodations do NOT include parents/guardians
    Eligibility for Services
    • High School - Eligibility for services is diagnosis-driven
    • College - Eligibility for services is driven by severity and impact on major life activity(ies)
    Instructor Awareness
    • High School - Special Education teachers know you well and are aware of your specific difficulties or concerns, and know your strengths and weaknesses
    • College - Students will need to initiate discussion and make your concerns known to college instructors, advisors, and disability resource facilitators
    Time Management
    • High School - School district structures a student's weekly schedule
    • College - Student is responsible for their own time management
    Reminders & Deadlines
    • High School - Teachers remind students of exam dates and assignment deadlines
    • College - Students are expected to know exam dates and assignment deadlines by referring to their syllabi

    Time Spent in Classroom

    • High School - Time spent in classroom averages about 40 hours per week
    • College - Time spent in classroom is approximately 13-16 hours per week. Don't let this fool you! You will be doing homework, reading, writing papers, etc... Outside the classroom. Plan to spend 3 - 4 hours studying and doing schoolwork outside the classroom for every one hour that you spend in class
    Time Spent on Homework
    • High School - Time spent on homework is oftentimes substantially less than in college
    • College - Time spent on homework is usually 2 hours for every hour you spend in class

    Preparing for Exams

    • High School - Preparing for exams usually involved memorization, and identification of information
    • College - Preparing for exams will involve application of information


    • High School - Tutors and/or extra instruction is provided by teachers
    • College - Students must seek out their own tutors to get more information on specific content information
    Grades Changes
    • High School - Instructors might retroactively change grades by allowing a student to retake an exam
    • College - Grades aren't usually retroactive
    Altering Courses & Programs
    • High School - Courses and programs can be fundamentally altered
    • College - Courses and programs ARE NOT fundamentally altered
    Adapted from the College of Applied Health Sciences at the University of Illinois Urbana-Champaign
  • Procedure for Books in Alternate Format
    • The student will register for classes and notify the Director of Disability Services (D-DSO) of the class schedule immediately after registration. The student must purchase or rent the books needed, and provide the D-DSO with a receipt for the books before the alternate format books can be given to the student.
    • The D-DSO will check publisher databases for availability of books, if books are available the D-DSO will request the books from the publisher, and will save them to a Dropbox file, the D-DSO will then send the student a link to their Dropbox folder via their ODU e-mail account.
      • Books are typically available as .pdfs or mp3 files, .pdfs can be read with a screen reader (free screen reader software is available online).
    • If the book(s) is/are unavailable through the publisher or another resource, the D-DSO will notify the student immediately and the student will purchase the books, then the student will deliver or make arrangements for the book(s) to be delivered to the Director with the receipt.
    • The Director will contact the publisher for permission to rip & scan the books (cut off book bindings, then scan through a high speed scanner; after ripping & scanning the book is not eligible for return to the bookstore, and may not be eligible for resale to the bookstore). This process may take up to 8 weeks. The book cannot be scanned until permission is received.
    • The Director will request the book be ripped, scanned to CD and rebound by the ODU Print Center.
    • The Director will notify the student when the CD and book are available in the Director's office for pick up.
    • If the student does not want their books ripped & scanned the student is free to hand scan them in Spangler Hall. After the books have been scanned & saved to CD or other memory device the student may bring the memory device to the Disability Services Director to have it converted to a format that can be read by a screen reader.
    The Disability Services Office will not hand scan books. We will only rip & scan books. Other sources for e-texts:
  • Disability Internet Resources
    Ohio Dominican University is committed to providing equal access to educational opportunities for students with disabilities. 

    For more information, contact the Director of Disability Services. at DisabilityServices@ohiodominican.edu or (614) 251-4233, or stop by the Office of Student Success in 227 Spangler.

    Disability Websites
    • Attention Deficit Disorder. Children and adults with Attention Deficit/Hyperactivity Disorder & Attention Deficit Disorder. www.chadd.org
    • Autism Spectrum Disorders. Autism spectrum disorders affect 1 out of every 150 people. Find the facts about autism and Asperger’s syndrome at the Center for Disease Controls website. www.cdc.gov/ncbddd/autism
    • Blindness. The American Federation for the Blind has all kinds of information about assistive technology, Braille and blindness. www.afb.org
    • Center for Disease Control. The Center for Disease control has excellent information about a variety of disorders & diseases. www.cdc.gov
    • Deafness. Myths and facts about deafness are explored at this website.  Test your knowledge and see how you do!  In addition, many helpful resources are available that give readers insight into the Deaf culture. http://insidedeafculture.com
    • Learning Disabilities. This website includes information on different types of learning disabilities and how they affect adult students. The website also has facts about gettingtested for a learning disability. www.ldanatl.org/aboutld/adults/index.asp
    • Psychiatric Disabilities. From Boston University, this website explores psychiatric disabilities in depth and offers advice for handling this type of disability in the college and work settings. www.bu.edu/cpr/jobschool
    • Traumatic Brain Injury. The Center for Disease Control explains the effects of a TBI. www.cdc.gov/ncipc/tbi/TBI.htm
    • Wheelchair Users. Challenge your assumptions about individuals who use wheelchairs by visiting this comprehensive web site.  It includes sections on wheelchair etiquette, service animals, and the different types of wheelchairs that people use. www.wheelchairnet.org
    Disability & Social Justice
    • From the Smithsonian Museum in Washington, DC, this interactive presentation is filled with information about the disability rights movement in America: 
    • This timeline explores the many advances that people with disabilities have made in furthering our civil rights and freedoms: 

    Disability & Higher Education

    There is a marked difference between accommodations in secondary school, and accommodations in post-secondary school, please review these differences and plan your transition to college accordingly

    Disability & Employment Disability Studies

    Disability Studies is an emerging academic discipline that looks at disability from historical, legal, psychological, sociological, biological, educational, and literary perspectives. 

    The World Institute on Disability was founded by Edward Roberts, who was a political science teacher from California and a quadriplegic.  It is a leading think tank in the disability studies field.

    The Society for Disability Studies is an organization that studies the invaluable contributions that disabled people have made to our society. It also looks at legal issues surrounding disability, cross-cultural communication, and the portrayal of disabled people in the media.
  • Mission of the Disability Services Office
    The Disability Services Office exists to provide students with disabilities with equal access, empowerment, resources, referrals, advocacy, collaboration and outreach throughout the University campus community.

    The mission of the Disability Services Office is threefold.

    We seek to:
    • Ensure that students with disabilities can freely participate in all aspects of college life
    • Provide and coordinate services to maximize students' educational potential while supporting their independence to the fullest extent possible
    • Increase awareness among all members of the college community so that students with disabilities are able to perform at a level limited only by their abilities, not their disabilities.
    The Disability Services Office works closely with faculty and staff in an advisory capacity to assist in the development of reasonable accommodations that allow students with disabilities to fully participate in all of the programs offered on campus.