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Academic Accommodations 

Accommodations are available at Malone to ensure that students with documented disabilities participate fully in academic and student life.

Listed below are examples of academic support services:

  • Note-taking services
  • Additional time on exams
  • Distraction-reduced testing environments
  • Accessible parking
  • Permission to record lectures on personal device
  • Textbooks in audio or digital format
  • Priority book purchases
  • Permission to use a calculator or spell checker
  • Peer tutoring services (individual or group)
  • Academic and personal counseling
  • Appropriate dietary alternatives
  • Housing/facility access accommodations
  • Permission for the use of service animals
  • JAWS ¬†or Read Write and Gold screen reading software

Determining Reasonable Accommodations
Malone determines reasonable accommodations for students with disabilities on an individualized basis. Diagnosis alone does not mandate certain accommodations. Services are based on the severity or the functional impact of the disability on the life activity of learning in Malone's environment. It is the responsibility of the student to seek available assistance and to request reasonable accommodations through Student Accessibility Services.

When determining accommodations, Malone considers the following questions:

  • Did the student self-disclose to the Center for Student Success?
  • No faculty member is required to offer any accommodations in the classroom until they receive a written request from this office that is sent only with the student's consent. Does the documentation submitted by the student meet all criteria listed (prior page)?
  • What are the barriers resulting from the interaction between the documented disability and the campus environment?
  • What are the possible accommodations that might remove the barriers?
  • Accommodations offered at the high school level may or may not be continued based on the current functional limitations of the student at the collegiate/university level.
  • Without the accommodations, would the student have access to the course, program, service, job or facility?