A barrier is any physical, digital, instructional, procedural, or environmental condition that limits or prevents a student with a disability from accessing university programs or services on an equal basis with others.

Barriers occur when the structure or design of an environment interacts with a disability-related functional limitation. The barrier is not the disability itself, but the way access is affected in a given context.

A reasonable accommodation is a modification or adjustment that removes disability-related barriers while maintaining the essential requirements of a course, program, service, or activity.

Reasonable accommodations:

• Provide equal access without altering essential academic or program standards
• Do not fundamentally change the nature of a course or program
• Maintain academic integrity and requirements
• Are determined based on feasibility within the university environment
• Focus on access rather than outcomes or guarantees

Requests may not be approved when the available information does not establish a disability-related need for the requested accommodation. In some cases, additional documentation or information may be needed before a determination can be made.

Examples:

• Documentation does not establish a disability.
• Documentation is insufficient.
• Documentation does not support the requested accommodation.
• Functional limitations are unclear.

Accommodations are approved when they are necessary to address disability-related barriers and provide equal access to university programs, services, or activities. Requests will not be approved when the available information does not demonstrate a disability-related need for the accommodation or when the accommodation is not necessary to provide access.

A requested accommodation may not be approved if it would change what a course or program is fundamentally designed to measure or require, or if it would require changes that are not feasible to implement given operational limits.

In these situations, Student Accessibility Services may look for a different accommodation that still provides equal access without changing essential course or program expectations or creating significant implementation barriers.

Personal services are not considered accommodations. These are services, devices, or supports that a person would need regardless of their participation at the university.

Examples may include:

• Personal care services
• Feeding, toileting, or bathing assistance
• Mental health counseling
• Rehabilitation services
• Tutoring
• Personal mobility devices such as wheelchairs

No. Accommodations do not automatically transfer between schools. Each college or university has its own process for reviewing accommodation requests and supporting documentation. Previously approved accommodations may help provide context regarding past supports, but they do not guarantee that the same accommodations will be approved at another institution.

If you had an IEP/504 in high school:

College accommodations often look different than those in high school. Visit our Academic Accommodations page to learn more about how they work, when they may apply, and what they may include in college.

If you’re transferring to Iowa State:
Please provide the documentation and accommodation information you previously submitted at your prior institution. This information can help inform our review process and determine whether any additional information is needed.

If you’re transferring from Iowa State to another school:
You may request an official accommodation letter from our office, as well as copies of the original documentation you submitted, if needed.

If you’re studying abroad:
Accommodation processes may vary depending on whether your courses are taught by Iowa State instructors or the host institution. If accommodations are managed by the host institution, you may need to complete their accommodation process separately. Our office can assist with providing documentation if needed.

No. A disability alone does not automatically result in accommodations. SAS uses an interactive process that considers documentation and functional impact to determine whether accommodations are appropriate and what supports are reasonable.

Students may contact Student Accessibility Services at any time to begin the accommodation review process. Early engagement is encouraged, as accommodations are not retroactive and take time to review and implement.

Incoming students are encouraged to begin the process before beginning classes. 

• For housing-related accommodations, students should submit requests in advance of university housing priority deadlines to allow time for review and planning.
  • More information, including deadlines, is available on the Housing Accommodations webpage.
• For other accommodations, it is recommended that students start the process a semester prior to beginning classes. Many incoming students also begin or complete their intake process over the summer, including through orientation drop-in appointments.

Documentation requirements vary depending on the nature of the request and the disability-related barriers being considered. Students are encouraged to discuss what documentation may be helpful for their request in their Intake Meeting with SAS.

More information on documentation guidelines is available here.

Students are always welcome to connect with Student Accessibility Services to discuss questions, concerns, or whether accommodations may be helpful. These conversations can also provide information about how accommodations work in a college setting, what is already accessible, and what the request process entails.

Students may begin the review process and choose not to continue at any point if they decide accommodations are not needed.

SAS works directly with students throughout the accommodation process. Because accommodations are based on the student’s individual needs in the academic environment, students are responsible for communicating with SAS and with their instructors about their accommodations.

We recognize that families and parents may play an important support role. If a student would like a family member or parent involved in conversations with SAS, the student is welcome to invite a family member to join meetings with SAS or to share information they receive from our office with their family. If additional involvement or information sharing is needed, the student can contact SAS to discuss options and provide permission as appropriate.

Families and parents who would like to better understand their role can visit the Information for Families page.

You do not need a diagnosis before contacting SAS. If you are experiencing barriers that may be related to a possible disability, we encourage you to meet with a member of our staff to talk through your experiences and concerns.

Accommodations are determined through an individualized review process, and documentation is typically needed before accommodations can be approved. If disability-related barriers are identified, our staff can help you understand what documentation may be needed and how to get started with an evaluation if appropriate.

If your concerns are not related to a possible disability, we are not able to provide accommodations through SAS. You can still explore campus resources and support services that are available to all students.

• Cyclone Support - get directed to support services based on your needs
• Our top recommendations for Student Resources & Technology

SAS may not be the best office to contact first. If students are experiencing difficulties or complex situations, such as hospitalization, mental health or wellbeing concerns, medical emergency or long-term illness, death of a loved one, or an unexpected change, students should reach out to Student Assistance for support.

The timeline can vary depending on the complexity of the request and whether additional information is needed. Once all required documentation and information are received, SAS typically completes the review within about one week. During peak times, the process may take longer.

Not necessarily. Accommodations are determined through an individualized review process based on the documented disability-related barriers and the functional impact in the academic environment. Only accommodations that are appropriate and reasonable in that context are approved.

Yes. Accommodations are not based on diagnosis alone. Even with the same diagnosis, students may experience different barriers, so accommodations are determined based on the individual impact of the disability and the specific academic context.

No. A disability alone does not automatically result in accommodations. SAS uses an interactive process that considers documentation and functional impact to determine whether accommodations are appropriate and what supports are reasonable.

Student Accessibility Services communicates with students throughout the accommodation process using their Iowa State University email. If a student does not yet have an ISU email, an alternate provided email address will be used. Students are responsible for monitoring their email for updates, requests for information, and next steps in the process.

If a student is approved for accommodations, SAS also sends periodic communications, including a monthly newsletter, to their ISU email address to share updates, deadlines, and information on using accommodations.

Student accommodation information is protected under FERPA (the Family Educational Rights and Privacy Act), which limits how information can be shared.

• Each semester, students choose which instructors are notified of their accommodations. SAS does not share a student’s diagnosis or disability documentation with instructors. Instructors are notified only of the approved accommodations and relevant information needed to provide access in their course.
• Some accommodations may require coordination with campus partners to support implementation, and only the information needed to provide the accommodation is shared.
• Accommodations do not appear on transcripts or academic records. 

In general, individuals outside of the accommodation process, such as academic advisors, do not have access to this information unless the student chooses to share it.

Yes. Accommodations can be updated if your needs change or if new information is provided. Students can contact SAS at any time to discuss adjustments through the interactive process.