presentation letter for accommodation

Sample Language for Accommodation Request Letters

From the desk of jose gonzalez lopez, mph, consultant — sensory/motor teams.

The first step in requesting an accommodation in the workplace is to decide how to make the request. I often suggest employees consider making a written request so they can decide what to say and how to say it without the stress of a face-to-face meeting with their employer. However, writing such an initial request can feel intimidating and employees can get nervous about what to include in the letter and how to word it. At JAN, I often discuss options with employees about what might be useful to include and how to clearly explain what accommodation is needed.

As a starting point, JAN offers general guidance about writing an accommodation request letter , which lays out possible elements to include in the body of the letter. But for employees who need more ideas, the following examples offer additional guidance about how to communicate the need for an accommodation for various types of medical conditions. As you consider these examples, you may find it helpful to review How to Disclose a Disability and Request Accommodations in the Workplace on JAN’s page for Individuals , which also provides more information about the Americans with Disabilities Act (ADA). For accommodation ideas by disability or limitation, visit JAN’s A to Z page.

Sample Accommodation Request Letter: Back Condition

Date of Letter Your name Your address Employer's name Employer's address

Dear [Insert employer’s name here]:

I am writing this letter to submit a request for accommodations in the workplace. I have pain in my lower back. Sitting or standing for long periods of time in the same position is causing increased pain and is decreasing my mobility. I would like to request for accommodations to help decrease the pain caused by my back condition. Below I have included some possible ideas that could help at my workstation. If there are any other ideas or options that you could provide it would be greatly appreciated.

• Sit-stand desk
• Ergonomic chair
• Modified break schedule

Please let me know if you need additional information or would like to discuss additional ideas. Would you please let me know in the next week? Thank you for considering my request.

Sincerely, Your signature Your printed name

CC: to appropriate individuals

Sample Accommodation Request Letter: Allergies

Given ongoing construction in our building and increased dust from it, my allergy symptoms have greatly increased. It has become more difficult to breathe while in the office, even in my own personal office. I have experienced an increase in fatigue, as well as eye irritation. I would like to suggest the following accommodations to address this issue:

• Personal air purifier (for my office) and air filters (for HVAC), or

Please let me know if you need additional information or would like to discuss additional ideas. Would you please let me know in the next week? T hank you for considering my request.

Sample Accommodation Request Letter: Mental Health

I have been having medical issues that have affected my mood, sleep schedule, concentration, and focus. I would like to request accommodations so that I might be able to perform my job effectively before my performance starts to suffer.

Workplace distractions interfere with my concentration and focus so I would like to try noise cancelling headphones to minimize sound distractions. In addition, having a list of what I might need to do for the workday/week could also help me keep track of my work.

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How to Recognize & Respond to Employee ADA Accommodation Requests

The Americans with Disabilities Act (ADA) is a federal law that requires employers with 15 or more employees to provide reasonable accommodations to qualified employees and applicants with disabilities, except when an accommodation would cause undue hardship.

In general, the ADA requires individuals with disabilities to inform their employers that they need accommodations. However, it does not require them to mention the ADA by name, use any specific phrases or identify any specific accommodations in order to trigger an employer’s responsibilities under the law.

This article provides guidance on how to prepare for, recognize and respond to reasonable accommodations for qualified individuals with disabilities. It also discusses the importance of training managers and supervisors to recognize and properly handle those requests—especially accommodations regarding the coronavirus (COVID-19) pandemic.

The guidelines discussed in this article are not legal advice. Employers should consult with legal counsel for specific advice. The following resources are also available for more information:

• The Equal Employment Opportunity Commission’s (EEOC)   guidance  on reasonable accommodation and undue hardship under the ADA
• The EEOC’s  webpage  on ADA compliance and responsibilities for employers
• The EEOC’s  regulations  under the ADA
• The EEOC’s  Q&A  about COVID-19 and compliance with ADA, the Rehabilitation Act and other equal employment opportunity laws

Preparing for ADA Requests

One of the most important steps in preparing for ADA requests is to ensure that an organization has appropriate policies and procedures in place for handling them. These policies and procedures should be thoroughly documented and reviewed regularly to ensure that they are clear and actionable for managers and supervisors.

Existing job descriptions should also be reviewed to confirm they include all aspects and essential functions of a job, including physical requirements such as standing or sitting for long periods of time or lifting.

Recognizing ADA Requests

As a general rule, the ADA applies any time an employee or applicant who is otherwise qualified for a position requests an adjustment or change at work for a reason related to a medical condition.

The request does not have to be in writing or include any specific accommodation in their request. However, it does have to describe problems posed by a workplace barrier that impedes the individual from any of the following:

• Participating in the job application process
• Performing the essential functions of a job
• Enjoying benefits and privileges of employment equal to those enjoyed by employees without disabilities

A workplace barrier may be a physical obstacle (such as an inaccessible facility or piece of equipment) or a procedure or rule (such as a rule concerning when work is performed, when breaks are taken, or how essential or marginal functions are performed).

Here are potential requests for reasonable accommodations for ADA compliance:

The examples below illustrate how a request may or may not put an employer on notice that an individual is requesting reasonable accommodation under the ADA.

• An employee tells her supervisor, “I’m having trouble getting to work at my scheduled starting time because of medical treatments I’m undergoing.”
• An employee tells his supervisor, “I need six weeks off to get treatment for a back problem.”
• A new employee, who uses a wheelchair, informs the employer that her wheelchair cannot fit under the desk in her office.

Conversely, the following would not be considered requests for reasonable accommodation under the ADA:

• An employee tells his supervisor that he would like a new chair because his present one is uncomfortable. (Although he requests a change at work, he does not link his need for a new chair with a medical condition.)
• An employee tells her supervisor that she has been diagnosed with a mental disorder that causes her to behave erratically at work. (Although she identifies a medical condition, she does not describe a workplace barrier that could be changed or adjusted.)

Individuals may also make requests for reasonable accommodations through a representative, such as a family member, friend or health professional. The following are examples of this type of ADA request:

• An employee’s spouse phones the employee’s supervisor to inform her that the employee had a medical emergency due to multiple sclerosis, needed to be hospitalized and thus requires time off.
• An employee has been out of work for six months with a workers’ compensation injury. The employee’s doctor sends the employer a letter, stating that the employee is released to return to work, but with certain work restrictions.

Responding to ADA Requests

When an individual makes a request for reasonable accommodation, the employer should respond as quickly as possible since unnecessary delays can ultimately result in an ADA violation. However, a request for an adjustment or change due to a medical condition does not necessarily mean that the employer is required to provide the change. Instead, a request for reasonable accommodation triggers an employer’s responsibility to engage in an informal, interactive process with the individual. During this process, the employer may ask the individual relevant questions that will enable it to make an informed decision about the request.

Determining Disability

In some cases, an employer may need to determine whether an individual’s medical condition meets the ADA definition of disability before addressing the merits of their accommodation request.

Under the ADA, an individual has a disability if they:

• Have a physical or mental impairment that substantially limits one or more of their major life activities;
• Have a record of an impairment as described above; or
• Are regarded as having an impairment as described above.

When a disability or need for accommodation is not obvious, the employer may ask the individual for reasonable documentation about their disability and functional limitations. Reasonable documentation means that the employer may request only the documentation it needs to establish that a person has an ADA disability and that the disability calls for a reasonable accommodation. An employer may require this documentation to come from an appropriate health care or rehabilitation professional (e.g., doctor, nurse, physical therapist or vocational rehabilitation specialist).

As an alternative to requesting documentation, an employer may simply discuss with the person the nature of their disability and functional limitations. During this conversation, the employer should make the individual aware that the reason for its questions is to verify the existence of an ADA disability and the need for a reasonable accommodation.

Determining Appropriate Accommodations

If an appropriate accommodation is not obvious, employers must make a reasonable effort to identify one. The best way to do this is to consult informally with the individual about potential accommodations that would enable them to participate in the application process, perform the essential functions of the job or enjoy equal employment benefits and privileges. The employer may offer suggestions for reasonable accommodations and discuss their effectiveness with the individual. The following are some examples of accommodations that may be appropriate:

• Acquiring or modifying equipment or devices
• Restructuring a job
• Modifying work schedules
• Reassigning to a vacant position
• Adjusting or modifying examinations, training materials or policies
• Providing readers and interpreters
• Making the workplace readily accessible to and usable by people with disabilities

When more than one possible reasonable accommodation exists, an employer may choose among these options as long as the chosen accommodation is effective in removing the workplace barrier that impedes the individual. If more than one accommodation is effective, the individual’s preference should be given primary consideration. However, the employer providing the accommodation has the ultimate discretion to choose between effective accommodations. This means that employers may choose an effective accommodation that is easier or less expensive to provide than other effective options, even if the rejected options would not cause an undue hardship on the employer.

Training Managers

Managers and supervisors are often in the best position to identify when requests may be covered by the ADA. This is because they usually have direct knowledge of the essential functions of a particular person’s position, the nature of a particular workplace and how specific changes may affect both the employer and the person making the request.

Thus, managers and supervisors who handle employee requests should receive training on the elements of a request that will trigger an employer’s ADA responsibility to engage in an interactive process with the person making the request. This training should emphasize that, even though employees often do not mention the ADA or use terms such as “disability” or “reasonable accommodation” in their requests, employers are still required to begin the interactive process when they have enough information to believe that the request may be covered by the ADA.

Responding to COVID-19 Accommodations

During the pandemic, organizations may have a responsibility to accommodate certain employees who have concerns about exposure to COVID-19. At least some of these requests may come from employees who are at high risk of developing complications associated with COVID-19. These individuals include older adults and those who have serious chronic medical conditions, such as diabetes, lung or heart disease, or a compromised immune system.

Keep in mind that when an employer receives a request for an accommodation to reduce the risk of exposure to COVID-19 for a medical reason, the employer must consider this an ADA request.

Examples of reasonable accommodations that may be appropriate for this type of request include:

• Working from home or another remote location
• Restructuring or adjusting job duties or procedures
• Reassigning to a different task or job duty
• Providing personal protective equipment (such as mask or gloves)

The guidelines discussed in this article are not legal advice. Employers should consult with legal counsel for specific advice. For additional workplace resources, contact Clarity HR.

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Reasonable accommodations in the workplace.

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This fact sheet serves as a basic overview of reasonable accommodations in the workplace and includes some examples and a brief review of the reasonable accommodation process. This document has information that may be useful for employees, employers, human resources staff, and others. Because this is a very general, baseline document, more specific questions may be answered by the reader’s local ADA Center.

Key Definitions

What is a reasonable accommodation.

A reasonable accommodation is any change to the application or hiring process, to the job, to the way the job is done, or the work environment that allows a person with a disability who is qualified for the job to perform the essential functions of that job and enjoy equal employment opportunities. Accommodations are considered “reasonable” if they do not create an undue hardship or a direct threat.

Who is an “individual with a disability?”

An individual meets the Americans with Disabilities with Act definition act of “disability” that would qualify them for reasonable accommodations if they have “a physical or mental impairment that substantially limits one or more major life activities (sometimes referred to in the regulations as an “actual disability”).” If a disability is not obvious to an employer, they can ask for medical documentation from a health care provider to confirm the need for an accommodation.

Individuals who solely are “regarded as” having a disability but do not have a disability, are not qualified to receive reasonable accommodations.

What are “essential functions?”

In order to be qualified for a position, an applicant or employee must be able to perform essential job functions. Essential functions are job duties that are fundamental to the position, they are the reason the job exists. Some of the factors for determining essential functions of a job include:

• Whether the position exists specifically to perform these essential functions.
• The number of other employees who are available to perform the same job duties.
• The expertise or skills required to perform the essential functions.

Obligations of Employers

What types of employers are required to provide reasonable accommodations.

Under the Americans with Disabilities Act, employers who have 15 or more employees are usually required to provide reasonable accommodations. Some state and local laws may require that employers with fewer employees provide reasonable accommodations.

Reasonable accommodations comes in many forms.

In order to determine what is reasonable, an employer must look at the request made by the applicant or employee with a disability.  Whether or not an accommodation is reasonable will vary according to the position the employee holds, the way their disability affects their ability to do their job, and the environment that they work in.

What types of accommodations are generally considered reasonable?

• Change job tasks.
• Provide reserved parking.
• Improve accessibility in a work area.
• Change the presentation of tests and training materials.
• Provide or adjust a product, equipment, or software.
• Allow a flexible work schedule.
• Provide an aid or a service to increase access.
• Reassign to a vacant position.

What are some examples of reasonable accommodation?

Provide Alternative Formats : A supervisor gives feedback in writing, rather than verbally, for an employee who communicates better through written materials.

Accessible Parking : An employer changes its practice of only offering parking to upper management to allow an employee who is unable to walk long distances access to a reserved parking spot close to the building.

Service Animals : An employer reasonably changes their office’s “no animals” policy, in order to welcome an employee’s service animal.

Equipment Change : An employer purchases software that magnifies the computer screen to allow an employee with low vision to correctly enter and read information on the computer.

Reorganization of the Job : The employer provides a checklist to ensure task completion for an employee who has an intellectual disability.

Reassignment : Reassignment is the reasonable accommodation in some situations. An employer may reassign an employee to an open position if the employee can no longer perform the essential functions of their current job. The employer does not have to create a new position, no other employees need be transferred or terminated in order to make a position vacant for the purpose of reassignment, and the individual with a disability should be qualified for the new position.

Reasonable Accommodation Process

According to the Equal Employment Opportunity Commission (EEOC) and Title I of the ADA, each request for a reasonable accommodation must be considered on a case-by-case basis. This section reviews the phases of the reasonable accommodation process.  The first step in the reasonable accommodation process is disclosure of a disability, as employers are only required to accommodate disabilities of which they are aware. It is important to note that the process must be interactive, with participation by both the person with a disability and the employer, so that an effective solution may be agreed upon.

Get the process started

After an employee discloses a disability to their manager or to human resources, it is important to initiate whatever reasonable accommodation process that the employer has in place.  Disclosure usually takes the form of: because of my disability(s), I am having trouble with X job duty or benefit or privilege of employment. For an employee to disclose that they have a disability without also saying that it is impacting their work is usually not sufficient to begin the accommodation process. Disability disclosure should never be ignored. 

Initiate an interactive dialogue between the employer and the employee.

The goal of this dialogue is to understand what barrier the person is experiencing and why. It is also helpful to see if the person has any ideas about what might be useful for them. At this point, the employer can also provide an overview of the process, so the person who requested an accommodation understands what will happen next and who will have access to the information shared. All participants involved must agree to maintain confidentiality when discussing accommodations; reasonable accommodation information may only be shared on a need-to-know basis, will never go in a personnel file, and will not be shared with coworkers.  Co-workers who may need to do something differently as a result of an accommodation may be told of the change required, but not the reasons why the change was made.

If necessary, obtain preliminary documentation.

If the need for an accommodation is not obvious, the employee may be required to provide documentation of a disability from the appropriate health or rehabilitation professional.  

The accommodation must be effective.

Both the employer and the employee are important participants in the process of finding an effective accommodation. The employee often knows what accommodation(s) will work best, because they know the barriers presented by their disability. The employer should participate, as they are familiar with the systems, policies, and practices in place within the organization. In the end, it is the employer who decides what accommodation is put into place, but it must be effective in resolving the functional limitation(s) presented by the disability.

Implement the agreed upon reasonable accommodation.

Once the employer identifies an effective accommodation, make a plan to put it into effect on the job, including any necessary training for the employee. If an employer plans to deny an accommodation request, they should have a prepared reason for denying the request to give to the employee.

The interactive accommodation process should be ongoing.

The employer and the employee should continue communication to determine if the accommodations are working and make adjustments accordingly.

Document dates, actions taken, and adjustments made to assure continued success.

All parties involved should document information about the reasonable accommodation process in order to maintain an accurate record and so that they can review the process and know what they have done to act on the accommodation.

ADA National Network

800-949-4232

www.adata.org

The Job Accommodation Network (JAN)

800-526-7234

www.askjan.org

Equal Employment Opportunity Commission (EEOC) ADA Information Line

800-669-4000 (Voice)

800-669-6820 (TTY)

www.eeoc.gov

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Accommodations 101

The Americans with Disabilities Act (ADA) stipulates postsecondary institutions are responsible for providing necessary accommodations when a student discloses a disability. On many campuses, the disabilities office is tasked with determining the necessary accommodations to facilitate a student's access to instruction and participation in the college academic experience. Faculty members and TAs are important disabilities office partners, as they can help ensure that students have access to the accommodations for which they are approved.

Why do universities provide accommodations?

Accommodations are tools and procedures that provide equal access to instruction and assessment for students with disabilities. Access is the opportunity and ability for an individual to participate in the instruction, discussions, activities, products, and assessments provided to all students within a public institution covered by ADA mandates. Accommodations are provided to “level the playing field.” Accommodations allow students with disabilities to access course instruction and participate fully in the assessment process. They are intended to offset the effects of the disability and to provide students with the opportunity to demonstrate knowledge and skills. Accommodations are intended to reduce, or even eliminate, the effects of a student’s disability.

They do not, however, reduce learning expectations and should not give a false picture of what a student knows and can do. Reliance on accommodations should never replace appropriate and rigorous instruction in the content area.

Informed decision-making regarding accommodations is critical for ensuring successful and meaningful participation of students with disabilities in instruction and assessments. In order to make effective accommodations decisions, disability specialists gather and review as much disability-related information about the student as possible. Initial intake appointments focus on what accommodations the disabilities office can recommend to provide the student equal learning opportunities.

Accommodations are generally grouped into the following categories:

• Presentation accommodations present instruction or assessment in an alternate format. Some examples include ASL, captioning, assistive technology devices, Braille, large print, or a reader.
• Response accommodations allow students to complete assignments or exams in different ways (e.g., use of reference aids, clicker, use of computer, etc.).
• Timing/Scheduling accommodations increase the allowable length of time to complete a test or assignment and may also change the way the time is organized (e.g., extended time, frequent breaks).
• Setting accommodations change the location in which a test or assignment is given or the conditions of the assessment setting (e.g., private exam room, distraction-reduced).

Learn More About Accommodations

What mandates that universities provide accommodations?

The Americans with Disabilities Act (ADA) is a federal civil rights law that protects individuals from discrimination based on disability. Along with Section 504 of the federal Rehabilitation Act, the ADA promotes equal access and participation in the University’s programs and services. These laws provide that students must have an equal opportunity to obtain the same educational outcomes and level of achievement as a students without disabilities. Accordingly, the University may neither deny students with disabilities any benefit or service, nor offer any benefit or service that is not as effective as those offered to students without disabilities. Failure to comply with federal disability laws may subject both the University and individual faculty members/instructors to lawsuits and significant monetary penalties.

What is a reasonable accommodation?

A reasonable accommodation is a modification or adjustment to a course, program, service, job, activity, or facility that enables a student with a disability to have an equal opportunity to enjoy the benefits, opportunities, and privileges that are available to all students (with or without disabilities) while simultaneously not reducing or eliminating curriculum standards. Reasonable accommodations do not fundamentally alter or eliminate essential course requirements, and any accommodation that would do so is considered unreasonable and would not be recommended nor approved.

Who determines whether an accommodation is reasonable?

Center for Accessible Education staff are ultimately responsible for determining whether an accommodation is ultimately reasonable and appropriate within the context of a specific course. Instructors play a pivotal role is helping CAE staff make this determination as they are the experts on the essential course requirements for the courses they teach. CAE recommends that instructors be as clear and deliberate as possible on the essential course requirements when outlining them in their syllabi.

Instructors are always entitled to question the determination of a accommodation decision through the University's Fundamental Alteration Process . This appeals process allows for instructors to challenge an approved accommodation's application to a course based on the assumption that the accommodation fundamentally alters or eliminates essential course requirements. Instructors initiating this process should be prepared to provide detailed information to support this assertion.

Learn More About Fundamental Alteration Review

Privacy Laws and Confidentiality

All disability-related information including documentation, accommodation letters, correspondence, and consultations are considered confidential and will be managed in accordance with The Family Educational Rights and Privacy Act (FERPA) regulations. Please read this carefully, as there are instances that may necessitate student information being released without consent. This includes electronic, paper, verbal, and any other types of communication.

Differences from Employment Accommodations

Employees or applicants in need of assistance or accommodations should notify their supervisor or the Insurance and Risk Management (IRM) office. It is the responsibility of the employee with a disability to self-identify and inform the University that an accommodation is requested.

Learn More About Employment Accommodations

To get in contact with us, please fill out the Contact Us form

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Presentation Accommodation Guide

Students who require presentation accommodations have a disability that significantly impacts their ability to fully demonstrate their knowledge through classroom presentations. In order for presentation accommodations to be offered, the student must present Accessible Learning Services with documentation from a regulation health care professional (e.g. physician, psychologist, and psychiatrist) that supports this accommodation.

For the purpose of accommodation, a presentation refers to any individual or group assignment that must be presented to the class in some manner.

Presentation Accommodation Procedure

• The student provides Accessible Learning Services with documentation from a regulated health care professional supporting their need for presentation accommodations
• The Accessibility Counsellor updates their Accommodation Letter to include this accommodation, as well as reviews options for presentation accommodations with the student. This accommodation will be noted in the Accommodation Letter as 'Presentation Accommodation: See ALS Guides'
• The student will discuss the presentation accommodations with their faculty and agree on a suitable accommodation

Suggestions for Presentation Accommodations

Alternative setting/audience.

• Presenting individually to the professor
• Presenting to the professor plus a small group, 3-4, can fulfill any requirements to answer questions/provide feedback based on presentation, or reflect on peer evaluation

In-Class Accommodations

• In the case of individual presentation, option to present as a pair or group
• Choice in when to complete the presentation (date and/or beginning, middle or end of class)
• Permission to read from notes, handouts, or a script without marks being deducted for this
• Sitting at a table or desk while presenting
• For some students, scripted or predictable portions of a presentation (PowerPoint) does not impact disability where unscripted and unpredictable (question/answer period) portions do

In these instances, the student will meet with their faculty member to discuss alternatives (i.e. having questions emailed to the student for written response).

Adaptive Technology

• Video and/or record the presentation to show in class
• Develop the presentation using software that permits audio recording be embedded into slides

Diversified Learning Approach

• If presentation skills are not a core competency of the course and/or being evaluated, the option for a student to present the materials in an alternative manner (essay, video, resource binder, etc.) can be considered
• This alternative presentation of materials would be graded based on the same rubric as class presentations
• When presentation skills are a core competency and an expected learning outcome in a course, ALS along with the professor and the student will work together to develop a plan that both accommodates the student and allows the student to meet course learning outcomes

Additional Notes

Please note, this is not an exhaustive list of suggestions, and students are encouraged to negotiate and collaborate with their professors to arrive at an accommodation that is mutually agreeable. Additionally, Accessible Learning Services, Accessibility Counsellors are available to support the development of this accommodation as well as discuss any questions, concerns, or feedback.

Have Questions? Need Assistance? Want to Book an Appointment? We are here to help. Contact Accessible Learning Services by email at als [at] mohawkcollege.ca (als[at]mohawkcollege[dot]ca) or by phone at (905) 575-2122.

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Sample Medical Documentation for Workplace Accommodations

Table of Contents

Please note: If you are an individual with a disability who would like to request a workplace accommodation, please see Asking for an Accommodation at Work .

This handout includes sample documentation healthcare professionals can customize for patients who are seeking workplace accommodations. There are three samples of different workplace accommodation letters—the first one is a more general letter, the second is an example that could be used for a patient with AD/HD, and the third is an example that requests a leave of absence.

The footnotes within the first letter offer additional information and instructions for helping you draft an accommodation letter for your patients.

To learn more about this topic, including four things healthcare professionals need to know, check out our Medical Documentation for Accommodation Requests video.

Sample Letter: General

To Whom It May Concern:

Our patient [NAME] has [DIAGNOSIS], [1] and has been a patient of ours for [LENGTH OF TIME]. This condition—when viewed in its active state, and without considering mitigating measures like medications and therapies—substantially limits at least one bodily function or major life activity, as compared to most people, including [BODILY FUNCTION/MAJOR LIFE ACTIVITY]. [2]

It is my understanding that the patient works for you in the position of [JOB TITLE]. From the information provided, I believe that the patient can continue to perform this job, but has certain restrictions, namely [RESTRICTIONS/FUNCTIONAL LIMITATIONS]. [3] As a result, I recommend that certain reasonable accommodations be made at work, as follows: [LIST OR DESCRIBE ACCOMMODATIONS]. [4] It is expected that such accommodations should remain in place until [DATE]. [5]

This patient is compliant with treatment recommendations and is able to manage the above condition, and can continue to work with reasonable accommodations as described above.

Thank you very much for your consideration.

[SIGNATURE] [PRINTED NAME AND CREDENTIALS]

[1] List the relevant diagnosis or diagnoses contributing to the need for workplace adjustments.

[2] There is no exhaustive list, but bodily functions may include immune, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, reproductive, genitourinary, cardiovascular, hemic, lymphatic, and musculoskeletal functions; functions of sense organs and skin; normal cell growth; or the operation of an individual organ within a body system (e.g., the operation of the kidney, liver, pancreas, or other organs). Major life activities may include caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, writing, concentrating, thinking, communicating, sitting, reaching, and interacting with others. Working is also a major life activity but it has a special definition, and normally does not need to be listed.

[3] List only the ones that impact the patient’s particular job.

[4] There is no exhaustive list of reasonable accommodations. Some common ones include a finite period of leave, a schedule change, lifting restrictions, use of a service animal, or assistive devices and technology. But there are many others. The Job Accommodation Network (JAN) website has a helpful resource page that includes a list of accommodation options by type of disability . If possible, avoid requesting open-ended or indefinite leave; instead, give a probable return-to-work date. Other requests to avoid are for a new supervisor, “stress-free” work, or permanently lowering production standards. Creation of a new job is normally not required, but transferring the individual to a vacant position may be.

[5] In some cases the need for accommodations will be permanent.

Sample Letter: Patient with AD/HD

Our client Roberta Roe has Attention Deficit-Hyperactive Disorder (AD/HD). This is a neurodevelopmental disorder that affects three to five percent of Americans. Ms. Roe’s condition—when viewed in its active state, and without considering mitigating measures like medications, therapies, and other accommodations—substantially limits at least one bodily function or major life activity, as compared to most people, including concentrating, thinking, and neurologic or brain function.

It is my understanding that Ms. Roe works for you in the position of Customer Service Specialist. I am confident that she can continue to perform all of the essential duties of this job, with the benefit of certain reasonable workplace accommodations, including the use of a noise-cancelling headset, and a workstation positioned away from other employees and visual distractions, or perhaps with a door added to her cubicle.

With these accommodations (or ones like them), Ms. Roe should be able to successfully manage her condition, and be successful in her job.

Thank you for your consideration in this matter.

Sample Letter: Request Leave of Absence

Our patient Juan Pérez has an injury to the rotator cuff in his right shoulder, and it requires surgery, physical therapy, and a period of recovery.

His condition—when viewed in its active state, and without considering mitigating measures like surgery, medications, and therapies—substantially limits at least one bodily function or major life activity, as compared to most people, including his musculoskeletal functions and his ability to bend and lift.

It is my understanding that the patient works for you in the position of Mechanic II. From the information provided about his job, I believe that the patient can continue to perform this job, but he will need a reasonable period of leave, for the reasons stated above. I am requesting that he be allowed leave until December 15, 2021, when I expect that he will be able to return to his job with a lifting restriction of 25 pounds, and he should be able to return without restrictions by January 15, 2022.

This patient has been compliant with treatment recommendations and is able to manage the above condition, and can continue to work with reasonable accommodations as described above.

Publication Code: EM17

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Disclaimer: Disability Rights Texas strives to update its materials on an annual basis, and this handout is based upon the law at the time it was written. The law changes frequently and is subject to various interpretations by different courts. Future changes in the law may make some information in this handout inaccurate.

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Presentation Instructional Accommodations

Visual and auditory.

• Large Print

Magnification devices

• Sign Language
• Visual Cues
• Written Notes, Outlines, and Instructors

Nemeth Code

• Tactile Graphics
• Human Reader
• Audio Tape of Compact Disk
• Audio Amplification Devices
• Screen Reader
• Video Tape and Descriptive Video
• Talking Materials

What are presentation instructional accommodations?

Presentation accommodations allow students to access instruction in ways that do not require them to visually read standard print. These alternate modes of access include visual, tactile, auditory, and a combination of visual and auditory.

Who can benefit from presentation instructional accommodations?

Students who benefit the most from presentation accommodations are those with print disabilities, defined as difficulty or inability to visually read standard print because of a physical, sensory, or cognitive disability.

How are specific presentation instructional accommodations administered?

Large print.

Large print editions of instructional materials are required for some students with visual impairments. Regular print materials can be enlarged through photocopying, or an electronic version can be manipulated to reformat test items and enlarge or change the font as needed. The latter method is preferable. All text and graphic materials, including labels and captions on pictures, diagrams, maps, charts, exponential numbers, notes, and footnotes, must be presented in at least 18-point type for students who need large print. Students need to work on finding an optimal print size and figuring out the smallest print that can still be read. Students should also practice using magnification devices, both hand held and computerized. It is important for the print to be clear, with high contrast between the color of the print and the color of the background. When using large print classroom material, consider the weight, size, and awkwardness of the books. Large print books are now available that look very similar to the same books in standard print. Be sure to order large print materials in plenty of time to be available for instruction at the same time as peers.

Some students with visual impairments read regular print materials and enlarge the print by using magnification devices. These include eyeglass-mounted magnifiers, free standing or handheld magnifiers, enlarged computer monitors, or computers with screen enlargement programs. Some students also use Closed Circuit Television (CCTV) to enlarge print and display printed material with various image enhancements on a screen.

Sign language

Sign language interpreters may be required for students who are deaf or hard of hearing. Sometimes an interpreter is only needed to sign instructions and to assist in communication. Some students may need all print materials interpreted while learning to read print. Interpreters need to be able to translate in the same method of sign language typically used by the student (e.g., American Sign Language, Cued Speech). Interpreters must not paraphrase, clarify, elaborate, or provide assistance with the meaning of words, intent of test questions, or responses to test items. Graphic materials may be described but should also be available in print or tactile formats. A standard video presentation of a test in sign language may be used to increase quality, consistency, pacing, and accuracy.

Visual cues

Students who are deaf or hard-of-hearing need visual cues in the classroom. Teachers should keep their faces visible to the class when they speak, pass out printed material before class, repeat questions asked by other students, and summarize classroom discussion.

Written notes, outlines, and instructions

Notes may be taken by another student and copied. The teacher could provide a print copy of instructions and assignments. Students could also be given a detailed outline of the material to be covered during the class period and a detailed outline of material to be covered (syllabus) at the beginning of each grading period.

Braille is a method of reading a raised-dot code with the fingertips. This type of reading is most common for students who are blind or visually impaired. Not all students who are blind read Braille fluently or will choose Braille as their primary mode of reading. Braille users should also build skill in using audiotape, compact disc, and speech synthesis. If a student needs Braille instructional materials, be sure they are ordered in plenty of time to be available for instruction at the same time as peers. Check to see if practice tests are available in Braille. Refreshable Braille displays are electronic devices that are used to read text that a computer sends to the monitor. The device is connected to a computer and produces Braille output on the Braille display. Refreshable Braille displays only read one line of text at a time. These displays generally include directional keys, which allow the user to navigate through a document. These devices require hours of training to use and should only be used by experienced Braille readers.

The Nemeth Braille Code is a system of Braille that makes it possible to convey technical expressions in a written medium to students who are blind or visually impaired. Although Nemeth Code uses the same set of Braille cells as literary Braille, most cells have new meanings assigned to them in order to express the numerous technical symbols that occur in math and science.

Tactile graphics

Tactile graphic images provide graphic information through fingers instead of eyes. Graphic material (e.g., maps, charts, graphs, diagrams, illustrations) is presented in a raised format. Tactile sensitivity is far less discriminating than normal vision, making many diagrams too complicated to understand without significant additional information. Additional information can be created through word descriptions.

Human reader

A qualified person may be provided to read orally to students who are unable to decode text visually. Readers should use even inflection so that the student does not receive any cues by the way the information is read. It is important for readers to read test items/questions and text word-for-word exactly as written. Readers may not clarify, elaborate, or provide assistance to students. Readers need to be familiar with the terminology and symbols specific to the content. This is especially important for high school mathematics and science. Graphic materials may be described but should also be made available in print or tactile formats. Readers should be provided to students on an individual basis - not to a group of students. A student should have the option of asking a reader to slow down or repeat text - this is difficult when a person is reading to an entire group of students.

Audio tape or compact disk

Written materials are prerecorded on an audio cassette or compact disk that a student accesses by listening. Classroom directions, assignments, and lectures could also be recorded. When taping lectures, students should sit near the front of the classroom, use a small microphone, and tape only parts of the class that can clearly be replayed (e.g., turn the tape recorded off during small group discussions). Students using this strategy need to be as inconspicuous as possible. Text could be read by another person onto an audio tape for a student to listen to later. Advantages include ease of operation and low cost. The greatest difficulty with an audio cassette is rewinding if a student wants to repeat material. This is not as difficult with a CD that can be programmed. Audio versions need to be supplemented with a print or Braille version of the text so that a student can have access to complicated graphic material. When using a two-sided cassette tape, students may need to be reminded to play the other side. Spot check audio formats before use to make sure everything is working properly. "Books on Tape" is a service provided by Recordings for the Blind to which students can apply. Students call a toll free number to borrow textbooks for a specified period of time. A special tape player may also be needed. "Recorded Books" are produced on tape or CD and can be borrowed from libraries or purchased from bookstores. Many online bookstores also carry recorded books, making access even easier. Some of the tapes contain the full book, and some are abridged (e.g., Reader's Digest version). These tapes play on standard cassette or CD players. Tapes or CDs for children often include a book for following along. Students who can see print may want to get a print copy of a taped book to follow along.

Audio amplification devices

Some students may require amplification equipment in addition to hearing aids to increase clarity. A teacher may use an amplification system when working with students in classroom situations.

Screen reader

A screen reader is a computer application that converts text to synthesized speech or to Braille (read with an auxiliary Braille display). Computer literacy is essential for screen reader use. Screen reading software allows students to listen to text as it is displayed on a computer screen. Students can choose to listen to any text multiple times. Some products work by having a student lay a page on a scanner. When a student activates the machine, it reads the text aloud using an optical character recognition (OCR) system. Math formulas are normally displayed on screen as graphics that cannot be read by a screen reader. There is another section in the Universal Design module that gives more detailed information about synthesized speech.

Video tape and descriptive video

Many books have been made into movies, giving students a visual and auditory way to access literature. Videotapes are now often closed-captioned. Captions are visible when activated by a decoder. Built in decoders are required on all 13-inch or larger television sets. Descriptive video is a descriptive narration of key visual elements, making television programs, feature films, home videos and other visual media accessible to people who are visually impaired. Key visual elements include actions, gestures, facial expressions and scene changes. Inserted within the natural pauses in dialogue, audio descriptions of important visual details help to engage viewers with the story.

Talking materials

Many classroom materials are now available with auditory components. These include "talking" clocks, calculators, thermometers, voltmeters, and timers. Light probes and special adapters are available that transform visual and digital signals into audio outputs.

Initial Thoughts

Perspectives & resources, what should teachers know about accommodations for students with disabilities.

• Page 1: Accommodations
• Page 2: Practices Confused with Accommodations

What types of accommodations are commonly used for students with disabilities?

• Page 3: Instructional Versus Testing Accommodations
• Page 4: Selecting an Accommodation

Page 5: Presentation Accommodations

• Page 6: Response Accommodations
• Page 7: Setting Accommodations
• Page 8: Timing and Scheduling Accommodations

What are the teacher’s responsibilities for students with disabilities who use accommodations?

• Page 9: Implementing an Accommodation
• Page 10: Evaluating Effectiveness
• Page 11: References & Additional Resources
• Page 12: Credits

They provide support that allows students with disabilities to access the same instructional opportunities as students without disabilities ; however, keep in mind that presentation accommodations:

• Do not change the expectations for learning
• Do not reduce the requirements of the task
• Do not change what the student is required to learn

The table below offers examples, though by no means an exhaustive list, of presentation accommodations that address some of the common barriers or challenges students experience when they access learning.

Several of the accommodations listed in the table above are also instructional strategies or interventions, including advance organizers, previewing vocabulary, graphic organizers, and study guides. How can teachers tell the difference between the two when they plan instruction for an individual student? As outlined in the table below, one key difference is the purpose for which each is used.

Following are examples of presentation accommodations teachers can implement to help students access learning.

Kaden Age: 10 Disability: attention deficit hyperactivity disorder (ADHD)

Kaden is an energetic 10-year-old who often becomes distracted by what is going on around him and has difficulty identifying main points during instruction. To address Kaden’s challenges, his teacher gives him a graphic organizer, allowing him to better follow her instruction.

Rae Age: 15 Disability: learning disability (LD)

Rae has difficulty identifying and remembering important information. For this reason, any time her teacher uses a handout in class, she highlights key information (i.e., a visual cue) on Rae’s copy.

Cierra Age: 6 Disability: autism spectrum disorder (ASD)

Cierra has difficulty comprehending information presented orally. To support her, the teacher provides diagrams and pictures (i.e., alternate format) to help her remember and follow classroom procedures, such as washing hands before lunch and walking down the hall to the cafeteria.

Keep in Mind

It is possible to bundle accommodations within the same category (e.g., two presentation accommodations) or from different categories (e.g., presentation and setting accommodations). However, teachers might want to start by implementing just one accommodation. Doing so will allow the teacher to collect data about that single accommodation, evaluate its effectiveness, and determine whether it is practical for use in the classroom. After effectively implementing one accommodation, the teacher can then implement another that also might benefit the student.

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Accommodations for Students with Dyslexia

Accommodations do not change the content of instruction, give students an unfair advantage, or change the skills or knowledge that a test measures.

Appropriate accommodations need to be an integral part of the normal cycle of teaching and testing— never reserved only for periods of assessment. Classroom accommodations make it possible for students to learn and demonstrate their learning through full participation in classroom instruction. Assessment (testing) accommodations are changes in assessment materials (e.g., large print) or procedures (e.g., extended time) that allow students to demonstrate their abilities—not their disabilities—during tests and exams. Without accommodations, an assessment may not accurately measure the knowledge and skills of a student with a learning disability (e.g., dyslexia). An accommodation does not change item or test validity.  

Modifications Are Different from Accommodations

Accommodation or Modification?

Choosing between an accommodation or a modification is a decision critical for    future educational choices. Modifications change instructional content and knowledge—and their assessment; accommodations do not. A student’s IEP team is responsible for making formal decisions related to accommodations (or modifications, if warranted).

Choosing Accommodations Wisely and Purposefully

Each accommodation needs to be matched to the individual student’s educational needs. Decide which accommodations are needed to ensure that the student is on equal footing with those who do not have a disability. Provide evidence to support choice of accommodation requests. Are the accommodations linked directly to the student’s functional limitations? How? Keep in mind that the answers to these questions may not be the same for instruction and assessment.

Accommodations are only helpful if the student knows how to use them effectively.

Practice is the key to effective use of accommodations. Accommodations should be integrated into classroom practice before use is expected in assessment situations.

Types of Accommodations

Presentation, Response, Setting, and Timing/Scheduling are the four basic types of accommodations used during instruction and assessment:

• Presentation Accommodations—Instruction
• Verbal instructions
• Repetition of instructions
• Text/Instructions in audio-format
• Larger print
• Fewer Items per page
• Visual prompts or cues (e.g., arrow pointing on page)
• Highlighted text
• Alternative answer sheet
• Information in songs or poems (e.g., facts, definitions).
• Speech-to-Text software
• Text-to-Speech software
• Electronic dictionary
• Spelling checker
• Grammar check.
• Mark answers in test book instead of on separate answer sheet
• Dictate to scribe or record oral responses on audio-recorder
• Record oral responses on Livescribe pen
• Point to response choices
• Type (keyboard) response.
• Individual or small group
• Reduce visual and/or auditory distractions (e.g., separate desk or location within classroom—“private office”)
• Distraction-free setting (separate room)
• Alternative furniture arrangement (e.g., facing frontèteacher for whole group lessons vs block of tables for small group work).
• Flexible scheduling (e.g., several sessions vs one)
• Extended time
• Allowing for more frequent breaks (as appropriate)
• Changing order of tasks or subtests.

Organization, Study Strategies, and Increasing Accessibility to State/District Tests

Organization

In addition to the types of accommodations and examples listed, devices and strategies that help students to organize their time and their work can sometimes be helpful. Some examples are listed:

• Timers to keep track of time
• Highlighters to mark text
• Planners for tracking assignments
• Graph paper to organize math problems on paper
• Color Coding (e.g., subject areas, categorization within notes).

Study Strategies

• Visualization
• Retelling as soon as possible after a lecture
• Putting new learning into own words as soon as possible after class—talking about learning
• Organizing a study group for discussion (practice).

Accommodations and State/District Tests

Accommodations provided, and routinely used , should be the same, or similar, during classroom instruction, classroom tests, and state/district tests. However, some accommodations are only permitted during instruction and cannot be used on state/district assessments. Requirements vary from state to state and from district to district, but accommodations that are written into students’ IEPs and 504 plans should be available.

The 2004 reauthorization of IDEA requires states to have accommodation guidelines for assessments and to report the number of students using accommodations during state and district assessments . All fifty states currently have published guidelines indicating the specific assessment accommodations that are permitted. Policies in some states also include instructional accommodations. The purpose of these state guidelines is to ensure that test scores actually reflect what students know and are able to do. For those states that have adopted Common Core State Standards, CCSS testing companies have created universal accessibility features (e.g., magnified text, repetition of instructions, scratch paper, digital notepad for note-taking, spell-check software, use of a highlighter) available to all students taking these tests. Details of accessibility features and requirements and guidelines for provision of accommodations, different for each of the two CCSS testing companies, are included in the following documents:

• Smarter Balanced Assessment Consortium (SBAC), with the assistance of the National Center on Educational Outcomes) prepared “Smarter BalancedAssessment Consortium: Usability, Accessibility, and Accommodations Guidelines” (July 1, 2016): smarterbalanced.org/…/Usability-Accessibility-Accommodations-Guidelines.pdf
• Partnership for Assessment of Readiness for College and Careers (PARCC) prepared “PARCC Accessibility Features and Accommodations Manual-5 th Edition” (August 2, 2016): http://avocet.pearson.com/PARCC/Home#10616

PARCC Accessibility Features and Accommodations Manual (link)

Road to Success for Students with Dyslexia: Intervention and Accommodations—with Appropriate Intensity and Duration

An accommodation is not a substitute for appropriate intervention-remediation. An accommodation, such as extended time, can be the bridge between success and failure for a student with dyslexia—the critical difference that levels the playing field. To achieve this success, students with dyslexia usually require a purposefully planned combination of intervention-remediation (with appropriate intensity and duration) and accommodations:

• Intervention specific to the patterns of individual strengths and challenges of each student provides the opportunity for academic achievement ; this specialized instruction is not a crutch but a lifeline.
• Accommodations level the playing field for students with dyslexia and other learning disabilities; they do not give an unfair advantage.
• As either a parent or a teacher, do not assume a student learns the same way you do.
• Always keep the goal in mind —and plan instruction, assessment, and accommodations accordingly.

Please note that this fact sheet does not provide a comprehensive list of accommodations—only a sampling of options. It is up to families and each student’s instructional team to explore alternatives as they plan the optimal combination of instruction and accommodations that is the best match for each student.

Helpful Resources

National Center for Learning Disabilities (NCLD): www.understood.org;  Accommodations: What They Are and How They Work

ADA-Americans with Disabilities Act—Testing Accommodations https://www.ada.gov/regs2014/testing_accommodations.pdf

High-Stakes Assessment (Teaching LD) http://www.dldcec.org/ld_resources/alerts/4.htm

Forum on Accommodations in the 21 st Century: Critical Considerations for Students with Disabilities. Joint Publication of National Center on Educational Outcomes. https://nceo.umn.edu/docs/OnlinePubs/AccommodationsForumReport2011.pdf

The International Dyslexia Association (IDA) thanks Nancy Cushen White, Ed.D., BCET, CALT-QI, for her assistance in the preparation of this fact sheet.

The International Dyslexia Association (IDA). IDA encourages the reproduction and distribution of this fact sheet. If portions of the text are cited, appropriate reference must be made. Fact sheets may not be reprinted for the purpose of resale. © Copyright 2020. The International Dyslexia Association (IDA). For copyright information, please  click here .

• Request Letter For Accommodation In University

Introduction:

The pursuit of higher education often involves various accommodation needs for students, whether it be securing on-campus housing, requesting special accommodations due to medical needs, or seeking approval for off-campus living. In this collection of request letter templates, we aim to address different accommodation scenarios that students may encounter during their academic journey at a university.Each template is designed to help students effectively communicate their specific accommodation requirements and preferences to the university authorities. Whether it's for a formal event, an informal gathering, a professional conference, or a social occasion, these templates cater to different scenarios and provide a clear and concise format for accepting invitations graciously.For students requiring on-campus housing, the templates offer a polite and enthusiastic approach to request a room within the university's residential community. Meanwhile, students with medical needs or disabilities can utilize specialized templates that emphasize the importance of accommodation for their well-being and academic success.For those seeking accommodation off-campus, the templates present a respectful and well-reasoned request for approval from the university authorities.By using these templates as a starting point, students can personalize their requests to suit their unique circumstances, ensuring that they express their needs and preferences with clarity and professionalism. These templates aim to foster understanding and cooperation between students and the university, ultimately contributing to a positive and successful academic experience.

Template Request for On-Campus Accommodation

[Your Name] [Your Address] [City, State, ZIP] [Email Address] [Phone Number] [Date]

[University Name] [University Address] [City, State, ZIP]

Dear [University Housing Department],

I hope this letter finds you well. I am writing to request on-campus accommodation for the upcoming academic year at [University Name]. As an incoming freshman, securing university housing would greatly enhance my overall university experience and facilitate my academic journey.

Living on-campus would not only offer convenient access to campus facilities and resources but also provide a supportive and immersive environment for student life. Being a part of the university's residential community will undoubtedly foster meaningful connections with fellow students and contribute to my personal growth.

I understand that on-campus housing is subject to availability, and I am fully aware of the application process and deadlines. I am committed to meeting all necessary requirements and providing any required documentation promptly.

I kindly request that you consider my application favorably and allocate a suitable on-campus accommodation. Your assistance in making this transition to university life smoother would be greatly appreciated.

Thank you for your time and consideration. Please feel free to contact me if you require any additional information or if there are any further steps I need to take.

[Your Name]

Template Request for Special Accommodation Due to Medical Needs

Dear [University Accommodation Services],

I hope this letter finds you well. I am an incoming student at [University Name], and I am writing to request special accommodation due to my medical needs. I have [medical condition], which requires certain accommodations to ensure my safety and well-being while on campus.

I kindly request that you consider providing me with [specific accommodation requests], such as a ground-floor room, access to an elevator, or proximity to medical facilities. These accommodations would greatly contribute to my ability to fully engage in my studies and campus life without hindrance.

I understand that the university strives to create an inclusive and supportive environment for all students, and I am confident that my request aligns with these values. I am willing to provide any necessary medical documentation or additional information to support my application.

Your assistance in providing these accommodations would be immensely beneficial to my academic success and overall well-being during my time at [University Name].

Thank you for your understanding and support. I look forward to starting my academic journey at [University Name] and being part of a community that values and prioritizes student welfare.

Template Request for Off-Campus Accommodation Approval

I hope this letter finds you well. I am writing to request approval for off-campus accommodation during my time at [University Name]. After careful consideration and discussions with my family, it has been determined that residing off-campus would be the most suitable option for me.

I assure you that my decision is based on factors such as proximity to family support, specific medical requirements, or financial considerations. I am committed to maintaining a responsible and disciplined lifestyle while residing off-campus.

I kindly request that you consider granting me approval for off-campus accommodation. I understand that there may be certain eligibility criteria and procedures to follow, and I am willing to comply with all requirements.

Thank you for your understanding. I appreciate your prompt attention to this matter and kindly request that you inform me of the necessary steps I need to take to proceed with this accommodation arrangement.

Template Request for Housing Accommodation for Students with Disabilities

I hope this letter finds you in good health. I am an incoming student at [University Name], and I am writing to request housing accommodation as a student with disabilities.

I have [specific disabilities], which necessitate certain accommodations to ensure equal access to university facilities and a conducive learning environment. These accommodations may include [specific requests, such as wheelchair accessibility, adaptive technology, or other disability-related adjustments].

I kindly request that you consider providing the necessary housing accommodations to support my academic journey at [University Name]. I am fully committed to my studies and eager to be an active member of the university community. With the appropriate accommodations, I am confident that I can thrive academically and contribute positively to the campus atmosphere.

I am willing to provide any necessary documentation or additional information to support my request. Your assistance in ensuring that the campus is inclusive and accessible to all students is greatly appreciated.

Thank you for your understanding and support. I look forward to joining [University Name] and being part of an institution that values diversity and supports students with disabilities.

We are delighted to extend our professional proofreading and writing services to cater to all your business and professional requirements, absolutely free of charge at Englishtemplates.com . Should you need any email, letter, or application templates, please do not hesitate to reach out to us at englishtemplates.com. Kindly leave a comment stating your request, and we will ensure to provide the necessary template at the earliest.

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504 Accommodations for Anxiety and Depression: A Comprehensive Guide

Imagine waking up in the morning, your heart pounding, your mind racing with worry and fear. The overwhelming pressure of attending school only intensifies these feelings, leaving you feeling on edge and unable to focus on your studies. This is the reality for countless students who struggle with anxiety and depression.

The good news is that there are resources available to support these students and help them succeed academically. One such resource is a 504 plan, a comprehensive set of accommodations and supports that can make a world of difference in the lives of students with anxiety and depression.

In this in-depth guide, we will explore everything you need to know about 504 accommodations for anxiety and depression. From understanding what a 504 plan is to recognizing the symptoms of anxiety and depression in students, we will delve into the importance of these accommodations for students’ well-being and academic success.

In the first section, we will focus on 504 accommodations for anxiety. We will discuss how to recognize anxiety symptoms in students and explore the ways in which anxiety can impact academic performance. Additionally, we will provide examples of specific accommodations that can help alleviate anxiety and create a supportive learning environment.

Moving on to the next section, we will explore 504 accommodations for depression. Here, we will identify the signs of depression in students and examine how depression can affect academic functioning. We will also discuss common accommodations that can provide much-needed support for students with depression.

Next, we will take a closer look at the process of obtaining a 504 plan for depression. We will discuss the documentation required and offer tips for advocating for a 504 plan to ensure that students receive the accommodations they need and deserve.

In the fourth section, we will explore the unique challenges faced by high school students with anxiety and depression and discuss specific accommodations that can support their academic journey. Additionally, we will highlight the importance of collaboration between teachers, school staff, and families to successfully implement these accommodations.

Finally, we will examine the many benefits of 504 accommodations for anxiety and depression. From improving academic performance to reducing stress and promoting inclusivity, these accommodations have the power to make a positive impact in students’ lives.

So, whether you are a parent, teacher, or student, this comprehensive guide will provide valuable insights and practical strategies for navigating the world of 504 accommodations for anxiety and depression. Join us on this empowering journey to make a real difference in the lives of students who need it most.

504 Accommodations for Anxiety

Anxiety can be a debilitating condition that affects both the physical and emotional well-being of students. It can manifest in various ways, such as excessive worrying, restlessness, difficulty concentrating, and physical symptoms like rapid heartbeat and shortness of breath. Recognizing anxiety symptoms in students is crucial for providing appropriate support and accommodations.

How anxiety affects academic performance

Anxiety can significantly impact a student’s academic performance. When students experience high levels of anxiety, their ability to focus and concentrate on tasks may be impaired. This can lead to difficulties with retaining information, completing assignments, and performing well in exams. Additionally, anxiety can hinder participation in class discussions or speaking in front of others, which may affect their overall academic engagement and growth.

Examples of 504 accommodations for anxiety

504 accommodations for anxiety are specific strategies and supports designed to meet the unique needs of students with anxiety. These accommodations aim to create an environment that reduces anxiety triggers and promotes a sense of safety and well-being. Some examples of 504 accommodations for anxiety include:

1. Extended time on tests and assignments: Allowing students extra time can alleviate the pressure and anxiety associated with time constraints, giving them adequate opportunity to demonstrate their knowledge and skills.

2. Preferred seating: Students with anxiety may benefit from sitting in a designated area of the classroom where they feel more comfortable and can easily access support from the teacher.

3. Breaks and self-regulation strategies: Providing scheduled breaks or access to self-regulation tools like stress balls or fidget toys can help students manage their anxiety levels and regain focus during times of distress.

4. Clear communication about expectations and transitions: Consistent and explicit communication about assignments, expectations, and any changes or transitions can help reduce uncertainty and anxiety for students.

5. Access to counseling and mental health support: Offering access to school counselors or mental health professionals can provide students with a safe space to discuss their anxieties and learn coping strategies to manage their symptoms.

It’s important to remember that 504 accommodations should be tailored to each student’s individual needs and reviewed regularly to ensure their effectiveness. Collaboration between students, parents, and educators is essential in identifying and implementing the most suitable accommodations for anxiety.

By providing these accommodations, schools can create a supportive and inclusive environment that enables students with anxiety to thrive academically and emotionally. Recognizing the impact of anxiety on academic performance and offering appropriate accommodations is a vital step towards promoting student well-being and success.

504 Accommodations for Depression

Depression is a common mental health condition that can have a profound impact on students’ lives, including their academic functioning. Identifying signs of depression in students is crucial for providing the necessary support and accommodations to ensure their well-being and academic success.

Identifying depression signs in students

Recognizing the signs of depression in students is essential for early intervention and support. Some common signs include persistent sadness or low mood, loss of interest in previously enjoyed activities, changes in appetite or sleep patterns, difficulty concentrating, and feelings of hopelessness or worthlessness. It’s important to note that depression can manifest differently in each individual, so understanding these signs can help teachers and school staff identify students who may need additional support.

Impact of depression on academic functioning

Depression can significantly impact a student’s ability to function academically. Feelings of sadness, lack of motivation, and a loss of interest in activities can make it difficult for students to engage in learning and complete assignments. Concentration and memory difficulties are also common in individuals with depression, which can contribute to decreased academic performance. Additionally, depression may lead to increased absences from school, further affecting a student’s educational progress.

Common 504 accommodations for depression

Students with depression often require accommodations that provide support and flexibility to manage their symptoms and maintain their academic progress. Here are some common 504 accommodations for depression:

1. Flexible deadlines and modified assignments: Providing students with extended deadlines or modified assignments can alleviate the pressure and reduce the feelings of being overwhelmed, enabling them to complete their work effectively.

2. Regular check-ins with a designated staff member: Assigning a staff member, such as a counselor or trusted teacher, to regularly check in and offer emotional support can provide reassurance and a safe space for students to discuss their feelings and concerns.

3. Note-taking assistance: Students with depression may struggle with concentration and memory, making it difficult to take effective class notes. Providing access to a peer note-taker or sharing teacher-provided lecture notes can help ensure they receive the necessary information.

4. Preferential seating and reduced distractions: Allowing students to have a designated seat in the classroom, away from distractions, can help create a more focused and supportive learning environment.

5. Access to counseling and therapy: Granting access to school counseling services or recommending outside therapy can provide students with professional support to address their depression symptoms and develop coping strategies.

Comprehensive 504 accommodations for depression help create an environment that acknowledges and supports students’ mental health needs while promoting their academic success. It is crucial for educators and school staff to collaborate with students and their families to determine the most appropriate accommodations to ensure a positive educational experience for students with depression.

Getting a 504 Plan for Depression

Obtaining a 504 plan for depression involves a collaborative process between students, parents, educators, and school administrators. This process ensures that students receive the necessary accommodations and support to manage their depression symptoms and thrive academically.

The process of obtaining a 504 plan for depression

The process of obtaining a 504 plan for depression typically begins with a referral. Parents, teachers, or even students themselves can initiate this referral. Once the referral is made, the school will conduct an evaluation to determine the student’s eligibility for a 504 plan. This evaluation may involve reviewing academic records, medical documentation, and input from relevant professionals, such as therapists or doctors.

If the evaluation determines that the student is eligible for a 504 plan, a meeting known as a Section 504 eligibility meeting will be scheduled. During this meeting, the team – which includes the student’s parents, educators, and other relevant professionals – will discuss the student’s needs, review evaluation data, and develop an appropriate plan for support and accommodations.

Documentation required for a 504 plan

Documentation is an integral part of the 504 plan process. To establish eligibility for a 504 plan for depression, schools typically require the following documentation:

1. Medical or mental health professional reports: These reports should provide evidence of the student’s diagnosis, discuss the impact of depression on the student’s daily life and academic functioning, and recommend accommodations that would be beneficial.

2. Academic records: Academic records help establish a pattern of educational impact caused by the student’s depression. These records may include information about attendance, grades, and any previous accommodations or interventions that have been attempted.

3. Parent and student input: Gathering input from both parents and students about the student’s experiences with depression and the challenges they face at school can provide valuable insights into the student’s needs.

Advocating for a 504 plan for depression

Advocating for a 504 plan for depression involves effective communication and collaboration between parents, students, and educators. It is essential for parents and students to be actively engaged in the process by:

1. Seeking support and guidance: Parents and students can consult with school counselors, therapists, or advocacy organizations to better understand the rights and options available to them.

2. Sharing information about the student’s needs: Providing comprehensive and accurate information about the student’s experiences and the impact of depression on their academic functioning will help pave the way for appropriate accommodations.

3. Attending meetings and expressing concerns: Active participation in Section 504 eligibility meetings is crucial. Parents and students should be prepared to express concerns, ask questions, and provide input to ensure a tailored plan that meets the student’s needs is developed.

By collaborating and advocating for a 504 plan, parents and students can ensure that the necessary accommodations and support are put in place to help manage the challenges associated with depression and facilitate academic success. Effective advocacy empowers students to thrive academically and promotes a supportive and inclusive educational environment.

504 Accommodations for Anxiety and Depression in High School

High school can be a challenging time for all students, but those with anxiety and depression face additional hurdles. It’s crucial to understand the unique challenges they encounter and provide specific accommodations to support their well-being and academic success.

Challenges faced by students with anxiety and depression in high school

Students with anxiety and depression in high school often encounter various challenges that can impact their academic performance and overall well-being. These challenges may include:

1. Increased academic demands: High school curriculum and workload can be more demanding, causing heightened stress and anxiety for students with pre-existing mental health conditions.

2. Social pressures: Adolescence is a time of significant social and emotional development. Students with anxiety and depression may face challenges related to peer relationships, fitting in, and managing social expectations.

3. Transition and change: High school often involves transitioning to a larger school, new teachers, and changing schedules, which can be overwhelming for students with anxiety. Transitions between classes and managing multiple teachers and assignments can also be challenging for those with executive functioning difficulties related to depression.

Specific 504 accommodations for high school students

High school students with anxiety and depression can benefit from tailored accommodations. Some specific accommodations include:

1. Individualized education and self-care plans: Developing individualized plans that outline accommodations, self-care strategies, and coping mechanisms can empower students to navigate high school successfully.

2. Flexible scheduling and workload management: Providing flexibility in scheduling and adjusting workload expectations can help students manage their anxiety and reduce feelings of being overwhelmed.

3. Study skills and organization support: Offering resources or classes that teach effective study skills, time management techniques, and organization strategies can aid students in staying on top of their coursework.

4. Peer support networks: Collaborating with school counselors or support groups to establish peer support networks can provide students with a sense of camaraderie and understanding.

Collaborating with teachers and school staff for successful implementation

Collaboration between high school students, their families, teachers, and school staff is crucial for successful implementation of 504 accommodations. Communication and collaboration strategies may include:

1. Developing a 504 plan team: Establishing a team that includes the student, parents, teachers, and relevant school staff ensures that everyone is on the same page and actively working towards the student’s success.

2. Timely communication and updates: Regularly updating teachers and school staff about any changes to the accommodations or strategies can help maintain a supportive learning environment.

3. Providing professional development: Offering professional development opportunities for teachers to learn about anxiety, depression, and effective strategies for supporting students with these conditions can enhance their ability to provide the necessary accommodations.

By understanding the challenges students with anxiety and depression face in high school and providing specific accommodations, educators can create an inclusive and supportive environment that fosters academic growth and well-being. Collaboration with students, parents, and teachers is key to ensuring these accommodations are effectively implemented and meet the unique needs of each student.

Benefits of 504 Accommodations for Anxiety and Depression

Implementing 504 accommodations for anxiety and depression can have a profound positive impact on students’ academic performance, mental health, and overall well-being. These accommodations provide targeted support and create an inclusive learning environment that promotes success and growth.

Improving academic performance

By providing accommodations that address the challenges associated with anxiety and depression, students can better focus on their studies and engage in the learning process. Reduced stress and tailored supports such as extended time on assignments or modified workload expectations can alleviate the pressure students may feel, allowing them to demonstrate their knowledge and skills effectively. With improved mental well-being, students are more likely to participate actively in class discussions and express themselves confidently, leading to enhanced academic performance.

Reducing stress and enhancing well-being

504 accommodations for anxiety and depression help reduce stress levels and promote overall well-being for students. By addressing the triggers and challenges associated with anxiety and depression, these accommodations provide students with a sense of support and safety in the educational environment. Access to counseling or therapy, breaks, and self-regulation strategies can help students manage their symptoms and cope with stress more effectively. This, in turn, promotes their emotional well-being and fosters a positive mindset, enabling them to approach their education with greater resilience and optimism.

Promoting inclusivity and understanding

504 accommodations for anxiety and depression contribute to fostering inclusivity and understanding within the school community. By implementing accommodations, schools demonstrate their commitment to supporting students with mental health conditions and promoting a culture of empathy and acceptance. This not only benefits students who require accommodations but also raises awareness among their peers and educators. Encouraging open conversations about mental health reduces stigma, encourages empathy, and fosters an inclusive learning environment where all students can thrive.

Moreover, the implementation of 504 accommodations establishes an environment where students feel valued and understood, enhancing their overall sense of belonging and reducing feelings of isolation that often accompany anxiety and depression.

By providing these accommodations, schools are not only fulfilling their legal obligations but also offering a pathway for students with anxiety and depression to unlock their full potential. These accommodations empower students to navigate their education with confidence, develop essential skills for managing their mental health, and cultivate a positive mindset that extends beyond the classroom.

In conclusion, the benefits of 504 accommodations for anxiety and depression are manifold. Improving academic performance, reducing stress, and promoting inclusivity and understanding are just some of the positive outcomes that can be achieved. By prioritizing the well-being and success of students with anxiety and depression, schools create a supportive and nurturing environment that enables all students to thrive academically and emotionally. The implementation of 504 accommodations makes a meaningful difference in the lives of students, unlocking their potential and empowering them to succeed both in school and beyond.In conclusion, 504 accommodations for anxiety and depression play a crucial role in supporting the academic success and well-being of students facing these mental health challenges. By understanding what a 504 plan entails and recognizing the symptoms of anxiety and depression, educators and parents can ensure that students receive the necessary accommodations to thrive in the educational environment.

From providing extended time on assignments and tests to offering flexible scheduling and workload management, 504 accommodations address the specific needs of students with anxiety and depression. These accommodations reduce stress, foster inclusivity, and create a supportive environment that promotes confidence and engagement in learning. By implementing these accommodations, schools not only comply with legal requirements but also demonstrate their commitment to the mental health and educational success of all students.

Effective collaboration between students, parents, educators, and school staff is key in the process of obtaining a 504 plan. Through open communication, sharing of information, and active participation in the development and review of the plan, students can receive the individualized support they need to effectively manage their anxiety and depression.

The benefits of 504 accommodations extend beyond academic performance. They also contribute to students’ overall well-being by reducing stress, enhancing self-care strategies, and promoting a culture of understanding and acceptance. By fostering an inclusive environment, 504 accommodations promote empathy and reduce the stigma associated with mental health conditions, making schools a safer and more supportive space for all students.

Empowering students through 504 accommodations creates a positive impact in their lives. It enables them to navigate the educational journey with confidence, develop resilience, and build essential skills for managing their mental health. Moreover, it sets a foundation for their future success, long after their time in school.

In conclusion, 504 accommodations for anxiety and depression are essential tools that support students in their academic pursuits and overall well-being. By recognizing the unique needs of these students and providing tailored accommodations, we can make a significant difference in their lives, helping them reach their full potential and contribute to a more compassionate and inclusive society.

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Letter of Presentation

A letter of presentation can be any letter where you share information or and idea to another party. Commonly it is used in business as a marketing letter to other businesses or clients, explaining what you have to offer or introducing them to your product(s) or services.

One form of letter of presentation is a letter that you send to a potential employer to demonstrate your desire to gain employment within their organization. It is usually the first letter your potential employer will read, so it is extremely important to sell yourself to them, explicitly stating why you would like to work for them and what benefits you could bring to their organization.

Starting to Write

Letters of presentation are mostly unsolicited so it is important to jump right in with your selling point.

Keep it short and snappy, the recipient is unlikely to read anything long winded.

Stay targeted. Send your letter only to people you know could potentially benefit from your business, idea etc, and pitch directly to them.

Don’t forget to leave plenty of contact information for follow-up.

Letter of Presentation to a Company Sample

General Accountants of Cambridge

Kimberly J. Adamo

2705 Dane Street Cambridge, MA 02141

Dear Mrs. Adamo,

I wish to offer my services to you in the form of an account executive, starting immediately.

I have 5 years experience in this field being an account executive for 3 different companies, all leaders in their field. While participating in those positions, I grew the level of sales that our team achieved every year, and I am sure I can do the same thing for you.

I have attached my resume and references to give more background on who I am and what qualifications I have.

Thank you for your time and I look forward to hearing from you!

Jane Clever

Letter of Presentation of a Business Sample

Dear Milton Offices Managers,

Is your company’s internet connection and network fast enough? MK Internet Solutions is the premiere fibre internet provider to small businesses.

We have the fastest speed in the industry and never throttle bandwidth at peak times. We tailor our service specifically to businesses like yours, so much so that our broadband is not even available to the general public.

Our 24/7 American based customer service provides you with up to 3 free service call outs a year, so if you’re ever having technical problems we can help solve the problem.

Fastest speeds in the industry, amazing support, and did we mention free setup – including networks of hundreds of computers?

Our standard packages is just $50 per month, but we would love to discuss the needs of Milton Offices further, tailoring a package just for you.

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MK New York

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Dear Garden Force,

As former gardeners ourselves we understand that speed and efficiency is important if you are to finish multiple gardens per day, that’s why we invented the Transform Mower!

This state of the art device first operates as a sturdy petrol lawn mower, but with a folding of the handle and a press of the button it contracts in to a strimmer.

No more walking back to the van, no more time wasted setting up, just one clean simple job.

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Requesting Your Accommodation Notification Letters Each Semester

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Letters in English

Sample Letters, Letter Templates & Formats

Home » Letters » Presentation Letters » Request Letter for Conducting Presentation in College – Sample Letter for Requesting Presentation in College

Request Letter for Conducting Presentation in College – Sample Letter for Requesting Presentation in College

To, The Principal, ________ (College Name), ________ (College Address)

Date: __/__/____ (Date)

Subject: Request for conducting a presentation on ______ (details of presentation)

Respected Sir/Madam,

Most humbly, my name is ______ (name) and I am a student in your reputed college’s ________ (department) department bearing roll number __________ (mention your roll number).

Through this letter, I would like to inform you that I am willing to provide a presentation in front of the students of our college. The motive of the mentioned presentation would be __________ (mention motive) and will be ________ (duration) minutes long. This will be beneficial for _________ (mention benefits of presentation). The presentation could be conducted at _________ (mention location and time).

I believe you would consider the same at the earliest and allow me to give a presentation. I shall be highly obliged.

Thanking you, __________ (Your Name), __________ (Roll Number)

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