Alternate Formats for Printed Course Materials

Alternate formats for printed course materials are provided as an accommodation to remove disability-related barriers that may limit a student’s ability to access and engage with standard print materials. This accommodation may include formats such as accessible electronic text, audio recordings, or other comparable formats, depending on the student’s documented needs.

Careful consideration is given to each request, including the student’s access needs and the length, format, and complexity of the materials, to determine the most effective modality.

Students approved for this accommodation will work with the Document Conversion Coordinator each semester. Because converting materials into alternate formats can require a significant amount of time, students are strongly encouraged to submit requests as soon as they register for the upcoming semester. Requests should include the title of the material, author, publisher, edition, ISBN, course number, instructor name, and the preferred access format. Conversion timelines may range from four to six weeks, making early communication essential.

Students who prefer audiobooks or alternate formats but do not have a documented disability-related barrier are encouraged to explore commercially available options independently.

Prepared Materials Before Class

This accommodation is typically approved for students with sensory access needs, such as students who are blind or low vision or Deaf or Hard of Hearing, who may require access to in-class materials prior to class. Early access allows students to preview content using assistive tools, such as screen readers, or to become familiar with discipline-specific terminology.

Students should note that while copies of instructor notes are commonly provided as part of an IEP in K–12 settings, this practice does not typically extend to the postsecondary environment. In higher education, accommodations are intended to provide equal access to course content and instruction, not to alter academic expectations or provide an advantage over peers. Providing instructor notes may result in access beyond what is available to other students and is therefore generally not considered an appropriate accommodation.

Students who experience challenges with note-taking are encouraged to inquire about other accommodations, such as Genio for note-taking or a peer note-taking option, if eligible.

Many instructors choose to post slides or course materials in Canvas prior to class for all students. Students whose disabilities are not sensory-related are encouraged to communicate directly with their instructors to request that materials be shared in advance when feasible.

Assistive Technology

Assistive technology itself is not an accommodation that must be approved by Disability Services. However, students may receive guidance and support in identifying and using assistive technology tools that enhance access and learning. Students interested in assistive technology options are encouraged to consult with the Disability Services Coordinator for support and referrals.