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Student Disability Accommodations

Student Accommodations


The University of North Carolina at Chapel Hill provides reasonable accommodations for applicants and current students with disabilities that impact academics, on-campus living, dining, and cocurricular and extracurricular campus activities. The Equal Opportunity and Compliance office (EOC) coordinates and implements appropriate reasonable accommodations and provides appropriate resources and services. EOC works with all students including undergraduate and graduate students, full-time and part-time students, and students participating in continuing education courses or who may be auditing and with program applicants.


A disability is defined in the Americans with Disabilities Act of 1990 as Amended (2008) and Section 504 of the Rehabilitation Act of 1973 as a physical or mental impairment which substantially limits one or more major life activities and major bodily functions. If you currently have a physical or mental condition that substantially limits a major life activity or major bodily function or a history of such a condition, you may have a legally defined disability.

Under Section 504 of the Rehabilitation Act, substantially limiting means being unable to perform a major life activity, or being significantly restricted as to the manner, condition, or duration under which a major life activity can be performed, in comparison to the average person. A major life activity means performing manual tasks, caring for oneself, seeing, hearing, walking, breathing, speaking, working and learning.

The Policy on Student and Applicant Accommodations details the University’s provisions for student disability accommodations and related resources.

Fundamental Alteration: The EOC will not approve an accommodation that fundamentally alters a course or academic program.  A fundamental alteration is a change that is so significant that it alters the essential nature of the goods, services, facilities, privileges, advantages or accommodations offered. If an instructor or other relevant stakeholder believes a proposed accommodation will fundamentally alter the course or program, EOC will consider that perspective in the interactive process before making a determination on the approved accommodation.


The term “accommodation” means a change to the environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks. Accommodations allow students with disabilities to pursue a regular course of study. Since accommodations do not alter what is being taught or assessed, instructors should implement the same grading scale for students with disabilities as they do for students without disabilities.

Examples of accommodations include:

  • sign language interpreters for students who are deaf;
  • computer text-to-speech computer-based systems for students with visual impairments or dyslexia;
  • extended time for students with fine motor limitations, visual impairments, or learning differences;
  • large-print books and worksheets for students with visual impairments; and
  • trackballs and alternative keyboards for students who operate standard mice and keyboards.


Testing accommodations

Some students may require accommodations for mid-semester exams, final exams, or other test-based assessments. Whenever feasible, students with accommodations should take exams/assessments with the rest of the class and the instructor (or a teaching assistant). This allows students to be more easily assisted by instructors in the event of any questions or issues needing clarification arising from the exam. Unless EOC determines otherwise in a specific circumstance, students with testing accommodations only for assistive technology and/or alternative medium for recording answers are expected and must be permitted to take exams/assessments with the rest of class.

However, if this is not possible or when EOC assistance is required in meeting the specific accommodation needs of the student, EOC may be able to proctor on behalf of the instructor at the EOC Testing Center.


  • extended testing time
  • a testing location which allows for minimum distraction & disruption
  • use of assistive technology
  • alternative medium for recording answers
  • making test/exam/assessment materials available in alternative formats
  • stopped clock
  • scribe/reader/exam assistant


Students must schedule tests/exams/assessments to be taken at the EOC Testing Center at least 7 days in advance via the Hub. For example, an exam to be taken on Thursday should be scheduled no later than the previous Thursday, one week (7 calendar days) in advance of the test day.

Please note that Saturdays and Sundays are treated as Mondays by the system, so if you enter the Hub on a Saturday, Sunday, or Monday the first day on which you will be able to schedule an exam will be on the following Monday. When possible, test start times should be the same as the regular start time when a student is scheduling via the Hub. If you need to begin the exam at another time due to a scheduled class, please schedule accordingly and the Hub will notify the instructor. This is only permitted when another scheduled course interferes with exam time. If EOC or the instructor determines you are scheduling the exam at another time with no scheduled course conflict, you will be referred to the honor court. When scheduling, you will still need to enter the original testing date/time, but then select a different start time in the section below.


Request process

Students should submit the Self-Identification Form and provide EOC with relevant documentation at least 14 days before the accommodations are needed. Accommodations cannot be provided retroactively. The information below outlines key information on EOC accommodation request processes and procedures for students with disabilities. More in-depth information on the process for requesting accommodations and services can be found in the Policy on Student and Applicant Accommodations.

Documentation guidelines

Documentation must confirm the fact that the condition is present, limiting a major life activity or major bodily function with impacts on functioning. EOC uses flexibility and discretion in determining how recent documentation must be.  Licensed health care professionals may use the Provider Documentation Form to share documentation with EOC. Generally, sufficient documentation includes detailed documentation from a medical provider or a psychological/psycho-educational evaluation.



Documentation must be typed on office or practice letterhead and dated and signed by a professional who is licensed or certified in the area for which the diagnosis is made. The provider’s name, title, and license/certification credentials must be included and cannot be family members or others with a close personal relationship to the student.


A diagnostic statement identifying the disability including International Classification of Diseases (ICD) or Diagnostic and Statistical Manual of Mental Disorders (DSM) classification along with any relevant personal, psychosocial, medical, developmental and/or educational history. A full description of the diagnostic methodology used, including data and measurements from appropriate evaluation instruments. The results obtained should draw a direct link to the diagnosis and the functional limitations of the disability. For cognitive disorders, evaluations should use adult norms.

The following information should be included and clearly described:

  • The level of severity of the condition
  • The current impact and functional limitations pertaining to the academic and/or residential settings.
  • Whether the symptoms are constant or episodic
  • The frequency and/or duration of symptoms
  • Any currently prescribed or used treatments, medications, and/or assistive devices/services
  • The mediating effects and potential side effects from such treatments.


Recommendations are welcomed and considered. However, EOC makes the ultimate determination on eligibility and reasonable accommodations necessary to provide equal access for participation in academic courses, programs and activities.  Any recommendations should be directly linked to the impact or functional limitations associated with the disability, or medication prescribed to control symptoms and include a clear rationale based on level of impairment.


Student resources

Additional questions or concerns?

Contact the EOC Accommodations Team