Current Students

Some students with disabilities may struggle to keep up with course lectures and take notes at the same time. Many instructors provide course content to all students in the class by providing access to PowerPoint presentations, study guides, and outlines via Blackboard or other online learning platforms.

To assist with accessing course content, SDS can approve, as an accommodation, the use of a personal electronic device to assist with notetaking. This allows the student to use different technologies and apps to assist in capturing lecture content. Using this accommodation, student can:

• Type notes
• Audio record lectures
• Sync recordings with notes
• Take pictures of the board

More information about the different kinds of notetaking technology and apps available.

To assist with acquiring course content, students are also encouraged to:

• Attend class regularly
• Review your class’s online learning platform frequently for updated information provided by your instructors
• Stay current with course reading assignments

Collaborate with other class members to share and compare notes taken during class

Accessible reading materials include, but are not limited to, accessible PDFs that can be read by text-to-speech software, audio books, Braille, and tactile imaging. SDS can provide textbooks and instructor course packets in accessible format to students approved for this accommodation.

Students approved for this accommodation will request accessible formats through their Rebel Access Portal.

• How to request accessible reading materials through Rebel Access

Due to federal copyright laws, students must provide a receipt, or other evidence, demonstrating they have purchased or rented the book or that a physical copy of the book is in their possession. Students are strongly encouraged to request accessible reading and instructional materials before the semester begins, or soon after the semester begins, because converting materials, or receiving converted materials, can be a time-consuming process.

Students can also use the UM Document Converter to transform text and image-based files into different format.

Faculty can find information on how to create their own accessible formats by visiting the University’s Digital Accessibility Solutions site.

The University of Mississippi supports and embraces the Americans with Disabilities Act. Not only does the University follow the letter of the law, it also follows the spirit of the law, recognizing disability as a civil rights and social justice issue. In collaboration with the larger campus community, Student Disability Services (SDS) facilitates access to University programs, courses, and environments for those with disabilities. Engaging closely with students, faculty, staff, and the campus community, SDS advocates for full inclusion to allowable university spaces as well as university courses and programs.

Service Animals

The ability of students, faculty, staff, and visitors to access campus with the use of a service animal is a critical aspect of the University’s commitment to full inclusion for those with disabilities. To that end, the University follows all federal guidelines and regulations as they apply to service animals.

As defined by the US Department of Justice, a service animal is a dog, and in some cases, a miniature horse, that has been individually trained to perform a specific task, or tasks, for those with disabilities. There are no restrictions on the breed or size of a service dog. With an exception for reasonable health and safety issues, service animals may accompany their handler (the disabled person using the service animal) to any environment in which the general public is allowed.

Service animals are not required to be registered or certified by any entity and handlers are not required to submit documentation indicating the animal is a service animal. They are also not required to wear identifying service animal vest or to carry a service animal license.

Service animals are NOT pets and should not be treated as such. Service animals are working animals and must be able to focus on their jobs. Service animals should not be petted, played with, or fed without the express permission of the handler.

Emotional Support Animals

The University also supports the use of emotional support animals. Also known as comfort or assistance animals, they provide companionship and comfort and may help to alleviate the symptoms of depression and anxiety.

Unlike services animals, emotional support animals are not recognized by the Americans with Disabilities Act. Instead they are recognized by the Federal Housing Act and the Air Carrier Access Act. In terms of the University, this means emotional support animals or comfort animals are allowed in campus housing but are not allowed, as are service animals, access to public spaces, except public spaces also available to pets. Emotional support animals can also accompany owners on airplanes. Also, unlike service animals, people with emotional support animals are required to submit, to Student Disability Services, documentation from a qualified medical professional confirming a disability-related need for an emotional support animal.

Emotional support animals are not limited to dogs, as are service animals. Emotional support animals can be any animal that does not create a danger or hazard to the living environment or to those residing in the living environment.

ESA Documentation Questionnaire

Allowable Inquiries Regarding Service Animals

If it is not obvious what service an animal is trained to provide, it is allowable to ask only two questions of the handler:

1. Is the dog a service animal because of a disability? This is a yes or no question. Staff cannot ask for specifics regarding the handler’s disability.
2. What specific tasks has the dog been trained to perform? Staff cannot ask that the dog demonstrate the tasks it has been trained to perform.

If the reason for the service animal is obvious, the allowable questions should be avoided.

Exclusions

Service animals and emotional support animals or comfort animals can only be excluded from an allowable environment if:

• The handler is not in full control of the animal. A service animal must be harnessed, leashed, or tethered while in a public place, except when the use of such hinders or interferes with the duties of the service animal. In these situations, the handler must use voice commands, hand signals, or other means to control the animal. Handlers may not allow the animal to wander an environment.
• The animal is disruptive or out of control and the handler does not take action to control the animal’s behavior. Examples of disruptive behavior include excessive barking and/or whining, damaging the property of the University or others, and threatening behavior including growling, snapping, or lunging.
• The animal is not house trained.
• The animal poses a health or safety risk in a particular environment. For instance, a service animal may be allowed in a patient’s hospital room but not in a surgical suite or it may be allowed on the deck of a public pool but not in the pool itself.
• The presence of a service animal or emotional support/comfort animal fundamentally alters a program or environment. In most settings, a service animal will not create a fundamental alteration of a program or environment. For example, a service animal may create a fundamental alteration if a residence hall has set aside an area specifically for students who have allergies to dogs.

Certification or Licensing of a Service Animal

As stated, service animals are not required to be certified or licensed. There are organizations and individuals that sell service animal or emotional support animal certificates or registration documents online. The ADA and the Department of Justice does not recognize these documents as proof a dog is a service animal or emotional support animal.

Additional Information

If a university staff member has questions about a service animal or feels uncomfortable determining is a dog is a service animal, Student Disability Services should be contacted at 662-915-7128 for assistance.

More information about service animals and emotional support/comfort:

• ADA Requirements for Service Animals
• FAQs About Service Animals and the ADA
• Service Animals and Emotional Support Animals

Students with physical disabilities that impact mobility may need accommodations related to classroom activities. Accommodations that can be provided to ensure equal access to classroom activities include, but are not limited to:

Access to Field Trips and Other Out of Classroom Activities:

If the instructor or University is providing transportation, that transportation must be accessible to those who use mobility devices, including wheelchairs. The locations of any field trips or out of class activities must also be accessible to those who use mobility devices.

Access to Elevators:

If a field trip or out of class activities is located on the upper floor of a structure, it must be available by elevator to the student who uses the mobility device.

Relocation of Classroom to Accessible Classroom and/or Building:

Though rare, there might be a situation in which a classroom is in an inaccessible building on campus, or becomes inaccessible if there are elevator problems. In these situations, SDS will work with the course instructor and academic department to move the classroom to an accessible location or to provide alternate, accessible instruction.

SDS works closely with Deaf and Hard of Hearing students to provide access to courses, programs, and campus activities.

ASL Interpreting

SDS provides and arranges ASL interpreting for Deaf students as well as for the general campus community. Students will work directly with SDS staff to arrange interpreters in their classes. If a student requires an interpreter for a non-classroom related activity, meeting, or event, the student should submit a Custom Interpreting Request using the Rebel Access system. A tutorial on how to submit a custom interpreting request can be found here: Communication Access Tutorial.

Campus departments and student organizations can request interpreting services for a campus event.

Captioning and/or Transcribing of All In-Class and Online Videos and Audio Content

It is required by law that all video and audio content required for courses in which Deaf and Hard of Hearing students are enrolled be captioned. Students approved for Captioning and/or Transcribing of All In-Class and Online Videos and Audio Content will make those requests through Rebel Access. SDS will then reach out to instructors with information and assistance.

Because captions are beneficial to a majority of students, instructors are encouraged to caption all video and audio content, even when there is not a direct accommodation request.

• Academic Captioning information

Use of Real-Time Captioning in the Classroom

When approved as an accommodation, SDS will collaborate with students and instructors to provide real-time captions in the classroom. SDS will also arrange real-time captioning for approved students, upon request, non-classroom, campus events and activities. Real-time captions are created as a class or event is taking place, allowing students to participate in real time. Approved students will request captioning through Rebel Access. The student should submit a Custom Captioning Request using the Rebel Access system. A tutorial on how to submit a custom captioning request can be found here: Custom Captioning Request.

Use of Personal Amplification Device

SDS has a limited number of personal amplification devices that can be borrowed on a semester basis by students who might benefit from such a device to assist with classroom communication.

If approved as an accommodation, SDS works with Facilities Management and the Office of Equal Opportunity & Regulatory Compliance if a student needs accessible furniture (desk/chairs) in the classroom.

Students may request classroom desks/tables that are raised to allow for wheelchair access or lowered for smaller statures. It is also possible to provide accessible chairs to meet different needs.

SDS will also work with the Department of Student Housing if there are specific, disability-related, furniture needs in the residence halls.

In addition, SDS can loan, on a semester basis, adaptive technology to approved students. Technology may include portable CCTVs, LiveScribe Pens, and amplification devices.

Access to Personal Care Attendant in the Classroom

Students who require assistance with performing activities of daily living may be approved to have a Personal Care Attendant (PCA) assist them in the classroom. PCAs assist only with personal activities. Classroom accommodations will be provided by SDS. The University is not responsible for locating, paying, or managing PCAs. That responsibility falls solely on the student. For more information, please review the PCA policy.

Copies of PowerPoints and Classroom Handouts at the Start of Class

If approved to assist with the removal of a disability-related barrier, a student might be approved to receive copies of PowerPoint presentations and other classroom handouts at the start of class. This allows the student access to that information during class. This accommodation may be required for students who have vision-related disabilities that might make it difficult to see the board or screen.

Extended Time on Timed, In-Class Assignments

Students approved for extended time in testing situations may also be approved for extended time on timed, in-class assignments. The amount of extended time will be specified on the student’s Faculty Notification email.

Preferential Seating in the Classroom

Students may be approved for preferential seating in the classroom in order to maximize focus, minimize external distractions, ensure auditory and/or visual access, or if reasonable, brief exits are needed. Instructors and students should collaborate on appropriate seating in the classroom.

Reasonable Brief Exits from Class

Students approved for this accommodation may need to briefly exit the classroom to attend to a disability-related need. Exits should be for a reasonable amount of time and students are expected to return to the classroom. Because this accommodation must not be disruptive, faculty should collaborate with the student on appropriate seating in the classroom.

Reasonable Flexibility with the Arrangement and Delivery of Class Presentations and/or Performances

Collaboration between student and instructor is required. Examples of reasonable flexibility include, but are not limited to, presenting/performing in front of fewer people or one-on-one with the instructor, audio or video recording the presentation/performance, or using Zoom. The provision of this accommodations should not create a fundamental alteration of evaluations standards and expected outcomes.

Early Registration

Students registered with SDS receive early course registration so they can take their accommodations into consideration when scheduling courses for upcoming semesters. For example, students that are eligible for extended time on exams may need to allow more time in between classes so tests can be taken at the same time as the rest of the class.

Early registration windows will open sometime during the first two days of the University’s priority registration process. Students must still communicate with an academic advisor and ensure no “holds” are on their record. SDS does not have the authority to left any student holds. SDS also cannot open a seat in a class that has been closed or move students up on a class waitlist.

Reasonable Modification of Policies Related to Attendance

Students who have severe, chronic disabilities that may occasionally impact the ability to safely attend class might be approved for reasonable flexibility of course attendance policies. Attendance is considered to be an essential component of post-secondary education and excessive absences will lead to academic difficulties and possible course failure even when flexibility is approved.

This modification does not allow for unlimited absences. It simply means that instructors will allow a limited amount of flexibility with their published attendance policy.

This policy modification is approved on a class-by-class basis because it may fundamentally alter the essential elements of a course. Because of this, it is REQUIRED that instructors contact SDS to discuss the reasonableness of the modification in each class. Students and instructors are encouraged to review the policy related to this modification: Reasonable Modification of Policies Related to Attendance.

Reasonable Modification of Policies Related to Test Dates & Assignments Deadlines

Students who have severe, chronic disabilities that may occasionally impact the ability to attend class may miss a test date or experience a flare up that prevents them from submitting an assignment on the scheduled due date. This modification does not allow for unlimited extensions of test dates and assignment deadlines. It simply means that instructors will allow a limited amount of flexibility.

This modification is approved on a class-by-class, case-by-case basis because it may fundamentally alter essential elements of a course.

Students approved for this modification are responsible for contacting their course instructor in advance if the student will miss a test or deadline. For emergencies that prevent the student from attending class and/or submitting an assignment on the due date must contact the course instructor as soon as possible to discuss test date or assignment due date extensions.

Assignment due date extensions and make-up exams are determined on a case-by-case basis, and the extent to which late assignments and make-up exams are allowed may vary, depending on the instructor, course and/or academic department, and course design.

Student’s may experience health related issues that require easy access to food, drink, medication, and/or required medical equipment in the classroom and during tests, exams, and quizzes. If approved as an accommodation, instructors will be required to allow students access to food, drink, medication, and/or required medical equipment when necessary.

Testing accommodations are changes to the parameters of a test or the procedures for taking a test. Testing accommodations change how students take tests, not what the test evaluates. In other words, testing accommodations change the process for taking a test; they do not change the grading or evaluation standards. Students receiving testing accommodations are expected to demonstrate the same knowledge, proficiency, and competencies as others students.

SDS can provide most testing accommodations at the SDS Testing Center.

Access to Food, Drink, Medication and/or Medical Equipment During Tests, Exams, and Quizzes

For medical reasons, students may be approved to access to food, drinks, medication, and/or medical supplies during quizzes and exams. If there are concerns that related to test security, SDS should be consulted before the accommodation is denied.

Assistance with Scantrons

Some students may experience disability-related barriers to tests involving the requirement to complete scantrons. Students might be approved for no scantrons, which means the student can write on the test or be approved to use a ruler or blank notecard to assist with accurate bubbling of the scantron. SDS staff will not complete scantrons for students.

Distraction-Reduced Test Environment

Students who are easily distracted by auditory and visual stimuli may experience distractions to the extent their ability to demonstrate their knowledge during a testing situation is negatively impacted. In such cases, students need a testing environment with fewer external distractions in order to devote their full attention to the content on an exam. A distraction-reduced environment is an environment with fewer external distractions so students can maximize their ability to sustain attention while taking an exam. SDS cannot guarantee a distraction-free testing environment, only a distraction-reduced testing environment. SDS can provide a distraction-reduced environment at the SDS Testing Center.

Extended Time

Extended time may be approved for many disability-related reasons. The typical amount of time approved is 1.5x, though in some cases, more time might be approved. Extended conversions for 1.5x are as follows:

• 50 minute test: additional 25 min. = 75 min. (1 hr. 15 min.).
• 75 minute test: additional 37.5 min. = 112.5 min. (1 hr. 50 min.).
• 150 minute test: additional 75 min. = 225 min. (3 hrs. 45 min.).
• Final exams (180 minutes): additional 90 min. = 270 min. (4hrs. 30 min.).

Extended time applies to in-person and web-based testing. For web-based tests, instructors will apply the student’s extended time within the testing platform.

Reader or Text-to-Speech Software

Students approved for test readers will be placed in a private room with an SDS Testing Center staff member who will read exam content as requested. When available, students are encouraged to use Text-to-Speech software that is available on SDS Testing Center computers.

Test readers are individuals who will read the contents of a test verbatim, and will not use any inflection or hints to the correct answer. Test readers will not define terms, rephrases questions, or explain context. The role of the test reader is to read the directions and the questions as provided by the instructor.

Students do not have to utilize the test reader for all questions. Test readers may repeat questions as many times as requested, however, the time allotted for the test does not stop. If students spend a significant portion of time on a set of questions, they may not have adequate time to answer additional questions in a timely manner.

Reasonable Brief Exits During Tests, Quizzes, and Exams

Students approved for this accommodation are allowed reasonable, brief exits during exams to attend to disability-related needs that may arise during examinations. Examples of reasons include, but are not limited to relieving anxiety, minimizing the effects of panic attacks, to access water, food, medication, or to use the restroom. All testing materials will be collected by the testing proctor if a student needs to exit the designated testing room and redistributed upon their return.

Students are responsible for informing their course instructor ahead of time that reasonable, brief exits may be needed during exams.

Four Function Calculator

The use of a four-function calculator on exams is intended to remove the barrier of the disability on the student’s ability to perform mathematical calculations. The use of a calculator should not fundamentally alter the objectives or evaluation criteria of a test. If the use of a calculator prevents the course instructor from accurately assessing the student’s knowledge of course content, instructors may deny its use on exams.

Word Processor

Word processors allow students approved for this accommodation to type long answers instead of handwriting them. This accommodation is provided for students who have Disorder of Written Expression, difficulty with fine motor skills, or the inability to handwrite. The SDS Testing Center provides the word processor/computer and limits access to the internet as directed by instructors.

The University does not provide door-to-door transportation for students with permanent or temporary disabilities or temporary injuries. There are several options available to students who may have difficulty physically navigating campus.

Accessible Parking on Campus

Students who have state-issue handicapped parking hangtags, or temporary medical parking hangtags, have access to additional parking spaces on campus, increasing the possibility of being able to park closer to classrooms and other campus locations.

• Information on state-issue handicapped parking hangtags and temporary medical parking hangtags

OUT Campus Shuttle System

The Oxford University Transit (OUT) system is free for all students, faculty, and staff members at the University of Mississippi with a valid UM ID and is available for use by visitors for $1 per ride. There are several, circular campus routes that stop at multiple, on and off campus locations frequented by students. All shuttles are wheelchair accessible with wheelchair lifts or ramps.

• Information about the OUT system’s campus shuttle routes

OUT Paratransit System

The OUT system also provides paratransit transportation services for riders with disabilities. All paratransit vehicles are wheelchair accessible.

• Information on the OUT Paratransit system

Mobility Equipment Rentals

Those experiencing challenges with transportation and mobility issues on campus may want to consider renting mobility equipment such as wheelchairs, mobility scooters, knee scooters, etc. to assist with navigating campus. Below is a non-comprehensive list of regional medical supply companies that may rent mobility equipment. Please note, SDS has no relationship to any medical supply company and cannot guarantee the quality of services or that mobility equipment will be available for rental.

• Charter Medical, Oxford, 662-533-9000
• Elite Medical Care, Batesville, 662-267-3299
• Quality Medical Services, Batesville, 662-714-4265
• Integrity Home Medical, Germantown, 901-759-1919
• Next Day Access, Memphis, 901-554-4085
• Cloud of Goods, Memphis, 407-545-3103

Local Taxi Services

There are a number of taxi companies in Oxford that students can use to assist with transportation. The City of Oxford’s Visitor Center keeps a current list of licensed taxis companies serving the community.

Requests for housing accommodations should be submitted as soon as possible after the University’s Housing application is available or as soon as possible after admission to the University. Please review the University’s Housing Accommodation Policy for more information on requesting housing accommodations. Please note, students must complete a housing request through Student Housing at the same time they are requesting housing accommodations through SDS.

Housing accommodation requests are handled on a first-come, first-served basis, and assignments are based on availability. Approval for housing accommodations is not a guarantee of approval to reside in campus owned and managed housing. Preference for campus owned or managed student housing is given to new, first-year student’s due to the University’s Freshman Residency Requirement.

Students approved for housing accommodations must follow all Student Housing policies and procedures, as well as all timelines and deadlines.

Listed here are some examples of housing accommodations:

• Access to Personal Care Attendant
• Emotional Support Animal
• Private or Semi-Private Bathroom
• Private Dorm Room
• Wheelchair Accessible Room
• Roll-In Shower
• Room on First Floor
• Room with Deaf/Hard of Hearing Access.

Am I required to live on campus?

The on-campus living experience is considered to be a central and essential aspect of college life. There are significant advantages to living on campus. Research indicates that students who live on campus typically have higher overall GPAs than students living off campus. Students also tend to stay enrolled and graduate at higher rates when living on campus. Just as important, living in a campus housing community provides students with an opportunity to develop vital, life-long skills such as respect for others, patience and the ability to compromise, understanding and appreciating the diverse backgrounds and cultures of other students, and personal growth in the areas of self-respect, independence and confidence. Students also grow with the expectation that hall residents hold one another accountable for behaviors and decisions. These skills are learned when residents interact with roommates and engage in the community-based educational and social programs provided by the residence halls. It is for these reasons that the University requires that freshman students live on campus.

Waivers of On-Campus Living Requirement

Waivers of the on-campus living requirement will only be provided as an accommodation when a student requires a housing accommodation that cannot be provided within the on-campus housing environment.

1. Appeal to the Director. Within 10 calendar days of the original accommodation decision, the student must submit a written appeal to the Director. The Director has 10 calendar days from receipt of the appeal to either deny the appeal or achieve a resolution of the appeal, and will provide the student a written explanation of the decision.
2. Appeal to the Assistant Vice Chancellor of Access and Compliance. If the student wishes to appeal further, the student must submit a written appeal to the Assistant Vice Chancellor of Access and Compliance. The written appeal must be submitted to the Assistant Vice Chancellor within seven (7) calendar days following the end of Step 1. The Assistant Vice Chancellor will render a written decision, provided to the student, within 10 calendar days of receipt of the appeal. The decision of the Assistant Vice Chancellor is final.

Please Note

1. To maintain the integrity of the appeal process, the SDS staff member(s) responsible for the original decision will not be included in the review of the appeal except as is necessary to gather information about the original decision.
2. At any time during the process of appealing an accommodation-related decision, the student has the right to submit additional documentation for consideration by SDS.
3. During the review of an appeal, SDS may consult with professionals outside of the department for clarification of external documentation, information related to the essential elements of a course or program, or other information that may be determined to be necessary.

To appeal an academic decision (such as a grade or academic suspension), the student should contact the Office of the Registrar for information regarding the appeal process. Academic appeal processes can also be found in the University Policy Directory.