Accommodations in the Classroom

Additional Excused Absences

Faculty are encouraged to communicate with students approved for additional excuses absences accommodation as early in the semester as possible. To help facilitate the discussion and set parameters between instructor and student, please refer to the provided Faculty Guide and Attendance Agreement Form.

As part of the pedagogic process, course attendance policies are determined by faculty at the college, departmental or individual course level. Occasionally, students may have disabilities that impact their ability to attend class. OSAS does the work to verify that the student’s disability may cause difficulty with course attendance and an accommodation may be in order; however, it is within a faculty member’s (or department’s) expertise to determine whether modifying course attendance policies is reasonable.

In some cases, attendance is fundamental to course objectives; for example, students may be required to interact with others in the class, to demonstrate the ability to think and argue critically, or to participate in group projects. In other instances, faculty may determine that students can master course content despite some or many absences. Rarely, faculty may decide that students do not need to attend classes at all.

Important note: This accommodation is intended to support limited additional absences for disability-related reasons in certain circumstances, but it does not entitle a student to be excused from substantial class attendance. Students who believe that they will be unable to attend a substantial number of classes as a result of their disability should discuss an alternative accommodation with their OSAS advisor, such as a Reduced Course load or a Health Leave of Absence.

Typically, faculty are not required to lower or affect substantial modifications of standards for accommodation purposes. The United States Department of Education Office of Civil Rights (OCR), which enforces disability law in higher education, uses the following heuristic to determine if class attendance is fundamental to course participation (OSAS follows this model as well):

Is there classroom interaction between the instructor and students, and among students?
Do student contributions constitute a significant component of the learning process?
Does the fundamental nature of the course rely upon student participation as an essential method for learning?
To what degree does a student’s failure to attend constitute a significant loss to the educational experience of other students in the class?
What does the course description and syllabus say?
What is the method by which the final course grade is calculated?
What are classroom practices and policies regarding attendance?
How is attendance related to the learning outcomes of the course?
Are there any alternative methods that the student can acquire/demonstrate mastery of the skill that would meet the same learning outcomes of the course when not considering attendance as a factor?
Are there other faculty teaching the same course/content? If yes, is the attendance policy the same in all sections of the course?

OSAS encourages students approved for additional excused absences as an accommodation to communicate with their professors as early in the semester as possible so that there is a clear and shared understanding of how attendance may impact a student’s ability to meet course requirements. OSAS provides an agreement form that can be used to discuss the accommodation. Download the Attendance Agreement Form here.

OSAS staff are glad to help address questions or concerns about this accommodation, or to assist with mediating the process to reach an agreement between students and their instructors.

Animals on Campus

USC has an established policy generally prohibiting animals from University buildings, including Residence Halls. Limited exceptions exist, such as service animals, and in some cases, assistance animals determined to be a reasonable accommodation by OSAS. The information below is intended to help students and the broader campus community understand the difference between various kinds of animals, if and where they are permitted, and when they may be removed.

Service Animals (Service Dogs)

Service Animals are defined as either a dog or, in some circumstances a mini horse, that has been individually trained to do work or perform tasks for an individual with a disability. No other type of animal is considered a Service Animal, as defined by the ADAAA. A service animal identification vest or harness is not required. Additionally, there are no breed-restrictions when it comes to Service Dogs, regardless of state or local regulations regarding breeds.

Service Animals operate within a stimulus-response framework. Their role is active in relation to the person they serve. Therefore, students with Service Dogs may bring their service dogs on all areas of USC campuses, unless the presence of the service dog would be a fundamental alteration of the program or service (e.g. presence of dog hair would violate the integrity of a sterile lab).

Service dogs do not need to be pre-approved by OSAS as a reasonable accommodation. However, we very much encourage students to voluntarily register their dog with our office. As a result of this process, OSAS can provide formal documentation to the student, verifying the role of the Service Dog and confirming support for its presence with the student in various settings. Registration with OSAS also allows our office to notify appropriate campus partners of the dog’s presence for safety and emergency support for the animal as well as the student.

Please review the section on Student (owner) Responsibilities with Animal Accommodations for more information.

Note about Service Dogs in Training: The University recognizes and supports fully-trained service dogs as ADA-protected accommodations for some students with disabilities. In certain circumstances, part of the dog’s training protocol involves “in home training” with the individual who will be receiving the service dog. It is most helpful for these students to voluntarily work with OSAS so that appropriate supports and communication may be put in place on behalf of the student.

For USC students and other members of the campus community, who may operate solely as a trainer for service dogs: while this is a valuable contribution to the disability community, service dogs in training are not recognized as an exception to the policies regarding Animals of Campus. These dogs do not receive support for accessing campus buildings, University housing, or other environments which would otherwise grant access to a trained service dog and its human partner. In this scenario, the University may ask the trainer to remove the dog in training.

Assistance Animals

Assistance animals may also be known as companion, comfort or emotional support animals. These animals are separate and distinct from Service Animals under the ADAAA; therefore, different guidance applies to their presence in the University setting. Assistance Animals are generally considered a housing-related accommodation reviewed and approved by OSAS. Students should not have Assistance Animals on campus unless/until they are approved as an Accommodation through OSAS. Because these animals are considered a housing-related accommodation, Assistance Animals are limited to the residential setting, and are not approved for access to other University buildings or events, including classes, labs, dining areas, libraries, etc.

This category of animals typically provides passive emotional support to an individual with a mental or psychiatric disability. The animal’s presence alleviates one or more identified symptoms of an individual’s disability. Assistance animals are not limited by type or breed. They are not required to have special training, certification or be licensed as an assistance animal, and are not required to wear an identification vest or harness.

While Assistance Animals are not limited to dogs (or mini horses), there are requirements for the health and behavior of the animal similar to those of Service Dogs. Additionally, any animal which is prohibited by state or local laws, or that is considered a zoonotic risk, will not be considered a reasonable Assistance Animal accommodation.

Assistance animals may not accompany the student outside of the residential setting, and are not allowed in any other buildings on University property, nor are they allowed in other controlled spaces on campus.

Student Responsibilities with Animal Accommodations

By implementing an approved animal accommodation, the student (owner) accepts responsibility for the appropriate care and behavior of the animal, and agrees to operate within the University’s animal accommodation policies. The University is not responsible for the custody or care of a service dog or assistance animal.

Student Owners/handlers Must

Be in control of their animals at all times, e.g. not allow the animal to run at large, bark, growl, snap, lunge, or bite.
Keep animals in a carrier or controlled by a leash or harness, with the following exceptions: 1) when an animal is in the owner’s room in University housing; 2) If an individual’s disability precludes the use of a restraint or 3) if a service dog needs to be off leash to do its job (e.g., a dog trained to enter a space to check if there are threats and then return and signal to an owner that it is safe to enter). In this case the animal must be otherwise under the individual’s control (e.g., voice control, signals or other effective means).
Clean up after and properly dispose of animal waste in a safe and sanitary manner.
Be responsible for the cost of any damages caused by the animal.
Follow city, county, and state ordinances/laws or regulations pertaining to licensing, vaccination, and other requirements for animals.
Provide appropriate care to ensure the overall health and well-being of the animal, appropriate for the type and breed, including compliance with all California state and local laws concerning animals (e.g., registration, vaccinations, and tags) as well as annual documentation of the health of the animal from a licensed veterinarian. Animals should not be left unattended for extended periods of time, overnight, or during holiday breaks. Should this be discovered, the University has the right to place the animal in boarding at the owner’s expense.

Ensure that the animal does not unduly interfere with the routine activities of the residence or cause difficulties for others. The owner must always be in control of the animal.
Be responsible for all costs associated with the removal, transportation and/or boarding of the animal, should the University determine the need to remove the animal. Additionally, the owner is expected to fulfill his/her housing obligations for the remainder of the housing contract.

University staff may ask that animals be removed from campus under the following circumstances:

The animal is in a University building and does not meet the definition of a Service Dog. Service dogs in training are not considered Service Dogs, and therefore are not an accommodation supported by the ADAAA.
The animal poses a direct threat to the health or safety of others or causes substantial property damage.
The animal is not under the owner’s control, or its presence creates an unmanageable disturbance or interference with the University community. (Note: Owners of service dogs should be given reasonable opportunity to bring the animal under control.)
The animal’s presence results in a fundamental alteration of a University program.
An owner/handler does not comply with the responsibilities listed above.

Please contact OSAS at 213-740-0776 with any questions or concerns regarding animals as an accommodation.

Deaf and Hard-of-Hearing Services (DHH Services)

Deaf and hard-of-hearing (DHH) students vary widely in how they communicate and are often approved for a variety of specialized accommodations. Additionally, there are well-established best practices and etiquette guidelines for communicating with DHH students.

For any questions about supporting DHH students, or implementing accommodations, please contact OSAS’ DHH Services Specialist (213-740-0776/ osasDHH@usc.edu)

In this section, we provide information and resources to help equip all instructors, academic contacts and other campus partners for effectively supporting DHH students.

Communication Etiquette

We recommend that all USC community members download and review Tips for Communicating with DHH Individuals.

Accommodation Descriptions

Accommodations for DHH students commonly include:

Sign Language Interpreters: Sign Language Interpreters are typically utilized by students who are fluent in American Sign Language (ASL). This means that there will be one or two interpreters in the classroom with the student. Interpreters will interpret all spoken information for the student and will voice (verbalize) all signed information from the student. If the class is longer than two hours, it is standard to have two interpreters in the classroom. In this situation, each interpreter will switch every 20-30 minutes. There will need to be one to two additional chairs in the classroom to accommodate the interpreters.
CART Services: CART services (also referred to as real-time captioning) are typically utilized by individuals who are deaf/hard-of-hearing who do not use American Sign Language as their primary mode of communication. CART or Communication Access Real-time Translation is the verbatim, near instantaneous conversion of spoken language into text. For this accommodation, CART providers will be in the classroom with a stenotype machine and real-time software, which are used to efficiently produce the text. The text then appears on a device (laptop, tablet, or smart phone) in real time. This allows the student to quickly access all audio content that takes place in the classroom. Remote CART services are also available in certain situations.
Captioned Media: Captioned media is also referred to as “closed captioning” (CC). Students who have been approved for Captioned Media will need captions on all media where there is audio information. This includes but is not limited to YouTube clips, films or video clips shown in class or required to view outside of class, and recorded lectures.
- Many films and videos already have closed captions, although few still do not do not. It is strongly recommended that professors look ahead at their syllabus to identify films that will be shown in class or that are required viewing to see if they have CC. If they do not have captions, professors can do one of the following:
  - Ask their department to purchase one that has CC, or
  - Send a link of the video to OSAS, who will in turn, have the video captioned. Please allow two weeks for this second option.
In-class films: For films shown in class, the closed caption (CC) or subtitle feature needs to be enabled so the student can access audio and video content simultaneously with the rest of the class. Note: If using the “auto-caption” feature on YouTube videos, you will need to review the captions prior to showing the film; they are often incorrect and will not provide an accurate or equal viewing experience to students needing captioning. These films may need to be re-captioned.
Recorded lectures: if faculty records each lecture for all students to view subsequent to the class session, the recording will need to have captions added in a timely manner.
Assistive Listening Devices: Assistive listening devices usually work with the student’s hearing aid(s) and maximizes the benefit of any residual hearing that the student may have. This is something that the student will manage, but often requires the speaker (the professor) to wear the mic on the lanyard provided or put the mic on a table or podium within close proximity to the speaker. The student will give it to the professor before each class and retrieve it after each class session.
Preferential seating: Students with hearing loss often sit close to the front of the class or to the main speaker. This can assist the student with accessing the class when it comes to lip-reading and visuals. The student will manage this accommodation, but will contact the professor if assistance is needed.
Notetaking assistance: Most deaf/hard-of-hearing students use the accommodation of notetaking assistance. This is necessary because if the student looks down to take notes, he/she will most likely miss spoken information. Typically DHH students use peer notetakers, or NoteTake Express (OSAS will arrange).

Glossary of Terms

American Sign Language (ASL): American Sign Language is a complete, complex language that uses space and movement to create signs to communicate. It is combined with facial expressions and postures of the body. ASL is the primary language of many North Americans who are deaf and is one of several communication options used by people who are deaf or hard-of-hearing. American Sign Language has its own syntax and is different than other manually coded English sign systems.
Assistive listening device: Technical tool or device to assist people with hearing loss, with or without a hearing aid or cochlear implant. It brings the speaker’s voice directly to the ear and helps to overcome the challenges of background and other competing noise. Source: www.hearingloss.org
Audio loop (Induction Loop or Hearing Loop): An audio loop uses electromagnetic waves for transmission of sound. The sound from an amplifier is fed into a wire loop surrounding the seating area (or worn on the listener’s neck) which broadcasts to a telecoil that serves as a receiver. Hearing aids without a T-switch to activate a telecoil can use a special induction receiver to pick up the sound. Source: www.hearingloss.org
CART: CART or Communication Access Realtime Translation is the verbatim, near instantaneous conversion of spoken language into text. A stenotype machine, notebook computer and realtime software is used to produce the text. The text is usually displayed either on a screen by a projector connected to the notebook computer, or on a notebook computer or computer monitor. Source: www.hearingloss.org
Closed captions: Text display of spoken dialogue and sounds on TV and videos visible only when enabled. Source: www.hearingloss.org
Cochlear implant: A cochlear implant is an electronic device that is surgically implanted and worked by directly stimulating functioning auditory nerve fibers in the inner ear. Cochlear implants convert sound waves to electrical impulses and transmit them to the inner ear, providing people with severe to profound hearing loss the ability to hear sounds and potentially better understand speech without reading lips. Source: www.hearingloss.org
Cued Speech: A sound-based visual communication system which in English uses eight hand shapes in four different locations (“cues”), in combination with the natural mouth movements of speech, to make all the sounds of spoken language look different. Source: www.hearingloss.org
FM System: A frequency modulator (FM) system transmits a signal by radio waves from the sound source to a receiver worn by the listener. Useful in large indoor or outdoor locations, since it can cover several hundred feet and pass through physical obstructions. It also diminishes background and other competing noise. Source: www.hearingloss.org
Open captions: Text display of spoken dialogue and sounds on TV and videos. Open captions cannot be turned off, but are visible to all viewers.
Sign language Interpreter: A person trained in interpreting between a spoken language and a signed language. The interpreting would interpret what is being said, as well as voice (speak) what the deaf individual is saying.
Video Relay Service (VRS): Video Relay Service is a form of Telecommunications Relay Service (TRS) that enables persons with hearing disabilities who use American Sign Language to communicate on the phone through video equipment, rather than through typed text. Video equipment links the VRS user called a communications assistant who is fluent in American Sign Language – so that the VRS user and the CA can see and communicate with each other in signed conversation. This method of making phone calls flows much more quickly than with a text-based phone calls VRS an enormously popular form of making phone calls. VRS is free to users and is funded by the Federal Communications Commission.
Video Remote Interpreting (VRI): Video Remote Interpreting is the use of sign language interpreters via videoconferencing technology, equipment, and a high speed Internet connection with sufficient bandwidth to provide the services of a qualified interpreter.

Notetaking Services

When students are approved for Notetaking Services, part of OSAS’ review includes an individualized evaluation and determination of the specific type of notetaking solution appropriate for that student. While student preference is taken into consideration, the Notetaking Services solution is determined based on functional limitations and equal access to content. OSAS makes the determination based on several factors, including the nature and severity of the impacts the student experiences from their disability, as well as the nature of the course and the educational setting.

OSAS employs a streamlined process for managing student requests for Notetaking Services, including recruiting peer notetakers as appropriate. We continually evaluate our processes, as well as the opportunities and access available to our department for ensuring that this significant service is provided in a timely and compliant manner. As part of these efforts, OSAS relies on our partnership with faculty to assist with directly recruiting notetakers within particular classes, when OSAS’ direct communication efforts have not led to the needed solution.

Additionally, we rely on faculty and their expertise in the course content to evaluate quality, clarity, and completeness of notes provided through our resources (i.e. student peer notetakers). The OSAS Notetaking Services Specialist will contact faculty directly to help with a review if/when there is a direct concern about quality of notes for a course.

Notetaking Technology Solutions in the Classroom

In general, the University works to make full-use of accessible technology solutions for notetaking services whenever possible and appropriate. As a result, this accommodation involves instructors allowing students use of their laptop, or other approved devices. This may constitute a disability-related exception to an existing classroom policy otherwise prohibiting the use of technology.

A number of the technology-based solutions involve recording the class via audio and/or video. When this is the case, students sign OSAS’ Classroom Recording Agreement, and are responsible for managing their accommodation according to the Agreement. More information is available for instructors in the next section below on Classroom Recordings.

We are happy to provide guidance and clarity related to these services in your classrooms. Please contact OSAS Notetaking Services at osasNotetaking@usc.edu or by calling the OSAS front desk at 213-740-0776.

Key Faculty Actions to Implement Approved Notetaking Services

Assist in the timely recruitment of a peer note taker when requested by OSAS’ Notetaking Services Specialist.
Provide timely insight as to the quality of notes as requested by OSAS’ Notetaking Services Specialist if a complaint arises.
Allow students the ability to use OSAS-approved technology to take notes and/or record classroom lectures and/or discussion sections as a possible exception to course policies about technology use in the classroom.

Important note: When classroom discussions are sensitive in nature, instructors may ask the student with this accommodation to stop recording the class. We rely on the instructor’s judgment; however, OSAS would ask that you reach out to discuss your concerns prior to taking this action.

Personal Care Aides

A Personal Care Aide (PCA) is a paid employee of the student’s who assists an individual with a disability to perform daily tasks. PCA duties may include:

Assistance with daily grooming and hygiene;
Assistance with physical transfers;
Assistance with bathing and dressing;
Assistance with laundry and errands;
Other individual duties as needed.

Students with disabilities are responsible for hiring and paying personal assistants. OSAS staff are not authorized to assist students with personal care needs.

Additionally, PCAs are for assistance with activities of daily living, and are not a substitute for the student with regards to attending class, completing work, or taking tests. Students must remain fully responsible for interacting in and reflecting comprehension of information in their courses.

Preferential Seating

Students may be approved for Preferential Seating as an accommodation in your class. This accommodation allows the student to strategically select their seating location in the room, in order to most fully engage in the class. While often this will mean front-of-class seating, it is not always this location. This accommodation is approved for a variety of reasons, and the location needs of the students approved for this accommodation will vary.Recordings in the Classroom/Educational Setting (Audio or Visual)

Recordings in the Classroom/Educational Setting (Audio or Visual)

Under certain circumstances, a student with a disability may be approved for a classroom accommodation that involves audio recording of lectures or visual of information written or projected on the board in order to provide equal access to this student.

Students who have been approved for this accommodation sign an agreement with OSAS, acknowledging their understanding that the recorded/photographed information is strictly for their personal use in the course, and is not to be shared with other individuals. Students also acknowledge that course lectures and materials are the protected intellectual property of the professor, and the student could be subject to disciplinary action for violating those rights and the signed agreement.

Limitations of this accommodation exist if recording or photographing would fundamentally alter the nature of the learning environment or the overall course. If the course instructor has concerns or questions about this accommodation in their course, they are invited to contact OSAS to discuss reasonable alternative accommodations the faculty might provide the student.

Instructors have the right to direct the student to cease recording during portions of the class that involve personal reflection, self-disclosure, or confidential discussions.

OSAS Student Agreement: Accommodation-related Materials

*All students who access accommodation-related materials acknowledge the following by electronic-signature in MyOSAS*

I am a student registered with USC’s Office of Student Accessibility Services (OSAS), and am approved for accommodations that may result in course materials being provided to me in one or more formats. This includes, but is not limited to: notes, transcripts, recordings (audio and visual), and alternative text materials (i.e. e-books/documents). As part of making use of any of these approved accommodations, I understand and agree to the following:

To use and maintain these materials strictly for my own personal educational use.
To protect the privacy of these materials, and not share, or profit from, these materials with any other individuals by any means, whether paper, digital files, or electronic posting or distributing (including but not limited to tests, social media, websites, emails, etc).
To destroy these materials at the end of the term, or at the end of my educational need for them.
To abide by copyright laws and standards, knowing information contained in these materials may be protected under federal and international copyright legislation.
To protect the course lectures and materials as intellectual property belonging to the professor.
To pause or cease any audio or visual recording processes at the request of the professor due to the nature of the class discussions (i.e. personal reflections, self-disclosure, or confidential information).

Further, I understand that acting in violation of these agreements leaves me accountable to USC Code of Conduct violation(s), possible disciplinary action on the part of the University.

From the Office of Civil Rights (OCR) which oversees disability compliance in Higher Education

Question: What if an instructor objects to the use of an auxiliary or personal aid?

Answer: Sometimes postsecondary instructors may not be familiar with Section 504 or ADA requirements regarding the use of an auxiliary or personal aid in their classrooms. Most often, questions arise when a student uses a tape recorder. College teachers may believe recording lectures is an infringement upon their own or other students’ academic freedom, or constitutes copyright violation.

The instructor may not forbid a student’s use of an aid if that prohibition limits the student’s participation in the school program. The Section 504 regulation states:

A recipient may not impose upon handicapped students other rules, such as the prohibition of tape recorders in classrooms or of dog guides in campus buildings, that have the effect of limiting the participation of handicapped students in the recipient’s education program or activity.

In order to allow a student with a disability the use of an effective aid and, at the same time, protect the instructor, the institution may require the student to sign an agreement so as not to infringe on a potential copyright or to limit freedom of speech.