A.
Both Section 504 and the ADA prohibit discrimination against persons with disabilities. To accomplish this goal, both physical and programmatic access must be provided. This means more than the removal of architectural barriers and the provision of auxiliary aids and services. It means that appropriate academic adjustments must be made in the instructional process to ensure full educational opportunity. Following are examples of accommodation for each mandate:

Section 504 of the Rehabilitation Act

• All academic programs must be accessible to individuals with disabilities.
• If a student with a disability enrolls in a class that is not accessible, the instructor of the course, in conjunction with the department head, will work with the student to make the class accessible. Options to achieve accessibility may include, but are not limited to, relocating the class or providing one-on-one assistance in an accessible location.
• Students with disabilities may request “academic adjustments” including the length of time needed to complete papers, examinations and degree programs. They may have permission to use a tape recorder in class. These, or similar adjustments, must be considered and granted by the faculty member, unless the faculty member determines the accommodation would compromise “essential” elements in the curriculum.
• Students with disabilities have the right to participate in required programs or internships co-sponsored by the university with outside groups.
• Students with documented learning or psychological disabilities have the same legal rights as adults with physical disabilities.

1990 Americans with Disabilities Act

• Educators must operate their programs so that, when viewed in their entirety, the programs are accessible to and useable by individuals with disabilities.
• Educators should provide “reasonable accommodations,” that do not impose “undue hardship” on programs, for the known disabilities of a student.