Webster University is committed to providing equal access to education for our community by ensuring that students with documented disabilities receive the support and accommodations they need for academic access. Our Academic ADA Coordinator works with students to create reasonable accommodations that meet their individual needs. At extended sites, the site director (or designee) works with students regarding their disability-related needs and accommodations.

ADA Coordinator meetings are now available via email, phone and/or Zoom.

To find out more about accommodations, please contact our Academic ADA Coordinator at

Accommodations for Prospective/Current Students, Families and Visitors

Each year, students with disabilities pursue degrees in higher education. During their high school careers, some students choose to use accommodations that help them reach their educational goals. However, IEPs and 504 plans don't follow students to college. So, what happens?

High School


Applicable Laws:

  • IDEA (Individuals with Disabilities Education Act)
  • Section 504, Rehabilitation Act of 1973

IDEA is about success.

Applicable Laws:

  • ADA (Americans with Disabilities Act of 1990)
  • Section 504, Rehabilitation Act of 1973

ADA is about access.

Student Responsibilities in High School:

  • Student is identified by the school and is supported by parents and teachers.
  • Primary responsibility for arranging accommodations belongs to the school.
  • Teachers approach students if they believe students need assistance.

Student Responsibilities in College:

  • Student must self-identify to the Academic ADA Coordinator in the Reeg Academic Resource Center. Student must provide documentation.
  • Primary responsibility for arranging accommodations belongs to the student. However, even after accommodations are approved, Reeg ARC team members are available to support students and advocate for students' needs in the pursuit of academic access.
  • Professors are usually open and helpful, but students must initiate contact if they need assistance. Students are responsible for communicating often with faculty members about their accommodations and are responsible for their academic success.

Parental Role in High School:

  • Parent has access to student records and can participate in the accommodation process.
  • Parent advocates for the student.

Parental Role in College:

  • Parent does not have access to student records without student's written consent.
  • Student advocates for self.

Instruction in High School:

  • Teachers may modify curriculum and/or alter pace of assignments.
  • Students are expected to read short assignments that are then discussed, and often retaught, in class.
  • Students seldom need to read anything more than once, and sometimes listening in class is enough.

Instruction in College:

  • Professors are not required or expected to modify curriculum design or alter assignment deadlines.
  • Students are assigned substantial amounts of reading and writing, which may not be directly addressed in class.
  • Students need to review class notes, text, and other materials regularly.

Grades and Tests in High School:

  • IEP or 504 plan may include modifications to test format and/or grading.
  • Testing is frequent and covers small amounts of materials.
  • Make-up tests are often available.
  • Teachers often take time to remind students of assignments and due dates.

Grades and Tests in College:

  • Grading and test format changes (e.g., multiple choice vs. essay) generally are not available. Accommodations to how tests are given (e.g., extended time, test proctors, etc.) are available when supported by documentation.
  • Testing is usually infrequent and may be cumulative, covering large amounts of material.
  • Make-up tests are seldom an option; if they are, students must request them.
  • Professors expect students to read, save, and consult with course syllabus (course outline); the syllabus spells out exactly what is expected, when it is due, and how students will be graded.

Study Responsibilities in High School:

  • Tutoring and study support may be a service provided as part of an IEP or 504 plan.
  • Students' time and assignments are structured by others.
  • Students may study outside of class as little as 0 to 2 hours a week, which may mostly be last-minute preparation.

Study Responsibilities in College:

  • Tutoring does not fall under disability services. Students with disabilities must seek out tutoring resources, which are available to all students.
  • Students manage their own time and complete assignments independently.
  • Students need to study for at least 2 to 3 hours outside of class for each hour in class.

Temporary accommodations are typically provided for students experiencing a short-term physical injury (e.g., torn ACL or broken bone). Students who require temporary accommodations should contact the Academic ADA Coordinator to discuss their needs and accommodations.

Neither academic nor behavioral standards will be lowered for students with disabilities.

Applicable disability law permits campuses to fulfill their accessibility obligations in one of two ways:

  1. By rendering all buildings accessible.
  2. By scheduling classes for those students who require accessible classrooms only in accessible buildings.

Webster University fulfills its obligation via the second option.

Ally at Webster University is a set of tools that helps make course content in WorldClassRoom (Canvas) easier to use.

If you feel your accommodations have not been met, please discuss the concern with your instructor. If no resolution is reached, or if you do not feel comfortable speaking with your instructor, please reach out to the Academic ADA Coordinator for support.

In the event that you wish to file a grievance, please refer to the Grievance Policy in the Student Handbook.

Steps to Receive ADA Accommodations

After you enroll at Webster, please follow the steps provided below. We encourage you to reach out at the beginning of your enrollment, but you may reach out to set up accommodations at any point in your Webster University experience.

  1. Prepare and Send Your Documentation.
    Fill out the online student application . Prepare to submit documentation through the online portal. Once you have submitted the student application you will receive an email communication with instructions on how to upload your documentation verifying your disability, diagnosis or condition. This documentation may consist of any of the following items:
    • An IEP or 504 plan
    • A diagnostic evaluation
    • A letter from a qualified health professional who can explain your disability and how these challenges may impact your participation and performance in an academic setting
  2. Schedule Initial Meeting.
    Once you have submitted the student application and uploaded all required documentation the Disability Support Team will set up an initial meeting to discuss accommodations. It is ideal to set up a meeting before the semester starts, but accommodation may be requested at any time so you may schedule a meeting at any point in your Webster enrollment.
  3. Meet with the Academic ADA Coordinator.
    Although your disability information will be kept confidential when communicating with your instructors, your personal experiences with your disability are an important part of determining what accommodations are appropriate to support your needs. We will discuss what has and has not worked for you in the past in meeting these needs. We will also discuss your past needs and how your present needs may be different from what you have experienced in the past in relation to your disability. Then we will determine appropriate accommodations, and you will sign a Release of Information Form (PDF) allowing the University to send an ADA letter of accommodations to your professors.
  4. Next Steps
    Following your meeting with the Academic ADA Coordinator, a designee from the Reeg Academic Resource Center will send an ADA accommodations letter to you and your instructors. Once you receive your letter, talk to your instructors. It is important to communicate with your instructors to ensure your ADA letter of accommodations was received and to have a conversation about your needs in each of your classes. If you need help speaking with your instructors about your accommodations, reach out to the Academic ADA Coordinator for support.

    Once you complete the steps to set up accommodations, your ADA letter of accommodations will be sent to you and your instructors at the beginning of every term and/or semester in which you are enrolled at Webster. You are welcome to reach out the Academic ADA Coordinator at any time to make adjustments to your ADA letter of accommodations. If/once adjustments are made, a new ADA letter of accommodations will be sent to you and your instructors.

We encourage you to review Transitioning from High School to College to learn more about the differences in disability law and support between high school and college.

If you are a student seeking disability accommodations at an extended U.S. location or a non-U.S. campus, please contact the site director or staff designee at your site for information about how to receive ADA accommodations. We encourage you to reach out at the beginning of your enrollment, but you may reach out to set up accommodations at any point in your Webster University experience.

The Reeg Academic Resource Center on the Webster Groves campus is available to advise on disability accommodations and implementation for any Webster University campus or location. Please contact the Academic ADA Coordinator at for assistance and/or more information.

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