Accessibility Services
Capital University welcomes individuals with disabilities to be an integral part of the university community. To ensure access, and in accordance with Title III of the Americans with Disabilities Act of 1990 (ADA), ADA Amendments Act of 2008 (ADAAA), and Section 504 of the Rehabilitation Act of 1973, Capital University provides reasonable accommodations and support services to qualified individuals with disabilities.
Accessibility Services (AS) provides individualized services for students, faculty/staff, and other community members with disability related needs. Service areas include admissions, academics, housing, employment, facilities accessibility, and social/personal issues related to disability. Individuals with disabilities who wish to receive services from AS are responsible for disclosing their disability to AS and should complete the registration process at least 6 weeks prior to the desired start date for most services.
Ryan Chernick
Director
Ashley LeMaster
Accessibility Specialist
Elise Hedrick
Graduate Assistant
Emily Burnheimer
Administrative Assistant
Contact Us
Ruff Learning Center
First Floor
Phone: 614-236-6611
Email: accessibilityservices@capital.edu
Fax: 614-236-6971
Accessibility Services Links and Deadlines
Housing Accommodation Approval Deadlines
Spring Semester 2026
- Upper-class Students
November 7, 2025 - First-year, Transfer, and Re-admitted Students
December 5, 2025
Fall Semester 2026
- Upper-class Students
January 30, 2026 (Deadline for renewals, including requests for changes to current accommodations)
February 14 2026 (Deadline for first time requests) - First-year, Transfer, and Re-admitted Students
June 15, 2026
Requests received after the above identified dates cannot be guaranteed for immediate placement.
Frequently Asked Questions
No, but if students need accommodations, they must register with the Office of Accessibility Services. Students can start the process by completing the request form. See Registration Process for more details.
The type of documentation required varies based on nature of disability, recency of the documentation, accommodations requested, etc. If students have questions about documentation, it can be discussed during the intake meeting. See Documentation Guidelines for more details.
High school 504 plans or IEPs do not automatically transfer to college. Students must proactively register with OAS and request accommodations. AS will review your request to determine what accommodations are appropriate. Review these helpful resources for more information: Transition Flyer (PDF) and Students with Disabilities Preparing for Postsecondary Education.
A staff member will inquire about the nature and impact of a student’s disability, past accommodations, and any disability related barriers. OAS values a collaborative process while working with students to determine reasonable and appropriate accommodations.
No, students can decide if/when to send their approved accommodation information to their professors. Students are encouraged to notify their professors at the start of each semester to ensure timely implementation of their accommodations.
If students want to use their classroom or testing accommodations, they must submit a "Semester Instructor Notification Request" every semester on Accommodate. OAS will then send an accommodation letter to each instructor. Once instructors receive the letter, students should communicate directly with their instructors and schedule tests in the Testing Center in a timely manner.
No, accommodations are not retroactive.
Students only need to register with OAS once to receive academic accommodations. If there are any changes to a student's condition, contact OAS as soon as possible to discuss their needs. Housing accommodations must be renewed and will be reviewed annually by the established deadlines.
A student who wishes to appeal a decision can follow Accessibility Services' Grievance Process (PDF).
Contact OAS as soon as possible and the office will collaborate with the student and professor to ensure accommodations are being provided.
Contact the OAS ASAP. All assigned accommodations must be provided until such time as it is altered through mutual understanding reached through an interactive process.
OAS utilizes a software called Accommodate to manage all accommodation information. Students and Faculty all have their own accounts to access accommodation information.
Yes. Until such time a student is approved for an ESA by OAS, animals are considered pets, which are prohibited in residential and university buildings. See the Housing Accommodation webpage for more information.
See the single room FAQ located on the OAS Housing Accommodation webpage.
Additional Accessibility Resources
Americans with Disabilities Act Title III
“The Americans with Disabilities Act (ADA) was signed into law on July 26, 1990, by President George H.W. Bush. The ADA is one of America's most comprehensive pieces of civil rights legislation that prohibits discrimination and guarantees that people with disabilities have the same opportunities as everyone else to participate in the mainstream of American life -- to enjoy employment opportunities, to purchase goods and services, and to participate in State and local government programs and services. Modeled after the Civil Rights Act of 1964, which prohibits discrimination on the basis of race, color, religion, sex, or national origin – and Section 504 of the Rehabilitation Act of 1973 -- the ADA is an "equal opportunity" law for people with disabilities.”
Ohio Civil Rights Commission
The Ohio Civil Rights Commission has jurisdiction to investigate charges of discrimination in the areas of employment, housing, public accommodation (access to services and facilities open to the public), disability in higher education (beyond the high school/secondary level) and credit.
Visit the Ohio Civil Rights Commission website
Opportunities for Ohioans with Disabilities
“Opportunities for Ohioans with Disabilities (OOD) is the State of Ohio agency that empowers Ohioans with disabilities through employment, disability determinations, and independence. The agency partners with business, education, and nonprofits to facilitate individualized employment plans for Ohioans with disabilities. OOD's trained and professional staff help Ohio companies recruit and retain employees with disabilities.”
Visit the Ohioans with Disabilities website
Jobs Accommodation Network
“The Job Accommodation Network (JAN) is the leading source of free, expert, and confidential guidance on job accommodations and disability employment issues. Serving customers across the United States and around the world for more than 35 years, JAN provides free one-on-one practical guidance and technical assistance on job accommodation solutions, Title I of the Americans with Disabilities Act (ADA) and related legislation, and self-employment and entrepreneurship options for people with disabilities. JAN provides individualized consultation to assist:
Employers and their representatives seeking guidance on practical ways to engage in the interactive process, provide job accommodation solutions, and comply with Title I of the ADA;
Individuals with medical conditions and disabilities seeking information about job accommodation solutions, employment rights under the ADA, and self-employment and entrepreneurship opportunities; and
Family members and rehabilitation, medical, educational, and other professionals in their effort to support successful employment outcomes for individuals with medical conditions and disabilities.”
Children and Adults with ADHD
CHADD provides understanding, education and advocacy, and support for children and adults with ADHD. Their website includes resources such as an information library and fact sheets with infographics as well as information directed specifically towards adults, parents and caregivers, educators, and professionals. There are also trainings available for adults, teachers and parents in which they are able to take courses developed by their peers.
Attention Deficit Disorder Association
“ADDA is a worldwide inclusive community of supportive ADHD adults who make it possible to thrive with ADHD in today’s world. We are building a culture that celebrates ADHD and empowers our members to discover and reach their potential. We support adults with ADHD, provide a welcoming and safe environment, deliver reliable information, encourage innovative approaches and model ADHD best practices.”
Anxiety and Depression Association of America
ADAA focuses on improving quality of life for those with anxiety, depression, OCD, PTSD and co-occurring disorders through education about the disorders. ADAA helps people find treatment, resources, and support. More than 11 million people visit ADAA's website each year - from all across the globe. ADAA promotes scientific innovation and engages a wide network of basic and clinical anxiety and depression researchers and providers encouraging the implementation of new treatments to clinicians. These commitments drive ADAA’s promise to find new treatments and one day prevent and cure these disorders. Our passion is helping people understand the disorders, find treatment, and recover.We make a difference in the lives of people with anxiety disorders and depression. We provide help through the alignment of science, treatment, and education.
College Autism Network (CAN)
The College Autism Network connects research, advocacy, and practice to improve the college experience for autistic students. Their website offers resources for students, families, and higher education professionals, including guides on navigating college life, understanding accommodations, and fostering inclusive campus environments. CAN also provides access to research, training materials, and policy insights to support autistic students in postsecondary education.
Autistic Self Avocacy Network (ASAN)
ASAN is a nonprofit organization run by and for autistic people. It works to empower the autistic community through policy advocacy, education, and leadership development. Their website includes accessible resources on disability rights, navigating systems like education and healthcare, and promoting neurodiversity. ASAN emphasizes self-advocacy and offers materials created by autistic individuals for autistic individuals.
American Foundation for the Blind
“Founded in 1921, the American Foundation for the Blind has spent nearly a century ensuring that individuals who are blind or visually impaired have access to the information, technology, education, and legal resources they need to live independent and productive lives. From their earliest days, they have amplified the voices of people with vision loss, and have been the engine of advancement and opportunity for every person affected by blindness or vision loss.”
National Federation of the Blind
The NFB was founded on November 16th, 1940 to “promote the economic and social welfare of the blind.” The self-advocacy toolkit provides resources for students who are seeking a better working knowledge of accommodations and their legal rights in institutions of higher learning. It offers a foundation that will help blind students advocate for themselves, educate faculty and staff, tackle challenges, and work toward their success in the college setting. This toolkit welcomes feedback and suggestions for additional content.
NDC National Deaf Center on Postsecondary Outcomes
The NDC began in 2017 and is a technical assistance and dissemination center under the US Department of Education. Their website provides information to better understand the needs and accommodations necessary for Deaf/Hard of Hearing students to succeed in the university setting. Real-world examples and references to laws and regulations allow for a better working knowledge of what is important for Deaf/Hard of Hearing individuals to have equal opportunity and access in postsecondary institutions.
Visit the National Deaf Center website
National Association of the Deaf
“Established in 1880 the NAD is a non-profit civil rights organization of, by and for Deaf/Hard of Hearing individuals in the U.S. The advocacy scope of the NAD touches on areas of early intervention, education, employment, health care, technology, telecommunications, youth leadership, and more. On the international front, the NAD represents the United States of America to the World Federation of the Deaf (WFD), an international human rights organization. Individual and organizational membership makes it possible for the NAD to ensure that the collective interests of the American deaf and hard of hearing community are seen and represented among our nation’s policy makers and opinion leaders at the federal level.”
Association of Medical Professionals with Hearing Losses
“The Association of Medical Professionals with Hearing Losses is a 501(c)(3) non-profit organization that serves thousands of Deaf and Hard-of-Hearing healthcare professionals and students worldwide. Since 2000, they have connected deaf and hard of hearing healthcare professionals around the world and provided support in the form of advocacy and mentorship.” This website also provides specific information about clear face masks and amplified stethoscopes."
Massachusetts College of Pharmacy & Health Science
“To provide effective and clear communication between medical staff, a number of tools are available to assist medical professionals with providing effective communication strategies with folks that have a hearing loss. This guide also offers medical professionals information to understand Deaf culture and identify resources.”
Learning Disabilities Association of America
“LDA visualizes a world in which learning disabilities are universally understood, so all individuals are accepted, supported, and empowered to live a self-determined life. LDA’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education, and advocacy. LDA promotes prevention, fosters research in best practices, encourages identification, supports intervention, and protects rights.”
Learning Disabilities Resources Foundation
LD Resources Foundation, Inc. is a non-profit organization founded in 2001 (under IRS section 501(c)) that helps find solutions to those who are affected by specific learning disabilities, Dyslexia and ADHD. We provide resources to these adults, teenagers and children, as well as their parents and educators, with a special focus on the needs of low-income households. Our mission is to inform, inspire and empower individuals with learning disabilities, Dyslexia and Attention Deficit Hyperactivity Disorder (ADHD) by providing access to invaluable resources and tools designed to help them overcome barriers and positively impact their daily literacy journey.
Visit the Learning Disabilities Resources Foundation website