Accommodations are changes to how something is done, whether at work, in school, or during a hiring process, that give a person with a disability an equal opportunity to participate. They don’t lower expectations or remove core responsibilities. Instead, they remove barriers so someone can do the same work or learn the same material as everyone else. The concept shows up most often in two areas of life: the workplace (governed by the Americans with Disabilities Act) and education (governed by federal laws like IDEA and Section 504).
Workplace Accommodations Under the ADA
The Americans with Disabilities Act requires employers to provide reasonable accommodations to qualified employees and job applicants with disabilities. The EEOC defines a reasonable accommodation as any change in the work environment or in the way things are customarily done that enables a person with a disability to enjoy equal employment opportunities.
That broad definition covers three specific situations:
- The application process. Changes that let a qualified applicant with a disability compete for a job, like providing application materials in an accessible format or allowing extra time on a pre-employment test.
- Performing the job. Adjustments to the work environment, schedule, or tools that let someone carry out the essential functions of their role. Examples include ergonomic equipment, screen-reading software, a modified work schedule, permission to work remotely, reassignment of non-essential tasks, or a quieter workspace.
- Benefits and privileges of employment. Changes that let an employee with a disability access the same perks as coworkers, such as accessible break rooms, parking, or training facilities.
The key word is “reasonable.” An employer does not have to provide an accommodation that would create an undue hardship, meaning significant difficulty or expense relative to the employer’s size and resources. That test considers the cost of the accommodation, the employer’s overall financial resources, the number of employees, and the impact on operations. A large corporation would have a much harder time claiming undue hardship than a five-person startup for the same request.
How to Request a Workplace Accommodation
You don’t need to use any magic words. A request can be verbal or written, and it can come from you or someone acting on your behalf (a family member, doctor, or representative). All you need to communicate is that you need some kind of change at work because of a medical condition or disability.
Once you make the request, your employer is supposed to engage in what’s called the “interactive process.” This is a back-and-forth conversation where you and your employer share information about your limitations, discuss possible solutions, and agree on an accommodation that works. If your specific limitation isn’t obvious, or if there are several possible accommodations to choose from, the employer should talk with you to figure out the best fit.
Your employer can ask for medical documentation, but only when the disability or the need for accommodation isn’t already obvious or known. When documentation is requested, the employer can ask for information about the nature, severity, and expected duration of your condition, which activities it limits, and why the specific accommodation you’re requesting would help you do your job. They cannot demand your full medical records or information unrelated to the accommodation.
Accommodations in Education
In schools, accommodations change how a student accesses instruction and tests without changing what the student is expected to learn. A student who gets extended time on an exam, for instance, is still answering the same questions at the same difficulty level. A student who listens to an audio version of a textbook is still responsible for the same material. The learning expectations stay the same.
This is different from a modification, which lowers the expectations themselves. A modification might mean a student answers fewer questions on a test, reads a simplified version of a text, or is graded on different standards than classmates. Accommodations provide equal access. Modifications change the bar.
504 Plans
A 504 plan falls under Section 504 of the Rehabilitation Act. A student qualifies if they have a physical or mental impairment that substantially limits one or more major life activities, including learning, reading, concentrating, seeing, hearing, breathing, or walking. The plan provides accommodations and supports so the student can access both academic and extracurricular activities on the same footing as peers. Common examples include preferential seating, extended test time, printed copies of lecture notes, or breaks during long assignments.
504 plans are generally simpler and broader in eligibility. A student with ADHD, anxiety, diabetes, or a chronic health condition might qualify for a 504 plan even if they don’t need specialized instruction.
Individualized Education Programs (IEPs)
An IEP is a more intensive plan under the Individuals with Disabilities Education Improvement Act (IDEA). To qualify, a student must have one of 13 specific disability categories defined in the law (such as autism, specific learning disability, speech or language impairment, emotional disturbance, or intellectual disability) and must need specially designed instruction as a result.
IEPs go beyond accommodations. They can include accommodations and modifications, specially designed instruction tailored to the student’s needs, related services like speech therapy or occupational therapy, measurable learning goals, and a plan for tracking progress. An IEP is a legally binding document developed by a team that includes parents, teachers, and specialists. Because it can change both how and what a student learns, it’s the more comprehensive of the two plans.
Common Accommodation Examples
Accommodations look different depending on the setting and the person’s needs, but they tend to fall into a few categories:
- Physical or environmental changes. Adjustable desks, wheelchair-accessible workstations, noise-canceling headphones, modified lighting, or relocation to a quieter area.
- Technology and tools. Screen readers, speech-to-text software, magnification devices, captioning services, or alternative keyboard setups.
- Schedule and timing adjustments. Flexible start times, extended deadlines, additional breaks, part-time schedules, or extended time on exams.
- Policy and procedure changes. Permission to work remotely, a modified attendance policy, permission to bring a service animal, or restructuring non-essential job duties.
- Communication and format changes. Materials in large print, Braille, or audio format. Sign language interpreters. Written instructions instead of verbal ones.
The right accommodation depends entirely on the individual’s specific barrier. Two people with the same diagnosis might need completely different accommodations, which is why the interactive process (at work) or the evaluation process (at school) focuses on functional limitations rather than diagnostic labels.
Who Pays for Accommodations
In the workplace, the employer covers the cost. Many accommodations cost nothing at all, such as schedule changes, task reassignment, or moving a desk. When there is a cost, it’s evaluated against the employer’s resources to determine whether it qualifies as an undue hardship. The Job Accommodation Network, a service of the U.S. Department of Labor, provides free guidance to employers and employees on practical accommodation solutions.
In public schools, the school district is responsible for providing and funding accommodations outlined in a student’s 504 plan or IEP. Parents do not pay for these services. In colleges and universities, the institution provides accommodations, though the process shifts: students must self-identify, register with the school’s disability services office, and provide documentation of their condition.