The campus will remain closed until 12 noon Thursday, 02/13/25. Students should log into Canvas for specific class information from their instructors. Please contact event organizers for information on specific activities. Normal operations will resume at 12pm on Thursday.

Student Access and Accommodations

» Our Mission

The Lawrence Technological University mission is to provide superior undergraduate, graduate, and lifelong learning for professional achievement and civic excellence.

The University makes reasonable accommodations to permit students with disabilities to fulfill academic requirements and provides effective auxiliary aids to ensure that they are not excluded from programs because of their disabilities.

» How to Register

To register with the Office of Disability Services for academic accommodations, you will need to follow a few simple steps. Schedule an intake meeting with an advisor today.

» Accommodations Available to You

» Forms and Documents

Below are the forms and documentation required for the accommodations students may request at Lawrence Technological University. Forms must be provided by the student and/or a person serving in official capacity for the student. We cannot accept documentation provided by family or other not officially serving on the student’s behalf.

  • Disability Services Student Intake Form – This form asks for basic student information, including but not limited to address, contact information, class standing, and major.
  • Disability Services Verification Form  or other Documentation of Disability – This form must be completed by a medical provider. Other acceptable forms of documentation include: IEP or 504 Plan, Neuropsychological Assessment, and/or letter from a licensed medical professional on official letterhead describing the information requested within the Verification Form. This is not an exhaustive list and the Office of Disability Services may request additional documentation in order to illustrate a connection between the impact of the disability, the described barrier, and the requested accommodation.
  • Authorization to Disclose Information Form – This form provides university staff and faculty with permission to disclose any information pertaining to the student’s academic record, financial aid status, housing record, and financial account.
  • Disability Services Priority Registration Form – This form provides students with priority registration (registration the first day that registration opens). It also notifies certain offices that the student is a student with disabilities (SWD); however, it does not disclose any information about the disability.
  • Disability Housing Accommodation Request Form – This form should be completed if a student is seeking a housing accommodation. A medical provider must complete this form. Completion of this form does not guarantee an accommodation.
  • Meal Plan Accommodation Request Form – This form should be completed if a student is seeking a meal plan accommodation due to a disability-related reason. The Office of Disability Services does not provide exemptions from the meal plan . The Meal Plan Accommodation Request form is to request a meal plan reduction. Completion of this form does not guarantee a reduction.

» Your Rights and Responsibilities

More and more high school students with disabilities are planning to continue their education in postsecondary schools, including vocational and career schools, two- and four- year colleges, and universities. As a student with a disability, you need to be well informed about your rights and responsibilities as well as the responsibilities that postsecondary schools have toward you. Being well informed will help ensure that you have a full opportunity to enjoy the benefits of the postsecondary education experience without confusion or delay.

The following information is provided to you by The Office for Civil Rights (OCR) in the U.S. Department of Education to explain the rights and responsibilities of students with disabilities who are preparing to attend postsecondary schools. Such information explains the obligations of a postsecondary school to provide academic adjustments, including auxiliary aids and services, to ensure that the school does not discriminate on the basis of disability.

OCR enforces Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990 (Title II), which prohibit discrimination on the basis of disability. Practically every school district and postsecondary school in the United States is subject to one or both of these laws, which have similar requirements. Because both school districts and postsecondary schools must comply with these same laws, you and your parents might believe that postsecondary schools and school districts have the same responsibilities. This is not true; the responsibilities of postsecondary schools are significantly different from those of school districts.

Moreover, you will have responsibilities as a postsecondary student that you do not have as a high school student. OCR strongly encourages you to know your responsibilities and those of postsecondary schools under Section 504 and Title II. Doing so will improve your opportunity to succeed as you enter postsecondary education.

Yes. Section 504 and Title II protect elementary, secondary and postsecondary students from discrimination. Nevertheless, several of the requirements that apply through high school are different from the requirements that apply beyond high school. For instance, Section 504 requires a school district to provide a free appropriate public education (FAPE) to each child with a disability in the district’s jurisdiction. Whatever the disability, a school district must identify an individual’s education needs and provide any regular or special education and related aids and services necessary to meet those needs as well as it is meeting the needs of students without disabilities.

Unlike your high school, your postsecondary school is not required to provide FAPE. Rather, your postsecondary school is required to provide appropriate academic adjustments as necessary to ensure that it does not discriminate on the basis of disability. In addition, if your postsecondary school provides housing to nondisabled students, it must provide comparable, convenient and accessible housing to students with disabilities at the same cost.

No. If you meet the essential requirements for admission, a postsecondary school may not deny your admission simply because you have a disability.

No. However, if you want the school to provide an academic adjustment, you must identify yourself as having a disability. Likewise, you should let the school know about your disability if you want to ensure that you are assigned to accessible facilities. In any event, your disclosure of a disability is always voluntary.

The appropriate academic adjustment must be determined based on your disability and individual needs. Academic adjustments include modifications to academic requirements and auxiliary aids and services, for example, arranging for priority registration; providing notetakers, recording devices, sign language interpreters, extended time for testing; and equipping school computers with screen-reading, voice recognition or other adaptive software or hardware.

You must inform the school that you have a disability and need an academic adjustment. Unlike your school district, your postsecondary school is not required to identify you as having a disability or assess your needs. Your postsecondary school may require you to follow reasonable procedures to request an academic adjustment. You are responsible for knowing and following these procedures.

Although you may request an academic adjustment from your postsecondary school at any time, you should request it as early as possible. Some academic adjustments may take more time to provide than others. You should follow your school’s procedures to ensure that your school has enough time to review your request and provide an appropriate academic adjustment.

Generally, yes. Your school probably will require you to provide documentation that shows you have a current disability and need an academic adjustment.

Schools may set reasonable standards for documentation. Some schools require more documentation than others. They may require you to provide documentation prepared by an appropriate professional, such as a medical doctor, psychologist or other qualified diagnostician. The required documentation may include one or more of the following: a diagnosis of your current disability; the date of the diagnosis; how the diagnosis was reached; the credentials of the professional; how your disability affects a major life activity; and how the disability affects your academic performance. The documentation should provide enough information for you and your school to decide what is an appropriate academic adjustment.

If the documentation that you have does not meet the postsecondary school’s requirements, a school official must tell you in a timely manner what additional documentation you need to provide. You may need a new evaluation in order to provide the required documentation.

Neither your high school nor your postsecondary school is required to conduct or pay for a new evaluation to document your disability and need for an academic adjustment. This may mean that you have to pay or find funding to pay an appropriate professional to do it. If you are eligible for services through your state vocational rehabilitation agency, you may qualify for an evaluation at no cost to you.

The school will review your request in light of the essential requirements for the relevant program to help determine an appropriate academic adjustment. It is important to remember that the school is not required to lower or waive essential requirements. If you have requested a specific academic adjustment or an alternative one if the alternative also would be effective. The school may also conduct its own evaluation of your disability and needs at its own expense.

You should expect your school to work with you in an interactive process to identify an appropriate academic adjustment. Unlike the experience you may have had in high school, however, do not expect your postsecondary school to invite your parents to participate in the process or to develop an IEP for you.

Let the school know as soon as you become aware that the results are not what you expected. It may be too late to correct the problem if you wait until the course or activity is completed. You and your school should work together to resolve the problem.

No. Furthermore, it may not charge students with disabilities more for participating in its programs or activities than it charges student who do not have disabilities.

» Contact Us

Phone: 248.204.4100
Email: stuaccess@ltu.edu

Location:
Office of the Dean of Students, Suite C405
A. Alfred Taubman Student Services Center, 4th floor

» Document Viewer

Use Your Cell Phone as a Document Camera in Zoom

  • What you will need to have and do
  • Download the mobile Zoom app (either App Store or Google Play)
  • Have your phone plugged in
  • Set up video stand phone holder

From Computer

Log in and start your Zoom session with participants

From Phone

  • Start the Zoom session on your phone app (suggest setting your phone to “Do not disturb” since your phone screen will be seen in Zoom)
  • Type in the Meeting ID and Join
  • Do not use phone audio option to avoid feedback
  • Select “share content” and “screen” to share your cell phone’s screen in your Zoom session
  • Select “start broadcast” from Zoom app. The home screen of your cell phone is now being shared with your participants.

To use your cell phone as a makeshift document camera

  • Open (swipe to switch apps) and select the camera app on your phone
  • Start in photo mode and aim the camera at whatever materials you would like to share
  • This is where you will have to position what you want to share to get the best view – but you will see ‘how you are doing’ in the main Zoom session.