FAQs

No. Accommodations are not retroactive.

No. AACE can't change the modality of a course as a way to accommodate a student.

Eligibility for priority registration is determined during the orientation meeting with an AACE coordinator. Appointment times can be verified through PAWS. Contact AACE if there are any problems with priority registration.

AACE outsources interpreting and captioning services through a third party vendor, and it takes time to successfully secure the right interpreter or captioner for a course. AACE strongly encourages students to send their accommodation letter to their instructors through their student portal in AIM soon after they register for class.

AACE outsources interpreting and captioning services through a third party vendor, and it takes time to successfully secure the right interpreter or captioner for an event. AACE strongly encourages requesters to submit their interpreter or captioner request through the link on the AACE website as far in advance as possible.

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It is not a requirement that exams be proctored in AACE. Some instructors may decide to either proctor the exam themselves or have a teacher's assistant proctor the exam. This is acceptable as long as students are receiving their approved accommodations.

Students should schedule a meeting with their instructors as soon as their accommodations are approved to facilitate their testing accommodations. If there are any difficulties, students should contact their AACE coordinator to ask for assistance with communicating their needs with the instructor.

An individual with a disability is defined by the Americans with Disabilities Act (1990 and the Amendments Act of 2008) as “a person who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a record of such an impairment or a person who is perceived by others as having such an impairment.”

Major life activities include: performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating and working.

Major bodily functions include: functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine and reproductive functions.

The University System of Georgia created three Regents Centers for Learning Disorders (RCLD) to help provide services to students with learning disorders, such as learning disabilities, attention-deficit/hyperactivity disorder, acquired brain injury, psychological disorders and related conditions. We provide specialized assessments for these students, serve as a resource in identifying appropriate accommodations to meet their educational needs and conduct research to increase knowledge about these disorders.

AACE does not provide higher-level accommodations (such as grammar/spell check, calculator or word/formula banks) without recommendation from the RCLD. Core math substitutions and foreign language substitutions for students with learning disorders must also be approved through the RCLD.