Accommodated Testing Center

The Accommodated Testing Center (ATC) is a resource available to students who are approved for testing accommodations by Student Accessibility Services. 

Make a reservation online


  • Covid-19 Update

    The ATC will be open to students who are taking an exam being offered in a face-to-face class. New procedures and policies include:

    • Limit capacity
    • Students will need to wear masks while inside the TLC and ATC.
    • The ATC will have fixed appointment times for students to allow for cleaning after each exam.
    • Reservations will need to be made at least 3 working days in advance (not including weekends) and may require adjustments if appointment times are booked.
    • Check in will occur at the front desk of the TLC. Please only bring items you need for the exam and leave all personal belongings in your car or dorm room. Lockers will be available in a limited capacity.
    • Exams and materials will be placed in your assigned testing spot and completed exams will be turned in in the ATC office.
    • Exams will be scanned and emailed to professors.


Student Process and Agreement

Students may schedule an exam in the ATC once they have met the following criteria:

  • They have registered for services with the SAS office and have been approved for a testing accommodation
  • They have reviewed the policies for using the ATC
    • Accommodated exams should be scheduled on the same day as the class exam
    • Students should make reservations at least 48 business hours (2 working days/not weekends) before the intended exams (and can be done as soon as the syllabus is received)
    • Students should arrive to their exam at least 10 minutes before exam time to check and stow items
    • All personal items must be stored in the ATC lockers – no phones or smart watches are allowed in the testing room
    • Students need to use the facilities prior to beginning their exam
    • Food is not allowed unless a medical reason requires it
  • They have met with their professors to discuss their accommodation and have received their professor’s approval for exam registration (date and time)
Information for Faculty
  1. After reviewing the accommodation letter, meet with student to discuss accommodation and testing arrangements. Professors may choose to offer accommodated testing arrangements on their own.
  2. Once a student schedules an exam, the professor will receive an email with testing details. Please review the date and time and fill out the Faculty Testing Instruction form. This tells us how much time students are allowed, materials, contact information should the student have any questions, and method of delivery.
  3. Submit an exam at least 24 hours prior to scheduled exam time in person (TLC 308Q) or via email (
  4. Exams may be picked up during open hours (8:00 am to 5:00 pm, Mon-Fri), can be scanned (the fastest method), or delivered by the end of the week.

SAS Link Instructor Portal

For Faculty and Instructional Staff

Student Accessibility Services provides a central hub for instructors to view and take action on a variety of accommodation-related matters. The SAS Link Instructor Portal provides 24/7 access to tools and information helpful for administering accommodations in your courses.

With a TU login, faculty and instructional staff can use SAS Link to:

  • see and read each student’s accommodation letter
  • complete the testing agreement for the student to use the Accommodated Testing Center
  • see all exams that students have requested to take in the ATC
  • see a list of all textbooks that are being converted into accessible versions
  • see the interpreters who are assigned if a student has requested sign language interpreting
  • see the assigned notetaker for provision of Notetaking Services
  • see the notes that have been uploaded from the notetaker





Transitioning to Trinity

For Parents and Families

What to Expect

As students move from high school to college, we recognize that this is a defining transition for parents and guardians as well.

How to Support Your Trinity Student
  • Allow your student to take the lead. Encourage your student to ask questions, seek guidance, and know that you are available as a support.
  • Discuss the importance of self-advocacy and encourage a proactive attitude.
  • Remind your student of available resources on campus.
  • Congratulate your student on successes and support them through challenges.

As you navigate your changing role from advocate to support, we encourage you to reach out with questions and explore this Open Letter to Parents of Students With Disabilities About to Enter College from Jane Jarrow, Ph.D. Jarrow is a consultant for disability services offices across the country and her open letter may provide additional insight into the transition to higher education.

Your active support is an important part of the successful transition to Trinity. Welcome to the Trinity community, we look forward to partnering with you!

Local Referrals

If you are transitioning to Trinity from another area and are in need of a local licensed professional, contact us at or start with these recommended professionals:

On-Campus Resources

We can all use a little guidance sometimes.

Health Services

Medical Care

Counseling Services

Mental Health Challenges


Holistic Health and Wellness

Academic Coaching

Keeping track of assignments, productivity, or organization.

Writing Center

The Writing Process

QRS Center

Mathematics and statistics related coursework

Career Services

Professional life after Trinity

Diversity and Inclusion

Finding where I belong on campus




Students with disabilities may be eligible for a wide variety of scholarship opportunities:

  • General Scholarships
  • Blind / Visual Impairments
  • Deaf and Hearing Impaired
  • Health Impairments
  • Learning Disabilities
  • Mental Health
  • Physical Impairments

Download Scholarship Guide



Internships and Employment Opportunities


Workforce Recruitment Program

The Workforce Recruitment Program is a recruitment and referral program that connects public and private sector employers nationwide to college students and recent graduates with disabilities.The program is a good way to gain valuable skills and experience.

American Association of People with Disabilities

Each year, the American Association of People with Disabilities (AAPD) hosts two Summer Internship Programs for College Students with Disabilities in Washington, D.C., providing paid travel to and from D.C. paid fully-accessible housing, and living stipends. 

Emerging Leaders

Emerging Leaders is a competitive program that places undergraduate and graduate students with disabilities in fulfilling summer internships and provides them with leadership development opportunities. 


EntryPoint! is a program of the American Association for the Advancement of Science (AAAS) offering outstanding internship opportunities for students with apparent and non-apparent disabilities in science, engineering, mathematics, computer science, and some fields of business.



It is important to realize that there are differences to the accommodation process between college and employment. Should you disclose to an employer that you have a disability? If so, when should you disclose? Who should you contact if you need an accommodation?



Study Abroad

Other countries and cultures may view disabilities differently than we do in the United States. The Americans with Disabilities Act (ADA), the law that protects you here in the U.S., is not recognized in other countries. You should notify SAS of your intent to study abroad one month before you intend to travel to discuss any disability-related questions and make arrangements for possible accommodations.

Guiding questions when considering studying abroad as a student with disabilities

The following are key questions you should ask yourself before traveling:

The Country's Culture:

  • What do you know about the country and its culture?
  • What campus or community offices are available and how receptive are they to working with U.S. students with disabilities?
  • What is the on-site staff's sense of overall cultural attitudes about people with disabilities?
  • Are some disabilities recognized while others are not?
  • What disability laws (if any) does the country have? (English-speaking countries are more likely to have disability laws similar to the ADA).
  • Is the program affiliated with Trinity?
  • What is the physical layout of the school's campus (urban/rural, large/small, etc.)?
  • How far must students travel between classrooms, housing, food services, and the library?
  • What type of housing is provided or available? Will it meet your needs?
  • What means of transportation are available? Will you be able to access and utilize it?
  • Will you be able to access everything you need or want (grocery stores, entertainment, etc.)?

Programmatic Access:

  • How will your disability impact you while you are abroad?
  • Will you need accommodations?
  • Will you need your documentation to request the accommodations?
  • What academic accommodations might be provided (e.g., extra time for tests, notetakers, using a laptop in class, flexible attendance policy, etc.)?
  • Are there any types of assistive technology (e.g., screen-reading software, tape recorders, assistive listening devices, etc.) that can be provided to students in the program?

Health Care and Medication:

  • What types of healthcare facilities are available for students?
  • Are services available in English?
  • Could your condition be significantly impacted by changes to the country's temperature or weather?
  • Could you access psychological counseling if needed?
  • Do you have any dietary restrictions you need to consider?
  • Will you need medication while you are abroad?
  • Will your medication be allowed into the country?
  • Will your insurance company provide you with enough medication to last the entire time you are there?
  • Will you need to pay for all of your medication at once, or are there other payment options?

Physical Accessibility:

  • Are classrooms, housing, food services and the library wheelchair accessible?
  • Could classes be relocated to the ground floor if necessary?
  • Are there accessible entrances, doorways, and bathrooms in key areas?
  • Are there gradually sloping ramps for wheelchair users to circumvent steps and uneven ground?



Creating Inclusive Environments

For Faculty and Staff

Universal Design

Universal Design is the process of creating an environment so that it can be accessed, understood, and used to the greatest extent possible by all individuals regardless of ability. By implementing a Universal Design approach, the need for adaptation and specialized design is minimized. 

Consider applying Universal Design concepts in the classroom and campus events.

Syllabus Statement

Trinity is committed to providing equal access and support to all qualified students through the provision of reasonable accommodations so that each student may fully participate in the Trinity experience. If you have a disability or suspect that you may have a disability that may require reasonable accommodations, it is the policy of the University for students with disabilities to register with Student Accessibility Services (SAS). Please contact the SAS office at or 210-999-8528 to make an appointment with an SAS representative to determine reasonable accommodations. Once registered wtih SAS, the office will provide the student with an accommodation letter. Faculty are not obligated to implement accommodations prior to receiving documentation from SAS. Students are expected to meet with faculty as soon as possible to discuss how accommodations will be implemented in the classroom. All discussions will remain confidential. Please be aware that accommodations cannot be enacted retroactively, making timeliness a critical aspect for their provision.