Student with disabilities guide: Preparing for Off-Campus Activities and Trips

Student with disabilities guide: Preparing for off-campus activities

Know Your Rights

• You have the right to access, safety, and inclusion on campus and off.
• Accommodations apply to educational activities, regardless of location.
• Disability and inclusion offices can support your participation in planning.

Communicate Early

• Notify Accessibility Services and the program office of any needed accommodations well in advance.

Here's a list of reasonable accommodations and supports students can request, depending on their disability-related needs and the nature of the activity:

Travel and transportation accommodations

• Accessible transportation (e.g., wheelchair, low-step bus)
• Seating near the front of the bus (e.g., for motion sickness, anxiety, ADHD)
• Permission to use personal or alternative transportation if needed

Activity and environment modifications

• Alternative participation methods for physically demanding or inaccessible activities
• (e.g., if a student cannot hike, they could observe or collect data from a nearby accessible area)
• Modifications to fieldwork or group assignments when necessary (e.g., individual assignment - task options, extended time)
• Access to a quiet space or a sensory-friendly environment
• Adjusted pacing or rest breaks during physically intensive activities

Accessible materials and communication

• Course materials in alternative formats (large print, Braille, digital, screen-reader compatible)
• Access to lecture transcripts, audio recordings, or captioned videos during tours or presentations
• Sign language interpreter or CART (live captioning)
• Use of assistive technology devices (speech-to-text, audio note-takers, screen magnifiers)

Health and medical needs support

• Time and space to take medication or manage health needs privately
• Access to a refrigerator or cool storage for meds like insulin
• Ability to bring food/snacks, water, or medical devices (e.g., blood sugar monitor)
• Plans for allergy safety (e.g., EpiPen use, allergy-free meal options, food label transparency)

Mental health, cognitive, and neurodivergence supports

• Flexible start/end times for activities to reduce fatigue or anxiety
• Advance notice of schedule, location changes, or expectations
• Alternative formats for processing activities (e.g., journal instead of verbal reflection)
• Emotional support animal access (with documentation and permissions)
• Option to opt out of emotionally triggering or overstimulating environments

Support from staff or peers

• Approval to bring an assistant if needed (for navigation, task support, or medical safety)
• Coordination with faculty to ensure they understand and implement off-campus accommodations
• Advocacy in communicating needs to the field site partners or trip leaders

Emergency planning

• Individualized emergency evacuation plan (e.g., for mobility or sensory support)
• Clear instructions for handling medical episodes, panic attacks, or flares
• Access to trip leaders trained in using EpiPens or assisting in emergencies.
• Advance opportunity to visit or learn about the site for orientation (photos, layout, sensory preview)

How to request this support:

1. Start early: Notify the Accessibility Services and the program office as soon as you know about the off-campus activity.
2. Be specific: Share details about the activity, duration, transportation, and what supports you need.
3. Request an update of your accommodation letter, or request a new one specific to this event.
4. Work collaboratively with your instructor, program office and the Accessibility Services.

Plan for medical and health needs

• If you're comfortable, let the trip leaders know about allergies, medical conditions, or emergency plans.
• If you have severe allergies, carry your EpiPen or antihistamines, and inform a leader or buddy how to help if needed.
• Bring:
• Personal medications (with extras if delays are possible)
• Medical ID bracelet or card
• Emergency contact information
• Ensure medication is stored safely and legally (e.g., inhalers, insulin, controlled medications).
• Ask:
• Is there access to refrigeration (if needed)?
• Are there first aid or emergency services nearby?

Make a personal checklist

Pack or plan for:

• Medications (daily + emergency)
• Backup transportation or exit plan
• Sensory tools (headphones, sunglasses, stim toys)
• Hydration/snacks if you have dietary needs or blood sugar issues
• Emergency instructions card (optional)
• A family or friend who knows your needs (if you want)

Ask about safety plans

• Will staff know how to assist in an emergency?
• Are they trained in EpiPen use or basic first aid?
• Where is the nearest hospital or emergency facility?

Advocate for yourself

• If something becomes physically or emotionally difficult, speak up when you can.
• Request:
• A break
• A change in activity
• A check-in or private space
• If you're not comfortable speaking up in the moment, let a friend or instructor know in advance what signs to look for and how to support you.

Build support

• Let someone you trust know your emergency needs.
• Use a support card or write a short note with:
• What's happening (e.g., "I'm having a panic attack.”)
• What helps (e.g., "Give me space and let me breathe.”)
• What not to do (e.g., "Don't touch me without asking.”)

Prioritize well-being

• Check in with your body and energy levels.
• Eat, hydrate, rest, and use coping tools regularly—not just when needed.
• Give yourself permission to opt out of activities if they jeopardize your health or well-being.

Debrief and reflect

• After the activity, share feedback with your instructor, Accessibility Services, or program office.
• Your voice helps improve access and inclusion for future students.