I am not a lawyer and do not give out legal advice. Law compels me to disclose that. Having said that I think it's fine to casually chat
about the law, which is not giving advice.
The internet being what it is I'm going to return to explicitly cover the self-identification to university. From here on I'm going to assume that the student has disclosed to Student Disability Services, 504 Coordinator on campus, Disability Office, whatever the office is called on that campus, your daughter has been recognized officially by the university as a student with a disability. Not just for housing, but in whatever manner a barrier to access will require an accommodation. This could mean private, separate proctoring, preservation of academic record if she experiences allergy-related medical issues that interfere with testing or completion of work (like group project who refuse to accommodate). Such that the office will communicate with professors or other instructors that the student has a documented disability as they would for other students with documented disabilities that need accommodations in class, such as a service dog or designated note taker*, etc.
*real life examples from my husband's class last year. The office provided written communication for him to expect a student who needed those accommodations in the classroom.
Do I have to inform a postsecondary school that I have a disability?
No. But 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.
If I want an academic adjustment, what must I do?
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 to 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 those procedures. In their publications providing general information, postsecondary schools usually include information on the procedures and contacts for requesting an academic adjustment. Such publications include recruitment materials, catalogs, and student handbooks, and are often available on school websites. Many schools also have staff whose purpose is to assist students with disabilities. If you are unable to locate the procedures, ask a school official, such as an admissions officer or counselor.
Do I have to prove that I have a disability to obtain an academic adjustment?
Generally, yes. Your school will probably require you to provide documentation showing that you have a current disability and need an academic adjustment.
What documentation should I provide?
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, as well as supporting information, such as the date of the diagnosis, how that diagnosis was reached, and the credentials of the diagnosing professional; information on how your disability affects a major life activity; and information on 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.
An individualized education program (IEP) or Section 504 plan, if you have one, may help identify services that have been effective for you. This is generally not sufficient documentation, however, because of the differences between postsecondary education and high school education. What you need to meet the new demands of postsecondary education may be different from what worked for you in high school. Also, in some cases, the nature of a disability may change.
If the documentation that you have does not meet the postsecondary school’s requirements, a school official should 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.
There's good/bad news regarding postsecondary: there's no FAPE. The standards become
reasonable as they are in employment but the jurisdiction for enforcement can come under the Department of Justice Disability Rights Section Civil Rights Division as well as the Department of Education's Office of Civil Rights.
Under the current circumstances you describe I suspect an investigation by DOJ or OCR would show that the university did make reasonable modifications because they did a few things correctly. The university did take action, promptly, and the way in which they described they could not take a specific course of action, i.e., enforcing other students to refrain from eating the allergen as a condition of housing, I suspect DOJ would agree especially with the medical housing as a solution. The devil is in the details.
I don't think that means that is the only workable solution the university could employ that would not be an undue burden, especially if they are using a non-standard interpretation of undue burden. It does not mean inconvenient it means costly, nearly impossible to accomplish or imposes something of significance that is demonstrable. But what the university considers an undue burden could merely mean their Student Disability Services is understaffed (not your problem), that they think it's too much work (not really your problem), or just inconvenient (not your problem).
The real crux of the matter most likely is the medical suite
comparable to the quad afforded to students without disability and is it financially comparable, meaning they are not charging you more due to the housing accommodation for the disability? If it's inferior, substandard, does not have any option other than a one-size-fits-all-disabilities, and limits her ability to access the program equal to non-disable peers then the school has not addressed the inequity, or worse they've charged you more for it that inequity is still unaddressed and not excusable by undue burden.
For the time being the medical suite does give her control over her environment and may give her an upper hand to identify who she could befriend, more freedom to choose who to associate with. I see a few no cost strategies in the mean time.
Later your daughter may need to look at EEOC resources as she takes on internships or employment opportunities. For now the scope is establishing a collegiate course.