Previously approved accommodations do not automatically transfer to the University of Arizona but previous 504 Plans or IEPs can be helpful documentation during the interactive process. Please complete the DRC Affiliation Form to explore reasonable accommodations.
The process to determine if an accommodation request is reasonable. Requests may be explored with students via documentation review, individual meetings, and/or collaboration with university stakeholders.
- You are in control of your academic information and disability-related requests. Parents can only be involved, and receive information, with your written consent – however, we will always communicate with the student directly as the main point of contact.
- The Family Education and Privacy Act (FERPA) ensures confidentiality for all students. Students may choose to have other individuals present by completing the Family Education and Privacy Act (FERPA) Release Form and submitting it to the Office of the Registrar.
Your instructor will view which accommodations you have requested in their course, but they will not be able to access your private medical information or diagnosis.
As of 2018, the Disability Cultural Center (located within the DRC) has provided programming for students, discussion groups, peer mentoring, and student work opportunities. To learn more about the DCC, please visit their website.
Additional campus resources that may be beneficial for students:
- If you are experiencing long-term COVID-19 symptoms that impact your access, please complete the DRC Affiliation Form to explore reasonable accommodations.
- The DRC does not explore accommodations for acute illnesses, including COVID-19. Please follow the course policies outlined in the syllabus and inform your instructor.
- You may need to contact the Dean of Student’s Office, especially if you have missed a significant number of classes or assignments due to COVID-19.
You can affiliate with the DRC at any time, however, DRC does not explore accommodations retroactively. The earlier you reach out, the sooner we can explore reasonable accommodations.
Accommodations are flexible and can be explored at any time. If your accommodations are not effective or you’re experiencing new barriers, please contact your Access Consultant to explore possible changes.
If you have already attempted working with your instructor but have been unsuccessful, please contact your Access Consultant as soon as possible. They will be able to contact your instructor to ensure your accommodations are in place.
Frequently Used DRC Terminology
- Disability: The ADA defines a person with a disability as a person who has a physical or mental impairment that substantially limits one or more major life activity.
- Reasonable accommodation: A request that reduces or removes the impact of a disability to provide equal access to the learning environment. A request may not be reasonable if it fundamentally alters the course or program standard.
- Fundamental Alteration: An accommodation request that interferes with the core learning objectives which results in the request not being reasonable.
- Barriers to access: Conditions or obstacles that prevent students with disabilities from using or accessing knowledge and resources as effectively as students without disabilities.
- Access: Students have the opportunity to fully participate in the university experience.
- Explore: The process to determine if an accommodation request is reasonable. Requests may be explored with students and university stakeholders.
- Affiliation: A formalized request for accommodations with the DRC.
- Universal Design: Experiences designed to be accessible and inclusive for all without the need for individual accommodations.
- Physical Access: Physical spaces that provide flexibility and ease of use.
- Communication Access: Access to auditory information through captioning, ASL Interpreting and/or assistive listening devices.
- Assistive Technology: Software to assist with accessing course materials, such as text-to-speech, notetaking apps, or screen-readers.
- Text-to-speech: Electronic copy of text to use with assistive technology to read electronic text aloud.
- Dictation: Voice recognition software to type.
- Word Processor: Computer word processor to type.
- Screen-reader: Assistive technology to provide access to written materials for blind users.
- Accessible reading materials: Reading material provided in a modifiable, electronic format.
- Captioning: Audio materials (i.e.., recorded lectures, videos, podcasts) that are professionally captioned, either live or recorded.