DRC collaborates proactively with instructors to create classes that are accessible and inclusive for all students. However, even with these changes, accommodations are sometimes still necessary for students to achieve full access to course content.
Accommodations ensure equal access to University employment, educational programs, services, and activities. DRC determines reasonable accommodation by talking with the disabled student and as needed, other campus affiliates. Reasonable accommodations do not guarantee success but do ensure access.
Returning Students
Welcome Back! We’re here to help you get up to speed.
- If your accommodations are established, you can activate them by accessing our "Student Login".
- For step by step instructions on activating accommodations, view our Activating Accommodations Tutorial.
- Contact DRC if an accommodation is not working, or if anything changes that would necessitate another conversation or to explore new accommodations.
New Students Transitioning to College
The transition from high school to college is an exciting time, but it can also bring up questions.
In college, our focus is equal access. Our goal is to ensure disabled students have a similar, if not identical, experience, to their non-disabled counterparts to promote success. The following chart points out the differences between high school and college.
| High School | College |
Student has a 504 Plan or an I.E.P. (Individualized Education Plan). Parent advocates for student and has access to student accommodation records. | Student connects with DRC and is responsible for scheduling a meeting with an Access Consultant to explore reasonable accommodations. Parent does not have access to student accommodation records without the student’s written consent. |
High school accommodations promote academic success. (e.g., reduce course work, lessen the number of questions on an exam, or makeups for a better grade). | College accommodations promote equal access. (e.g. extended time on exams, alternate formats, sign language interpreters, and CART captioning) |
| Modification of curriculum, tests, and grades to help a student succeed (i.e., reduce course work, lessen the number of questions on an exam, or makeups for a better grade). | Reasonable accommodations do not interfere with the core learning objectives of a course. Fundamental alteration: an accommodation request that interferes with the core learning objectives which results in the request not being reasonable. |
| Ensure services in K12 through the I.D.E.A (Individuals with Disabilities Education Act). | Promote access through the ADA (Americans with Disabilities Act) and Section 504 of the Rehabilitation Act. |