The DRC engages in an interactive process with students to review documentation, identify barriers, and determine reasonable accommodations or disability-related resources, as appropriate. The DRC issues official faculty notification letters and provides consultation to faculty regarding accommodation implementation and access concerns.
Faculty should refer students requesting disability-related accommodations to the DRC.
Faculty are responsible for:
- Implementing the accommodations listed in official faculty notification letters
- Maintaining confidentiality of disability-related information
- Communicating with students regarding accommodation logistics
- Contacting the DRC if questions or concerns arise
Faculty are not responsible for reviewing documentation or determining accommodation eligibility.
No. Faculty are expected to implement accommodations only after receiving an official letter of notification from the DRC. Informal adjustments are at the instructor’s discretion but are not required.
No. Accommodations are not retroactive and apply from the date the faculty notification letter is issued forward. Faculty are not required to modify grades, deadlines, or assessments that occurred before notification.
Students may register with the DRC at any point in the semester. Approved accommodations apply going forward and are not retroactive. Faculty should implement accommodations upon receipt of notification.
Accommodation requests submitted shortly before an exam may not be processed in time due to system and coordination requirements. Faculty should refer the student to the DRC. There is no guarantee that accommodations can be implemented for last-minute requests.
Approved testing accommodations are listed in the faculty notification letter. Faculty should follow the outlined procedures or coordinate with the DRC if logistics are unclear.
No. Extended time is a common accommodation intended to address disability-related barriers, not to provide an advantage. It allows students to demonstrate their knowledge without the impact of disability-related limitations.
If speed is an essential learning outcome, faculty should contact the DRC to discuss the concern. The university has an established process to review whether an accommodation would fundamentally alter an essential course requirement. Faculty should not deny accommodations independently.
No. Changing the exam format solely to avoid implementing an approved accommodation is not appropriate. If there are concerns about assessment design, contact the DRC for consultation.
Only if this is listed as an approved accommodation in the faculty notification letter. Faculty are not required to create new materials unless specified, though sharing materials may support inclusive instruction.
If lecture recording is an approved accommodation, it should be permitted. Faculty may contact the DRC to discuss concerns related to intellectual property, class discussion, or implementation strategies.
Accommodations apply to the individual student and may involve adjustments to participation, roles, or timelines. Faculty should contact the DRC to discuss how accommodations can be implemented while maintaining course objectives.
Some assignments may present access barriers due to their format or design, particularly when they rely heavily on visual, auditory, or sensory elements (such as images, charts, maps, or visual demonstrations).
When this occurs, the DRC will facilitate a collaborative discussion with the student and the instructor to explore accessible options that preserve the assignment’s essential learning objectives. Faculty should not independently determine alternate formats without consulting the DRC.
Faculty are responsible for ensuring that instructional videos used in their courses are accessible. Under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, universities must provide effective communication, which includes captions for video content.
The DRC can provide guidance and coordination when captions are needed to support disability-related access, and eLearning can support captioning workflows and accessible course design within the learning management system. Accessibility should be considered proactively when selecting or creating video content.
Course materials should be provided in accessible formats whenever possible. If documents require OCR processing or remediation, faculty may receive support.
The DRC can assist with identifying disability-related access needs, and eLearning can assist with OCR processing, document remediation, and course accessibility within the learning management system. Faculty are encouraged to select materials early to allow sufficient time for accessibility review and conversion.
If a required platform or tool presents accessibility concerns, contact the DRC as soon as possible. The DRC can help assess barriers and work with eLearning and other campus partners to explore solutions.
No. Students are not required to disclose the nature of their disability. Faculty should focus on implementing approved accommodations rather than seeking disability-related details.
If a student discloses disability-related information, it should be treated as confidential. Faculty should not share this information and should refer the student to the DRC for official support.
Failure to implement approved accommodations may raise compliance concerns under federal and state disability law. Faculty with questions or concerns should contact the DRC promptly for assistance.
Reasonableness is determined through the interactive process conducted by the DRC, in consultation with academic leadership when necessary. Faculty should not independently deny or modify accommodations.
Yes. The DRC can consult with faculty on Universal Design and accessible course design strategies. eLearning can support technical implementation, accessibility tools, and LMS design to ensure long-term accessibility.
eLearning provides technical and instructional support related to accessible course design, including:
- OCR processing and document remediation
- Accessible Blackboard course structure
- Captioning workflows for instructional media
- Accessibility tools within the learning management system
Faculty may collaborate with eLearning for technical accessibility support and with the DRC for disability-related accommodation consultation.