Students should submit disability documentation to the DRC and schedule an intake meeting with a DRC staff member to register and/or receive academic accommodations.

Please refer to our DRC Disability Documentation Guidelines

Not necessarily.  The goal of accommodations in higher education is to promote equal access and opportunity.  Thus, accommodation decisions are made on a case-by-case basis with reference to specific functional limitations.  A plan will be made for academic accommodations by the student and DRC staff member.

For more information, reference our Transition from High School to College

No.  Students with disabilities are expected to meet the same admissions criteria as all other students.  It is up to the students whether they want to self-identify during the admissions process as having a disability in the personal statement.  Please do not send disability-related documentation to Admissions as it will not automatically be forwarded to the DRC.

Professors are informed of a student's need for accommodations by notifications which are delivered electronically by DRC staff members. Students currently registered with the DRC complete an semester request each semester and the instructors are notified of the student's accommodations.  As noted above, diagnoses and/or specific information about the student's disability are not included.

If you scheduled the exam at least 3 business days in advance, the DRC should have received the request successfully.  If you did not schedule the exam at least 3 days in advance, please contact the DRC immediately to request to take an exam.  Students that do not request exams at least 3 business days in advance cannot be guaranteed a space at the date and time requested.

Accommodations must not fundamentally alter the learning objectives or eliminate essential components of the assignment or assessment. The integrity of the educational standards and core competencies should remain intact while ensuring equitable access. 

• A fundamental alteration occurs when an accommodation changes the essential nature of a course, program, or assessment. This includes: 
  • Removing or bypassing core learning objectives. 
  • Eliminating critical skills or competencies that the assignment is designed to measure. 
  • Modifying the task in a way that compromises the integrity of the educational standards. 
  • Accommodations should facilitate access without diminishing the rigor or essential components of the learning experience. 

• • Substituting a written analysis or project for a physically demanding task. 
  • Allowing the use of assistive technology or modified equipment. 
  • Providing opportunities for observation and reporting rather than direct participation in a specific activities.