Frequently Asked Questions from Instructors

Reasonable accommodations provide equal access to course curriculum without fundamentally altering the course objectives or compromising academic integrity. 

This interactive process with the student considers documentation, previous use of accommodations, and/or their current experiences in the classroom. 

Students formally request accommodations through the DRC website.

  • DRC will notify you of a student being affiliated with DRC and requesting accommodations via email. 

  • If a request requires collaboration between the Access Consultant and the instructor, DRC will reach out to explore. 

  • To view a list of students' accommodations, please visit our Instructor Login.  

Students can affiliate with the DRC and request new accommodations at any time so we advise instructors to regularly review student accommodations throughout the semester. 

Accommodations are unique to each student; however, descriptions of commonly requested accommodations can be found at this link: Accommodations and Campus Access 

We recommend that instructors offer flexibility when possible. DRC also offers suggestions to create a more accessible class.  

Any disabled student, student worker, preceptor, and TA are invited to explore accommodation requests.  

Please be mindful that not all disabilities are visible. If you suspect a student has a disability, please refer them to our office - Connect with DRC. Please avoid alluding to the approval of accommodations prior to determination by DRC. If you would like assistance with wording or how to approach the student, please contact disability@arizona.edu.  

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.