Testing Accommodation Request
Requests for an Exam/Quiz should be made a week in advance and Final Exams should be requested at least 2 weeks prior to finals week.
- Access your A.S. Connect platform by logging in above and choosing the Alternative Testing option, found in the left column.
- Select Class in the drop down options and Schedule an Exam.
- Exams are any timed assessment between week one and week 16 that are not considered a quiz or final test.
- Select Date to test. This should correspond with the class schedule.
- Select Time to Start test.
- Choose all eligible accommodations you're requesting.
- Add Exam Request
You will be able to review your exam requests and be notified when they are approved. It is recommended that you enter all known test dates, even if the professor has not entered their information into the system yet. It's best to enter the dates early and adjust if needed. If your test request is submitted late, you might not be able to test in Ability Services. Contact us with any questions.
Note Taking Accommodation
- Glean (Sonocent) Note-Taking Software - Recording software. The student will receive sign-on information with accommodation approval. Contact us with questions.
- Classmate Note Taker Request - one form for each class; Folder number is last 4 digits of your W number. (mouse over and click on form to download). Please do not turn this request into the professor until you've experienced the structure of the class. Some instructors provide students with sufficient information through PowerPoints and supplemental course material that a note taker may not be necessary.
- A link will be shared with the student once notes are submitted by the recruited note taker. Please notify the office if there are any concerns regarding the information you've received.
Alternative Text Accommodation (e-book/audio book)
- Request Form - Student completes this information and supplies it to Ability Services prior to the start of each term. Fulfillment can take 4+ weeks in some instances. Textbook Services can assist with titles assigned to your undergraduate course, or could use the lists found at this UWRF textbook link, current textbooks. For graduate level courses, please consider purchasing your book titles in electronic format whenever possible.
- Open the Request Form, linked in the above copy.
- Fill out the required boxes: Course, Title and ISBN are extremely important elements.
- OK to submit more than one page if needed.
- Email completed forms to firstname.lastname@example.org.
Disability is Diversity
Disability is part of diversity. We want students to recognize that disability should be celebrated and accepted. Take the time to learn more about disability culture and the empowered voices and perspectives of disabled activists, media makers, advocates, educators, etc., check out our new “Disability Culture Resource Guide.” The resource includes a collection of blogs, podcasts, websites, and recommended book reads for students to connect with and learn more about disability culture, getting connected to the disability community, and disability identity. We encourage students to learn more about the concept of Disability Identity Development. Our Disability Culture Resource Guide offers some great insight and introductions to learning more about disability identity development.
Disability Culture Resource Guide
Person-First VS. Identity-First Language
There are two prevalent ways that we identify with disability in language: person-first and identity-first. Both options have implications for how we think about disability.
Person-first language distances the person from the disability, ostensibly to separate the person from the negative connotations and stigma with which we have all been socialized. As professionals, many of us have been taught that person-first language is preferable, and some disabled individuals choose to identify as a person first, based on their personal orientation to disability. Example: I am a woman with a disability. I am separate from the stereotypes and stigma you associate with disability.
Identity-first language challenges negative connotations by claiming disability directly. Identity-first language references the variety that exists in how our bodies and brains work with a myriad of conditions that exist, and the role of inaccessible or oppressive systems, structures, or environments in making someone disabled. Example: I am disabled, queer, and Latinx. I have an impairment, and I am disabled by societal barriers.
These language choices underscore the differences between impairment and disability. “Impairment” is the term used by disability studies scholars to refer to a physiological difference in one’s body or brain. Disability is a lived experience with far-reaching political, social, and economic implications.