UNIVERSITY OF WISCONSIN River Falls

Disability Resource Center

UWRF Students with Approved Accommodations

and those with pending accommodations requesting appointments.

DRC Connect

 
Request Faculty Notification Letters and Alternative Testing Accommodation Through DRC Connect

 

 

Log into DRC Connect with your Falcon ID (w3xxxxxx) and password.

  • Faculty Notification Letters (FNL) should be requested within the first 20 of Fall or Spring term, and within the first week of Winter and Summer terms. (Tutorial Video)
  1. Select your courses and accommodations - choosing to share all eligible accommodations is recommended
  2. Submit your requests to email Faculty Notification Letters. 
  3. Follow up with your professor to verify they've received your letters - it's rare, but sometimes an instructor's computer puts the letters into their junk mail.
  • Alternative Testing accommodation requests to test in the Disability Resource Center (DRC) should be made in a timely fashion. The alternative testing option is located in the left column of your dashboard in DRC Connect.  
    1. Exams/quizzes - Request a minimum of one week before scheduled.
    2. Finals - Request a minimum of two weeks prior to finals week.
    3. It's strongly encouraged to request all known exams as early as possible. If your course syllabus has all assessments pre-scheduled, please enter those dates and times at the beginning of the term.   
    4. Notify professors in a timely manner if extended time accommodations are requested for an online exam, whether it's proctored or not.  They're the only ones who can adjust the time in Canvas. If you arrange an alternative testing location with your instructor, you do not need to notify DRC. 
  • Faculty Notification Letters (FNL) are valid for one term. Each semester, the student requests a new set of letters and meets with individual professors to present and discuss their eligible accommodation(s).
  • Eligible students are not required to meet with a DRC staff each semester. Students should request their FNL early each semester and confirm their current accommodations are satisfactory.
  • Why do students need to request accommodations each semester? 
    1. Each student has the right to choose if and when they would like to use their approved accommodations.  The Disability Resource Center does not make assumptions about a student's needs, as each student has the right to determine what level of support they need in each of their courses.
    2.  Provides an opportunity to discuss whether the Disability Resource Center could support the student in a different way. It creates an opportunity for communication with the student. 
  • Students can update or review their accommodation plan at any point during their collegiate career. If a student does want to change or add an accommodation, they are required to set-up an Accommodation Review Meeting with the DRC Director, Alicia Reinke-Tuthill. Updated documentation may be required to support the need for the student’s additionally requested accommodations. 
  • Current students should request their accommodations (FNL) within the first 20 days of Fall or Spring term; the first week of winter or summer term. 
  • For concerns or issues during the course of the semester, please contact  Deb Morgan or Alicia Reinke-Tuthill

 

 

How To Request Your Accommodations

Testing Accommodation Request

Requests for an Exam/Quiz should be made at least one week in advance; and Finals should be requested a minimum of 2 weeks prior to finals week.

  1. Access your DRC Connect platform by logging in above and choosing the Alternative Testing option, found in the left column.
  2. Select Class in the drop down options and Schedule an Exam.
  3. Exams are any timed assessment between week 1 and week 16 that are not considered a quiz or final test.
  4. Select Date to test. This should correspond with the class schedule.
  5. Select Time to Start test. 
  6. Choose all eligible accommodations you're requesting.
  7. 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 as early as possible and adjust later if needed. When tests are requested later than the deadlines, you might not be able to test in the Disability Resource Center.  Contact us with any questions. 

Note Taking Accommodation 
  • GLEAN Software - Recording software. The student will receive sign-on information with accommodation approval.  Links to well-guided video tutorials are included once the student signs into the program. Contact us with questions.
  • Peer/Classmate Note Taker Request - this process is being reviewed and will be updated by September 2, 2022.
Alternative Text Accommodation (e-book) 

Fulfillment can take 4+ weeks in some instances.

  • Request Form - Student completes this information and supplies it to the DRC prior to the start of each term. 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. 
  1. Open the Request Form, linked in the above copy.
  2. Fill out the required boxes: Course, Title and ISBN are extremely important elements.
  3. OK to submit more than one page if needed.
  4. Email completed forms to request.drc@uwrf.edu

Step by Step Process

prior to using DRC Connect

The first step for each student requesting or inquiring about accommodations is to complete the New Student Application form found on our home page. Once this form is complete, the student will receive an email providing the contact information for the next step of the process, scheduling an Intake appointment with an member of the Disability Resource Center staff to discuss the student’s learning style, strengths, and academic barriers. Students are asked to share information with staff about how and why their disability makes it difficult for them academically.

Accommodation Process

Based on information gathered during the Intake process, the student will be contacted by DRC staff when reasonable accommodations have been determined. A Letter of Eligibility outlines the individualized, approved accommodations for the student. This letter is for personal record only and is not to be distributed to professors.

The final meeting for student is to learn how to appropriately use their accommodations on campus. At this meeting, students will obtain their Faculty Notification Letters. The student receives one letter for each professor, each semester. The student shares this letter with their professors. Students have the liberty to choose which courses will require accommodations. 

Students are responsible for giving their Faculty Notification Letter to each professor prior to requesting any accommodations in a class. Students are encouraged to meet with their professors to discuss the accommodations and their individual learning needs.  Requests for testing accommodations should be turned in one week ahead of time for each test and a minimum of two week before finals week. Faculty Notification Letters are dated for a specific semester. By reqeuesting new letters each semseter, a student has the opportunity to meet with DRC staff to discuss if changes are necessary to their approved accommodations. It also allows the Disability Resource Center to know that a student is satisfied with the accommodation process. If ever a student feels an accommodation need is not being met, they should reach out to the Disability Resource Center as soon as possible.

Accommodations For Students

FM System Listening Devices, Spelling Software Programs, Audio Recorders, Screen Readers,

Extended Test Time- Most students receive 50% additional time.  Depending on the severity of the impairment, the test time could be adjusted up to 100%.
 

Alternative Testing Location- Most students take exams in distraction reduced locations where a small number of other students may be present. Students who have significant barriers in distractibility and concentration can see benefits in a less stimulating environment. Some students qualify for a private testing room. These students may need more physical space due for wheel chair access, high levels of social anxiety, technology assistance, etc. 

 
Writing Assistance- For students who struggle to write their responses, students can be offered a scribe to record responses that are dictated from the student.
 

Test Questions Read Aloud- Tests can be read with screen reader technology, or read by DRC staff.  Some students prefer the option to ask specific questions or words be read aloud by staff.  Staff is available to do this, but no question can be rephrased, explained or defined. 

This accommodation is for a medical, physical, or brain related issue that limits the ability to write adequate notes.  It is not intended to be a substitute for the need to attend class. The copies of notes are often handwritten and obtained from a classmate. Typically, the classmate does not know the identity of the student who is receiving the notes. Word-processed notes can be arranged if documentation explains why such a thing is important.

Students have opportunities throughout the course of the semester to develop their self-awareness and self-advocacy skills in preparation for meetings with professors to discuss their learning needs, barriers, and accommodation supports. 
Students who are experiencing difficulties obtaining the appropriate accommodations with faculty and staff they can connect with the Disability Resource Center for additional supports to aid in the resolving the concern.


Preferential Seating, Priority Registration, Course Substitution Evaluation, Classroom Furniture, Early Access to Course Materials, Reduced Credit Load Recommendation, Flexibilty on Class Attendance, and Due Dates etc.

Arranging Flexible Attendance and Due Dates Accommodations (PDF)

Arranging Flexible Attendance and Due Dates Accommodations (Video Tutorial)

Alternative format text provides copies of textbooks or other print materials in electronic format, Braille, or another accessible format.

A temporary impairment (broken arm or leg, surgery, recovering from surgery, etc.) does not constitute a disability for purposes of Section 504 or the ADA unless its severity is such that it results in a substantial limitation of one or more major life activities for an extended period of time. Temporary accommodations are determined on a case-by-case basis, taking into consideration both the duration and expected duration of the impairment, and the extent to which it actually limits a major life activity of the student. Individuals with temporary disabilities are encouraged to connect with the Disability Resource Center to determine whether reasonable accommodations are required.

Temporary disabilities can include, but are not limited to, concussions, broken limbs, or post-surgical procedures. All temporary disabilities are handled on a case-by-case basis so accommodations may not always be available.

Please connect with the Disability Resource Center to seek out temporary parking accommodations. The DRC is able to arrange a temporary disability parking permit for students who submit a disability parking application that has been signed by a doctor. Such a special parking permit is only valid on campus. The temporary permit expires after 30 days and cannot be renewed through any UWRF office.  See the state links below for the appropriate application found on the website of a Department of Transportation (DOT).  Students should use the DOT website that matches the state where their vehicle is licensed. Students who may need disability parking for more than 30 days, or need it somewhere other than campus, should attempt to acquire a disability parking permit directly from their state’s Department of Transportation. 

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. 

Key Terms

Letter of Eligibility:  Explains the approved and reasonable accommodations for the student. This list of accommodations is determined through a specific, collaborative process between the student and the DRC staff. This letter is to document the agreement of accommodations between the student and the DRC. It is not to be distributed to professors.
 

Faculty Notification Letter:  Explains the approved accommodations a specified student is eligible to receive. Diagnosis information is not shared. The student has the right to determine when and how they would like to use an accommodation. This can vary from class to class. The student and instructor should communicate in a timely fashion when an accommodation is being requested. The professor should not assume an accommodation without an outward request from the student, nor grant an accommodation not listed in the letter.

First-Year Mentoring Opportunity 

Program Description: A mentoring program for first-year students who identify as having a disability. All mentors are students connected with the Disability Resource Center who identify as having a disability. Mentors will provide support to first-year students during a summer bridge program and will be assigned 3-5 first-year mentees during the academic year in which they will provide weekly support. Mentors will meet with students weekly to help problem-solve concerns, assist students in navigating campus resources, developing positive study skills, and connecting students to the larger campus community.  Mentors are asked to make a one-year commitment to the program.  

22-23 DRC Peer Mentor Application 

Equal Access for Students

Fostering Independence, Reducing Barriers, & Promoting Inclusion

 

Disability Resource Center

715.425.0740
drc@uwrf.edu
Secure Fax: 715.425.0742
Monday - Friday, 8 a.m. to 4:30 p.m.
123 Rodli Hall