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.
- Log-in to DRC Connect above.
- Choose the Alternative Testing option, found in the left column.
- Select Class in the drop down options and Schedule an Exam.
- Exams are timed assessments between week 1 and week 16, not considered a quiz or final test.
- Select Date to test. This should correspond with the class schedule. If you are scheduling less than a week before the scheduled exam, there will be extra steps to complete. Follow the prompts.
- Select Start Time.
- Choose all eligible accommodations you're requesting.
- Add Exam Request
Done correctly, you will receive a 'Success' notification. You will be able to view your exam requests in the Alternative Testing page. It is recommended that you enter all known test dates as early as possible and adjust later if needed. Please note that the DRC may not be able to allow late requests. Contact us with any questions.
Note Taking Accommodation
- GLEAN App- 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. It's smart to create a bookmark to access Glean with your provided user name and password. Contact us with questions.
- Peer/Classmate Note Taker Request Form - The student requesting the accommodation must complete the information at the top of this form and then email it to the professor to request their involvement in recruiting a classmate to submit notes. Please know this can take more than a week to set up. Once the DRC receives the completed application and lecture notes from the recruited classmate, a link will be provided to access a folder containing the lecture notes. This folder is updated throughout the semester with each submission from the note taker. We encourage you to create a bookmark for each provided link. Contact us with any questions.
Alternative Text Accommodation (screen-reader/E-book)
Fulfillment can take 4+ weeks in some instances.
- Student completes the information on this form and supplies it to the DRC, prior to the start of each term. It's helpful to use go.uwrf.edu/MyBooks once you're enrolled in classes. If you already have the books, it may be just as convenient to use the books to complete this form. Textbook Services can assist with ISBNs if needed. For graduate level courses, please consider purchasing your book titles in electronic format whenever possible.
- Open the Request Form.
- List each book Title, ISBN, Call Number, and the Course & Instructor.
- It's 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.