How do students request accommodations?
- The student discloses a disability and requests accommodations.
- The student provides documentation of a disability.
- The student meets with a Disability Specialist to discuss the impact of his or her disability in the academic setting.
- The student and Disability Specialist work together to determine reasonable and appropriate accommodations, which are outlined in the Letter of Accommodation.
- The student will share with faculty members his or her Letter of Accommodation and discuss relevant details.
Reasonable and Appropriate Accommodations
- Reasonable means the accommodation will never lower standards or waive essential class requirements.
- Appropriate means the accommodation will mitigate the specific limitation(s) of the disability.
- Accommodations cannot fundamentally alter course objectives or diminish course standards.
Accommodations are provided on a case by case basis and consider the student’s strengths, limitations, and nature of the classes selected.
- Test accommodations: extended time or quiet environment
- Reading accommodations: audio books, e-text, text to speech software
- Note taking accommodations
- Assistive Technology
Creating an Accessible Classroom
- Remember to respect the confidentiality of students requesting disability accommodations.
- Accommodations are designed to ensure access. If accommodations are provided in a timely manner, faculty members can issues grades according to course standards.
- Disability, like other aspects of diversity, has its own culture and experiences. If you think your class would benefit from a panel presentation by students who work with Disability Resources, please send your request via the Classroom Presentation Request early as possible in the semester. The form is listed below.
- Disability Resources supports faculty as well as students. Please call us with your questions and concerns.
Make sure an inclusive statement on disability is included in your course syllabus. We suggest the following:
Students with Disabilities:
It is the policy and practice of the University of Minnesota Duluth to create inclusive learning environments for all students, including students with disabilities. If there are aspects of this course that result in barriers to your inclusion or your ability to meet course requirements such as time limited exams, inaccessible web content, or the use of non-captioned videos, please notify the instructor as soon as possible. You are also encouraged to contact the Office of Disability Resources to discuss and arrange reasonable accommodations. Call 218-726-6130 or visit the Disability Resources web site at https://umd-general.umn.edu/access for more information.
Accessible Course Media
Technology offers endless learning opportunities, but keep in mind that everything must be accessible. Including captions on all course media – movies, YouTube videos, audio recordings – is beneficial not only to students with disabilities, but to a wide range of learners that can include:
- English language learners
- Students who learn visually
- Captions can also ensure access in environments where sound isn’t allowed and can help compensate for noisy backgrounds or poor audio quality.
- For more information about creating accessible course media, contact the UMD Multimedia Hub.
If students are struggling for reasons unknown to you, consider presenting them with a list of resources, which may include:
- Disability Resources
- Tutoring Center
- Writers' Workshop
- Academic advisors
- UMD Counseling Services
- UMD Health Services
If a student approaches you and discloses that they have a disability, please refer them to our office. Students can contact us at 258 Kirby Student Center and at 218-726-6130.
Examples of when to connect students with Disability Resources:
- Students who indicate their academic problems are disability related.
- Students that are asking for disability accommodations but have no Letter of Accommodation (LOA).
- Students with consistent testing issues such as always running out of time, often mis-reading test questions or are unable to maintain focus on the test.
- Students who report test anxiety.
Other University Resources: