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The Disability Resource Center (DRC) at EMU is dedicated to assisting students with disabilities. Located at 240 Student Center, we provide essential services including exam accommodations (extra time, alternative locations), note-taking assistance, and attendance considerations. Our staff, including Dr. Silva Goncalves and Megan Zynda, work collaboratively with students to ensure their needs are met. To initiate accommodations, students must present an Accommodation Letter to their instructors and engage in a dialogue regarding their needs. Timely communication is crucial for successful implementation.
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Accommodating Disabilities Adam Meyer Disability Resource Center (DRC)
Overview of DRC • The Basics: • Located in 240 Student Center • 734-487-2470 • drc@emich.edu • www.emich.edu/drc (web site under construction) • The Staff: • Dr. Silva Goncalves (Assistant Director) • Megan Zynda (Disability Advisor) • Jackie Wilson (Secretary)
The Numbers • 600 students • 60 – 70%: ADD/LD • Others: Health, psychological and physical • Most Common Accommodations • Extra time on exams • Taking test out of classroom • Student note-taker • Attendance accommodation considerations
The General Process • DRC Map • Student to DRC • Accommodation Letter to Student (PDF) • Student presents letter to Course Instructor • Student discusses with course instructor • Instructor not responsible until student requests accommodations • Course instructor works with student • Involve DRC as necessary
About the Accommodation Letter • Gives foundational need-to-know info • Identifies differences in accommodations • Timely Implementation (need to do on request) • Extra time for exams • Exam location • Student Note-taker • Warranting Discussion (“right” answer varies) • Attendance accommodation • Possible extended time on assignments
Student Responsibilities • Share the letter with course instructors and other relevant parties at least one week prior to the need for an accommodation in a course (may lose opportunity to use accommodation otherwise) • Initiate a meaningful conversation (beyond simply forwarding this letter in an email) with the course instructor • Lead conversations reasonably prior to the event (test, paper, attendance policy, campus program, etc.) in question where accommodations are sought – once an event occurs, opportunity to use accommodations is often forfeited if no previous conversation took place with prior arrangements made • Contact the DRC as necessary
Instructor Responsibilities • Coordinate reasonable accommodations when timely students requests made; • Assess appropriate action through discretion when students make accommodation requests less than one week prior to a course event; • Consult with DRC as necessary • Be respectful toward the student’s situation • Wait for the student to contact the course instructor • Be prudent with regard to whom you share student information
Ways to facilitate good experiences with students with disabilities… • Disability is natural • Advocacy varies • Respect conversations • Accommodations do not equal “wants”
Why do students need accommodations? • The designed environment (such as a classroom) is not compatible with the impairment • The root problem of a disability is often the environment and the subsequent interaction between environment and the impairment (environmental disconnect)
Inclusive Design within the Classroom • Present information and content in different ways • Differentiate the ways students can express what they know • Stimulate interest and motivation for learning
