Overview

Each quarter, students need to activate their approved accommodations for each class. Students choose which of their approved accommodations they want to activate for each class.

How to activate approved accommodations for classes

  1. Login to MyDAC with your Western Universal Username and Password.
     
  2. Check the box next to each class for which you intend to activate accommodations. Some accommodations require you to read and complete e-form agreements.
     
  3. Click the button labeled “Step 2 button (Continue to Customize Your Accommodations).”
     
  4. Check the boxes of the accommodation services that you wish to activate for each given class.
     
  5. Click on the button labeled “Submit Your Accommodation Requests.”
     
  6. Talk to your instructor about your accommodation(s) and discuss how they will apply in each course.

OVERVIEW

It is each student’s responsibility to reserve their seat in the DAC Testing Center. 

Scheduling Exams in MyDAC

  • The DAC Testing Agreement must be completed by your instructor before you can schedule your exams with the DAC.  This link was included in the faculty notification letter that was sent when you activated your accommodations to your course.  
    • If you are attempting to schedule an exam and are met with a message saying the Agreement has not been completed, please reach out to your instructor or the DAC Testing Center
  • From your MyDAC dashboard, click the "Alternative Testing" link on the lefthand side of the screen under "My Accommodations" and select the class from the dropdown menu and follow the prompts.  Carefully read the "Terms and Conditions of Scheduling Exams." 
  • Your instructor stipulates when exams are to be taken in their Testing Agreement.  If you need to take the exam at a different time, you must seek their written permission and forward their approval to drs@wwu.edu.  If you are seeking approval from your instructor for an alternative time, please still schedule the exam for the original time to ensure an on-time request, as this can be modified upon instructor approval.  
  • You MUST reserve a seat in our testing center.  It is recommended that students take time in the beginning of each quarter to submit requests for each quiz/exam/final for the whole quarter to prevent late exam requests.  If you need assistance scheduling an exam, please contact DAC Testing Center Staff 360-650-7977 or drs@wwu.edu.  

Scheduling Requirements 

Exams must be scheduled at least . . . 

  • 3 business days in advance for midterms and quizzes 
  • 5 business days in advance if using the following accommodations: private testing room, reader, scribe, remote proctoring, computer requiring specialized software 
  • 10 business days in advance for Final exams.  
    • All Final exams must be scheduled in accordance with the Registrar's Final Exam schedule.  
    • A business day is Monday through Friday and does not include weekends or holidays 
  • Online exams only need to be scheduled with the DAC if your instructor specifies that it must be proctored.  
  • Online exams that can be taken at home without proctoring do not require scheduling and the instructor will apply the needed accommodations before the exam.  
    • We recommend reaching out to your instructor prior to each online exam to ensure your accommodations have be added
  • When scheduling exams, please only select the accommodations you intend to use.  The DAC uses this information to appropriately allocate resources, and we need this information to be as accurate as possible.  
    • You can always make changes to your scheduled exam requests via your myDAC portal and modifying the specific exam request 
  • Late Exam Requests
    • A quiz/exam is considered late if it is scheduled closer to the date of an exam than the scheduling requirements above. These scheduling requirements are set by DAC policy and your instructor cannot override this policy.
    • If you are scheduling a Late request due to reasons outside your control, such as a pop-quiz, your instructor did not complete the Alternative Testing Agreement in time, etc., please reach out to DAC Testing Center Staff.

Need help scheduling exams?

  • Contact your Access Manager for help using your Alternative Testing accommodations at satellite campuses 
  • For help scheduling your assessments, visit our drop-in hours (days/times found on the homepage of our website or reach out to your Access Manager)

Contact the DAC Testing Center Directly

Music on Exams

When students approved for this accommodation check in for their exam they will . . . 

  1.  Put their phone into airplane mode 
  2. Connect their phone to Bluetooth headphones 
  3. Start the playlist
  4. DAC Testing Center Staff will review playlist 
  5. Leave their phone with DAC proctor and pick it up after the exam is completed 

Overview

Alternative Text comes in several different formats. It’s important to note that due to copyright laws, the student must purchase their textbooks and let us know when that’s done before we can release the alternate version to them. Depending on the disability, it may be helpful for the student to purchase the book in paper format so that they can follow along as the software program reads to them.

Receiving alternative formats of texts may take several days to a few weeks. If you are in need of an alternative format, be sure to submit your requests as soon as you can. Even if you don't know what texts are going to be used in your class, you can contact our office, and we may be able to assist you.

How To Access Accessible Formats

Step 1: Find out what readings you're assigned 

  • To find out what books and reading materials you will need for your courses, you can do the following:
    • Look up the information on the WWU bookstore website
    • Email the course instructors and ask what reading material they will be using in their course. It is also helpful to ask about material such as any course packets and/or handouts assigned throughout the term that may need to be converted in to a text selectable digital format.
    • Note: If your instructor is planning to use Inclusive Access for their course reading material, please contact your DAC access manager as soon as possible to figure out if this will meet your access needs.

Step 2: Look for an accessible version of the reading 

Before submitting a book request to the DAC, check to see if an accessible copy is already available. Below is a list of resources for accessible textbooks, as well as fiction, memoir, and nonfiction books. (Note: Some of these resources require a membership. If you have any questions about these resources, reach out to the DAC.)

If you cannot locate a copy of assigned reading material that meets your access needs, proceed to Step 3.

Step 3: Request Your Books through your myDAC Profile 

  • Log in to MyDAC with Username and Password.
     
  • Request accommodations for each course.
     
  • On the left hand side of MyDAC under “My Accommodations”, click “Alternative Formats”.
     
  • Make sure you are on the correct quarter for the requested book on the Yellow Bar at the top of the screen. Adjust using “Next Term” as needed.
     
  • Add books under Additional Book or Reading Material. Provide Class, Title, ISBN, Author, and Edition (as much info as available).
     
  • If any articles are assigned throughout the quarter or for class related research, please email them to drsalttext@wwu.edu.
     
  • If you have any questions or are enrolling in a class that is not listed on MyDAC, contact the AT Specialist at 360-650-3083 or drsalttext@wwu.edu.

Sensus Access

Western Washington University provides access to a free online conversion tool called SensusAccess. It is available to students, staff, and faculty. SensusAccess allows you to convert documents from one file type to another. A common use of this tool is uploading an image PDF, then outputting a Word document. Learn more about Sensus Access.  

Who Qualifies?

Students who have met with an access manager at the DAC and been approved for alternative furniture accommodations should email drsfrontdesk@wwu.edu prior to each quarter to arrange specific furniture needs in each location.  

Students can visit their classrooms prior to the term to determine their furniture needs either in-person or through ATUS's Classroom Details.  

If you haven't yet met with the DAC but want to request alternative furniture for disability-related reasons, please begin your accommodations application.  If you have questions, please contact the DAC at 360-650-3083 or DRSFrontDesk@wwu.edu. 

Who is approved for audio recording accommodations?  

All accommodations are approved on an individual basis to remove disability-related barriers in the classroom. If you’re already active with the DAC, contact your access manager to discuss whether audio recording is appropriate for you. 

If you’d like to apply for accommodations, contact the Front Desk at 360-650-3083 or email DRSFrontDesk@wwu.edu for an Access Planning Meeting. 

How does audio recording address disability-related barriers?  

Audio recording accommodations help disabled students address classroom barriers like audio processing differences, information processing speed, barriers related to writing and reading, and others. 

In addressing such barriers, audio recording accommodations provide disabled students an equal chance to access and process the visual and audio information presented in class.

What if a course discussion includes personal disclosure?

Some courses involve personal self-disclosure, personal reflection, or the sharing of information otherwise deemed confidential.  In that case, the instructor may make a general announcement to the class asking all students to stop note-taking and turn off any accommodated recording devices.

Can a student share audio recordings with others? 

No. Students approved for audio recording accommodations sign an agreement stipulating that recordings are for personal educational use only, will not be shared, and will be deleted at the end of the quarter.  

Does the audio recording accommodation violate FERPA?

No.  For more information, view the Registrar’s decision tree on FERPA and the ADA.

How does a student approved for this accommodation implement it?

When a class session is held in-person, the student should create their own audio recording using their own device.  Students may use DAC-provided Glean, laptops, smartphones, or an ATUS recorder.  Students should work with faculty to ensure seating near the main speaker. 

When a class session is held in Zoom, class recordings should be created by faculty. 

When a class is held outdoors or in the field, students should work with the DAC and/or faculty to find the best solution on a case-by-case basis.   

Resources 

Deaf and Hard-of-Hearing: Communication Access

Equitable communication access is a human right.  If you haven't met with our Communication Access Manager yet, please contact our front desk via email to make an appointment DRSFrontDesk@wwu.edu.    

The DAC facilitates a variety of communication access accommodations including American Sign Language (ASL) interpreters, real-time speech-to-text services via CART and/or TypeWell, closed captioning, and assistive listening devices.   

For more information, contact our Deaf and Hard-of-Hearing services coordinator, Gretchen Rumsey-Richardson, 360-650-3083.

American Sign Language Interpreting 

The DAC works with HandDancer Interpreter Services and a VRI vendor to provide American Sign Language interpretation. ASL services can be requested for classes, meetings, campus events, etc.  

One or two interpreters may be assigned to each class/meeting.  The interpreters will take turns standing near the front of the room or near the speaker to interpret what is being said.  Service providers will not participate in any way and follow strict codes of professional conduct to keep all information confidential. 

To request an interpreter, please reach out to our Communication Access Manager at drscc@wwu.edu. Advanced noticed is sometimes needed to arrange for interpreting services.

Reminders

Please email the Communication Access Manager as far in advance as possible if you will be absent, more than 15 minutes late, or are no longer in need of services for a class/event.  Should there be a pattern of frequent absences without prior communication with the Communication Access Manager, the DAC may request a meeting to discuss effective use of this accommodation.   

Live Captioning (AKA Real-Time Captioning) Services 

Live captioning services can be requested for classes, meetings, events, and other campus-affiliated activities.  Depending on the student’s needs and the environment, the DAC may hire TypeWell transcriptionists, who produce meaning-for-meaning transcripts, or CART (Communication Access Realtime Translation), which produces a verbatim or word-for-word transcript. In either case, the transcriptionist will attend the class or event virtually or in person to allow students to visually access auditory information. 

Generally, 1-2 service providers will be assigned to each class/ event and will do their best to set up on the side of the classroom to avoid interfering.  The service providers will type what is being said into their abbreviation software which the student can access real-time through a unique URL created specifically for them.  Service providers will not participate in any way and follow strict codes of professional conduct to keep all information confidential.  

To request live captioning services, please email drscc@wwu.edu.  Advanced notice is sometimes needed to arrange these services. 

Reminders

Please email the Communication Access Manager as far in advance as possible if you will be absent, more than 15 minutes late, or are no longer in need of services for a class/event.  Should there be a pattern of frequent absences without prior communication with the Communication Access Manager, the DAC may request a meeting to discuss effective use of this accommodation. 

Closed Captioning

Using a team of in-house transcriptionists and outsourced services, DAC provides closed captioning and audio description services. Closed captions provide a much higher level of accuracy than automated captions and fully convey the meaning presented. When a student receives and utilizes closed captioning accommodations, a notification is sent to the instructor requesting that all content be captioned or sent to the DAC so that it can be captioned in advance. 

The DAC usually has a three-to-five-day turnaround for processing closed captioning requests, but requests should be submitted as soon as possible to ensure timely access.  

All closed captioning requests can be emailed to drscc@wwu.edu. 

Assistive Listening Devices 

The DAC lends FM systems to DAC students who request them. FM systems use radio waves to pass sound from a microphone worn by the speaker to a receiver, which the student can listen through. FM systems helps to reduce background noise, providing clearer audio, which may make it easier for the student to hear.

What disability-related barriers do these accommodations address?

These accommodations provide access to educational content for students with chronic, unpredictable disabilities who may experience barriers to attendance.

Disability related absences 

This accommodation is not an attendance waiver.  Students with this accommodation must still attend class.  

It’s very important that the student and faculty meet in the beginning of the quarter, or as soon as the accommodation is approved, to discuss how this accommodation will work in the context of the class, as the impact of absences varies significantly.   Here are the specific talking points:

  • How does the faculty want the student to notify them when they need to use this accommodation? 
  • Discuss how many absences are reasonable while still allowing the student to achieve the course’s learning objectives.  A general guideline is for at least 50% additional absences from what is stipulated in the syllabus, though the DAC is more than happy to assist the student and faculty in establishing parameters.   
  • How will the student get access to the information they missed? Will the faculty provide them with a copy of the PowerPoint, will the student connect with a classmate to get a copy of their notes, etc.? 
  • Remember, the student is not required to disclose their disability during this conversation, and it is inappropriate for faculty to ask a student to disclose or ask for supporting documentation. 
  • Note: This accommodation does not include absences made necessary for non-disability reasons. Students should contact their instructor in the event they need to miss class due to an illness, injury, or an emergency. All decisions about the impact of an absence, as well as any arrangements for making up work, rest with the instructors.

Make up exams proctored by the DAC

  • If a student must miss an exam due to disability, they can take the exam in the DAC 2-5 business days after the exam was originally administered 
  • The student should inform their instructor as soon as possible if they need to use this accommodation. Together, the student and faculty should decide on an alternative time for the exam. Once they have agreed on a new time, the student should forward this correspondence to the DAC (drs@wwu.edu), as we require faculty approval for exams taken outside of the originally scheduled time.
  • The student must schedule this exam through their myDAC dashboard: click the Alternative Testing link on the lefthand side of the screen and select the class from the dropdown menu and follow the prompts 

What disability-related barriers does this accommodation address?

This accommodation addresses barriers with completing assignments with a short turnaround on time.  For example, a student who uses assistive technology to access the information may need more time because of the additional steps that requires.  

Overview   

  • Students should communicate the need to use this accommodation with instructors prior to the due date whenever possible. 
  • Deadline extensions are meant to be short (2-3 days) so that the student stays caught up. 
  • There may be times when a deadline extension may not be possible (for example, group projects).
  • For completion of in-class assignments and labs, the instructor should allow the student up to 100% more time.
  • For completion of take-home assignments with a turn-around time of up to 3 days, the instructor should allow the student up to 100% more time. 
  • This accommodation is not meant to cover extensions on every assignment and should be used as sparingly as possible 
  • Faculty are encouraged to communicate any concerns about this accommodation with the student's Access Manager.  This information can be found in the original faculty notification letter or within the Faculty Portal.  

The FLEX Plan accommodates access to educational content for students with chronic, unpredictable disabilities.  

The Flex Plan is not an attendance or assignment submission waiver. Students approved for Flex plans must still attend class.  However, where it makes sense, the Flex Plan allows for flexible attendance, flexible deadlines, and sometimes flexibility with exam scheduling. The Flex plan allows the DAC to work quickly with faculty on your behalf to implement accommodations.

Students approved for this accommodation still must follow the expectations and requirements outlined in the syllabus.   Course attendance policies are set by faculty and depend on University policy, course learning objectives, departmental policy, scheduled experiential activities (i.e., labs), and accrediting body standards. Faculty are not required to modify essential course requirements in order to implement flex accommodations.

However, your Flex Plan agreement will outline additional flexibilities that the DAC has implemented on your behalf to make the course accessible.  If you have any questions, you should contact the DAC at 360-650-3083 or DRSFrontDesk@wwu.edu. 

Students should contact the DAC if their approved accommodations are denied in the classroom. Call 360-650-3083 or email DRSFrontDesk@wwu.edu.

If faculty believe that implementing Flex plan accommodations will constitute a fundamental alteration of course learning objectives, faculty should contact Dr. Josef Mogharreban at DAC. Denial of approved disability-related accommodations is an institutional decision made by an ad-hoc committee assembled by the DAC. 

What are the DAC recommendations for FLEX Plans?

DAC recommendations have been formed through collaboration with campus stakeholders and professional organizations.  These guidelines are not meant to be mandates and may not work for every student or class.  

Students should notify faculty in advance or as soon as possible when missing class, an assignment deadline, or an exam for disability-related reasons. 

Student Notification to Faculty of Disability-related absences: DAC recommends that students notify instructors of absence via email in advance of the absence (if possible) or within 48 hours. 

How many days may the student miss (beyond those stated in the syllabus): DAC recommends that an additional 50% absences be allowed beyond the syllabus allowance.  

In the context of your class, how much additional time is reasonable for late assignments? DAC recommends that students submit late assignments within 72 hours of the initial deadline. 

In the context of your class, how much flexibility is possible around exam/quiz/assessment dates? 

What if a student misses an exam? The DAC recommends that students schedule a makeup exam within 5 days of missing an assessment. Students must schedule a DAC-proctored makeup exam 2 business days in advance.  

What disability-related barriers does this accommodate?

Flexible deadlines addresses barriers related to periodic and unpredictable disability-related flares/episodes.  

Overview

  • Flexible deadlines should be used as sparingly as possible and are not meant to provide extensions for each assignment 
  • Students should communicate the need for the accommodation in advance of the deadline and provide the timeline for when you intend to submit the assignment and check in to see if that works for the faculty.   
  • Usually, flexible deadlines allow an additional 72 hours, though more or less may be appropriate 
  • Flexible deadlines are not always possible for all types of assignments, such as group projects or Canvas discussion posts. 
  • Involve the DAC if there is ever a concern of how much assignment flexibility should be offered 

What is Glean?

Glean is a digital notetaking system that 650 North American institutions currently utilize, including the University of Washington, Bellingham Technical College, University of Colorado, and Rutgers. 

Using Glean, students can create audio recordings of audio content, add their own text notes, mark important points for review, insert images (including PowerPoints and in-class content), and convert audio to an automatically generated transcript.   

Glean’s website offers more information.

Will Glean share an instructor's intellectual property?

No.  Glean does not have access to student recordings; the recordings are personal to the student account and students must delete the recording at the end of every quarter. Students are not permitted to distribute the audio recordings stored in Glean. Glean is a closed ecosystem and only the DAC can invite students to use the university account.

This software has been internally vetted for its security and approved by the Institution for student use. Faculty seeking additional information about Glean’s specific contractual language, as it relates to AI or data use generally, should contact the Provost’s Office.  

Why not just use peer notetakers?  

Some students have barriers impacting the sensing, processing, and recall of information. In the past, the DAC has approved a combination of accommodations to help alleviate such barriers including audio recording, peer notetaking, and copies of presented materials. currently, the DAC more frequently implements Glean, which combines these accommodations into one platform.  

Glean provides more equitable access to classroom information than previously implemented accommodations.  For example, peer-provided notes and copies of faculty PowerPoint don't allow the student to process the verbal information that accompanied the slides after class. As noted by researchers, just 1/3 of important ideas get written down when students take notes on paper, which means that students with peer notetaking accommodations do not receive equitable access to content (Friedman, 2014; Bui et al., 2013; Titsworth & Kiewra, 2004).

Consider: students with executive function barriers struggle to manage focus and attention-switching in the complex sensory environment of the classroom.  Ambient noise, harsh overhead lighting, and other sensory stimuli common to the classroom impedes student ability to process information real-time.  Glean allows the student to access the audio content of the classroom after class in a controlled environment while still allowing for in-person participation. 

Glean also encourages independent learning.  Using Glean, students continue to learn to identify and prioritize important information. In contrast, students peer notetaking programs require students to rely on a peer’s perception of noteworthy information. The effect on student learning is detrimental, as noted by Brazeau and Chester et al: “Outsourcing of the notetaking process deprives students of the opportunity to ‘develop their own strategies for organizing information in their own cognitive perspective’ - an important element both for academic learning and the development of transferable lifelong skills (Brazeau, 2006; cf. Chester et al., 2011).”

Finally, at the national level, higher education institutions are switching away from peer notetaking to digital notetaking alternatives as even paid peers are decreasingly willing to take notes.  Often, the shortage of volunteers results in disabled students being denied reasonable accommodations. As required by law, universities must address disability-related barriers in a timely manner - Glean allows us achieve this outcome. 

The DAC is happy to discuss what accommodations might be necessary within University Residences and On-Campus Dining.  If you're new to the DAC, you will need to first fill out a New Student Application, and then we will follow up with an Access Planning Meeting.  If you already have accommodations but wish to discuss the accessibility of housing or dining experiences, please contact our front desk to schedule an appointment with an Access Manager.  

In this meeting, the Access Manager will ask about barriers in the following domains: 

  • Emotional regulation in the presence of others  
  • Bathroom access 
  • Dining access 
  • Kitchen access 
  • Mobility access 

Documentation Supporting Housing and Dining Accommodation Requests 

The DAC strives to follow AHEAD's documentation guidelines, which recommends accepting a student's narrative and personal experience as a form of documentation. However, we often require supporting third-party documentation to help us assess housing and dining requests.

 A healthcare provider’s letter of support must include the following:

  • A description of your professional relationship.
  • A confirmation of your relevant medical or mental health diagnoses.
  • A description of the effects the disability has on the individual's ability to equitably access the housing environment

Mold and Mildew in Housing 

condensation can lead to mold and mildew, so make sure you have continuous airflow within your space.  Do not panic if you find mold or mildew - it is most likely mildew.  submit a ReADY request and staff will respond to your request accordingly.   Learn more about how to differentiate between mold and mildew.  

What disability-related barriers does this accommodation address?

This accommodation addresses barriers to navigating campus.

Overview

  • The student will need to reach out to their instructors to discuss how this accommodation will work in the context of each class, as the impact of late arrivals varies significantly.
    • Factors in making this decision may include, but are not limited to, course structure, learning objectives, and if alternative means of attendance and participation during class time is possible.
    • Students should reach out to their instructor to create a plan that include the following elements:
      • How should the student notify their instructor that they will be arriving late for disability-related reasons? 
      • How can the student get access to missed content and make up missed participation points (if possible)? 
        • Will the connect with a classmate to get a copy of their notes, etc.?
  • Note: the student does not need to disclose their disability during this conversation, and it is inappropriate for an instructor to ask you to do so. 
  • If the student can't reach their instructor or is having trouble discussing these issues, they should contact their DAC Access Manager immediately. Students can also copy their Access Manager on any emails with instructors or ask instructors to reach out to the Access Manager with any questions.

What disability-related barriers do memory aids address?

Memory aids address barriers of memory and recall.  This accommodation is not intended to reduce requirements or standards.  Memory aids require students to interact with the material.  This accommodation does not allow the student open book/notes on exams and items on the memory cue sheet should not directly answer test questions.  A memory aid is like an iceberg.  The retrieval cue is like the top of the iceberg, while the information learned and need to recall from long-term memory is what's underneath.

Faculty must approve of the memory aid at least 3 business days prior to the exam.  The memory aid cannot be used on exams taken in the DAC without instructor approval. 

Memory aids are:

  • Acronyms, rhymes, stories, words, phrases, labels, or lyrics 
  • Pictures, diagrams, drawings, maps, or reminders 
  • Different from a half sheet of notes that are allowed for all students 
  • Student-created memory triggers 

Memory aids aren't:

  • Topics with answers listed  
  • Steps listed for how to work a problem 
  • Word-for-word definitions or specific formulas or definitions 

Note-Taking Accommodation Overview

The notetaking accommodation is designed to remove barriers to the act of physically taking notes during class.  This accommodation is not a replacement for class attendance.  

How to set up note taking

  • Students approved for this accommodation must confirm the notetaking accommodation after you apply it to your class (redundant, we know!)
    • In myDAC, go to “My Accommodations,” and then click “Notetaking Services.”   Click “Confirm Now” to verify. 
  • To recruit a peer notetaker, the student can ask a peer in the class to contact our office. Students can also ask their instructors to make an announcement asking for volunteers (this choice preserves the student's anonymity). 
  • Prospective Note-takers should come to the DAC in Wilson LIbrary 170 for next steps.  Alternatively, prosepctve notetakers can email us: DRSNotes@wwu.edu 
  • Login to your MyDAC account to download the class notes uploaded by your peer note-taker. 

Are you a DAC Notetaker?

more information coming soon

Priority registration allows students to register as soon as registration opens up.  Please be aware that priority registration cannot be used in the first quarter because students must attend an advising and orientation session, but this accommodation will be in effect all subsequent quarters.  

Also be aware that the student's Web4U account won’t show their early registration date. However, students approved for this accommodation will get a registration reminder email from DAC shortly before phase one of registration begins.

DAC strongly encourages students approved for this accommodation to meet with academic and major advisors at least a week prior to priority registration starting to ensure smooth registration processes.    

Remote Participation Overview

Western Washington University has primarily returned to in-person instruction. Most of the university’s academic programs have essential in-person components. Remote participation (RP) may be approved as a reasonable accommodation if a student’s disability means that they're unable to participate in person.  

Remote Participation eligible students are approved for one quarter at a time and will need to be reviewed and approved for subsequent quarters. Implementation is contingent upon determining feasibility for the student’s courses in collaboration with faculty and must not constitute a *fundamental alteration of learning objectives. 

Remote Participation is not intended to convert an in-person program into an all-virtual experience. DAC recognizes the potential for differential experiences of students engaging remotely in courses designed to be taught in-person. This means that technical difficulties and other factors will impact the educational experience.  Remote Participation isn't a 1:1 replacement for in-person classes.  

*While the Americans with Disability Act (ADA) ensures that public institutions, including WWU, are legally obligated to provide students any modification or adjustment to the academic environment that will enable a qualified student with a disability to participate, such modification must not fundamentally alter the nature of its service, program, or activity. (ADA Title II Technical Assistance Manual). Faculty have a right to identify instances of their course objectives being fundamentally altered by accommodations and may deny accommodations as a result upon engagement in a deliberative process with the DAC. 

Who is this process for?

The Remote Participation Request process is for students experiencing temporary disability-related barriers to in-person attendance.

Are there deadlines for Remote Participation accommodation applications?  

Implementing Remote Participation accommodations requires the DAC to work with outside advisors to identify organic options.  If none are available, the DAC will consult with departments to determine whether the accommodation can be implemented without fundamentally altering the course learning objectives.  Students should plan for 3-4 weeks to implement accommodations.  

Here's what to expect 

  • Students will need to apply for remote participation for each quarter. 
    • Please noted that fully implementing RP can take 3-4 weeks. 
  • Students may need to submit third-party supporting documentation which addresses the following: 
    • The student’s diagnoses relevant to this request.  
    • A statement of support for remote participation, including an estimated end date when the student should be able to resume in-person participation.  
    • A description of how the student’s disability creates a significant barrier to their full and meaningful participation in an on-campus experience.
  • The student and the DAC will meet with advisors to determine whether organic online alternatives to the class already exist
    • DAC assistance with fees for online classes available 
    • If no online options are available, is the class required for the student's major? 
      • If so, is an Independent Study or course substitution feasible?
    • If the class must be completed and no organic alternatives are available, the course may be eligible for Remote Participation accommodations.  
      • Some courses may not be completed remotely 
      • In limited cases, the DAC may provide facilitation of Remote Participation services in the classroom.   
  • Your access manager will present your case to the DAC Accommodation Committee to discuss each case and make final determination as to the reasonableness of the request. The access manager will let you know if your request has been approved or denied and inform you of your options. 

Steps in the Remote Participation request process

Step 1: Contact your academic advisor

If you want to take an in-person class remotely, you should first contact an academic advisor to determine if there are existing online classes that meet your needs.  The Academic Advising and Student Achievement Center can assist with this planning. Students in a declared major or minor should contact their academic department assigned advisor regarding that coursework.  The DAC will provide guidance along the way and help get you connected to the appropriate advisor and can also help arrange meetings with the advisors.     

 Questions to ask an advisor:

  • Is this class offered in a different modality (remotely?)
  • Are there alternative course options that I can take (that are already remote) that count towards requirements (GUR, major, minor, plan of study)?

If the answer to both of these questions is "no," proceed to step 2.

Please note: Skipping step one will result in a longer process for you as you will be redirected to complete this step.

Step 2: Cannot participate in a class with the in-person modality offered

If you're new to DAC, complete a DAC new student application. 

Already a DAC student? Please send third-party supporting documentation specific to your need to participate remotely and ask to meet with your access manager to discuss this accommodation request (see “Will I Need Documentation” below). Email documentation to DRSFrontDesk@wwu.edu.

Step 3: DAC staff member will meet with you to explore options

To set a meeting, call 360-650-3083 or email DRSFrontDesk@wwu.edu. Appointments may be set up to 2 weeks out - please plan in advance.  

In this meeting, we'll talk about your disability or medical condition, your supporting-third party documentation, and your class formats.  You'll have a chance to tell us anything we need to know about your remote participation accommodation request.   

If I'm approved for Remote Participation, how long will it take to implement?

To implement remote participation, we engage in a coordinated effort with people outside of the DAC. Typical time to implement is about 3-4 weeks. This is an estimate and may be different for a specific accommodation.

Will I need documentation?  

The DAC strives to follow AHEAD's documentation guidelines, which recommends accepting a student's narrative and personal experience as a primary form of documentation. However, we often require supporting third-party documentation to help us assess Remote Participation requests.

 A healthcare provider’s letter of support must include the following:

  • A description of your professional relationship.
  • A confirmation of your relevant medical or mental health diagnoses.
  • A statement of support for remote participation, including an estimated end date when you can return to in-person classes.
  • A description of how your disability creates a significant barrier to your full and meaningful participation in an on-campus experience.

Please note that this is not a comprehensive list of possible accommodations.  We encourage students to discuss any disability-related access needs with the DAC.