Accommodations Guide

Importance of Communication

A limited subset of approved accommodations may merit additional conversation to the DAC faculty notifications that students initiate. If this communication does not take place, students may not get as much from the course as they otherwise would. 

The DAC highly recommends that students and faculty remain in good communication about accommodations.  This includes, but is not limited to, checking in with one another in the beginning of the quarter, and keeping in touch throughout the quarter. The DAC is glad to assist in any of these conversations. 

Need some support in talking about your access needs?  Check out this page: DAC Support with Communication 

Accommodations Guide

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.

Visit our Alternative Testing for Students page for more information 

Visit our Alternative Testing for Faculty page for more information 

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.  Furniture placement or acquisition can take several weeks to complete, so please let us know your needs as soon as possible.

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. 

Students approved for audio recording as an accommodation may record class content for their personal academic use. This accommodation ensures equitable access to course content for students with disabilities and address barriers around sensory disabilities, audio processing, information processing, reading, and writing.

Student Responsibilities

Students approved for this accommodation sign an affidavit agreeing to:

  • Use recordings only for personal academic purposes.
  • Not share, post, or distribute recordings in any form (including online platforms or social media).
  • Delete recordings at the end of the term.
  • Comply with WWU’s Student Conduct Code, FERPA, and copyright laws.

Instructor Collaboration

  • Instructors will be notified of this accommodation through the Disability Access Center (DAC).
  • Faculty may not impose a blanket prohibition on recording or deny the accommodation unilaterally. Any limitations must be reasonable, narrowly tailored, and implemented in consultation with the Disability Access Center.

For group-based discussions that may include personal disclosures or sensitive topics, Instructors may request that all forms of note-taking, including audio recording, be paused. Again, the DAC should be consulted to discuss alternatives before blanket prohibition. 

Legal and Policy Considerations

  • If other students are allowed to take notes from lectures and group discussions, then audio recordings should be allowed as a form of notes.
  • Audio recordings are protected under FERPA and may contain copyrighted material. ClassRecordingsDecisionTree-ADA-FERPA.pdf
  • Unauthorized sharing of recordings may violate university policy and federal law.

Frequently Asked Questions

Q: Can instructors prohibit audio recording?
It is not recommended for faculty to unilaterally deny an accommodation. However, they can work with DAC to address concerns around privacy, copyright, academic freedom, or fundamental alteration.

Q: What if sensitive topics are discussed in class?
During class discussions on sensitive or controversial topics that are not part of graded coursework, faculty can inform all students that they should not take notes (or audio record). All students, including those with the audio recording accommodation, should pause notetaking during this discussion, and then resume once the discussion is over. 

Q: Do other students need to be notified that they are being recorded through a student’s accommodations?

No. Consent is not required when it is an official DAC accommodation. Class recordings do not fall within Washington State’s Consent law. 

Further Resources

Auxiliary Aids and Services for Postsecondary Students with Disabilities | U.S. Department of Education

RCW 28B.10.912: Students with disabilities—Core services described—Notice of nondiscrimination.

WAC 478-121-107 – Academic Misconduct

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, 360-650-3083.    

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.   

American Sign Language Interpreting 

The DAC works with a variety of interpreting services. 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.

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 help 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.
  • Optional template students can use when emailing their instructors about this accommodation: 

    • Dear Professor _____, I am a student in your _____ course and I am writing to implement my disability-related absence accommodation due to unavoidable disability-related circumstances.  Per our arrangement made in the beginning of the quarter, I will [reach out to peers to get access to their notes, etc.].  Will this work given the context of the course?

      Thank you for your consideration, [Your name and W#] 

  • 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.
    • Non-Disability Absences: This accommodation does not cover non-disability-related absences.
    • Illness: Students should work with faculty to make up work missed due to illness.
    • Hospitalization/Surgeries/Medical or Mental Health Emergency: The Student Health Center may be able to assist with prolonged or significant medical issues.
    • Non-Medical Emergency: The Office of Student Life may be able to assist with emergent situations that are beyond students' control that affect their coursework. 

Disability-Related Postponed Exams Proctored by the DAC

If a student needs to miss an exam due to a disability, they can take the exam in the DAC within 2-5 business days after the original exam date.

Steps for arranging a make-up exam:

  • Notify the Instructor: The student should inform their instructor as soon as possible if they need to use this accommodation.
  • Agree on a New Exam Time: The student and instructor must agree on a new exam date and time. Please note that the DAC requires at least 2 business days' notice to ensure proper staffing and space in the testing center. After confirming the new time, the student should email the DAC (drs@wwu.edu) with their instructor’s written approval for the rescheduled exam.
  • Schedule the Exam via myDAC: The student must schedule the make-up exam through their myDAC dashboard.

Early Registration allows eligible undergraduate students to enroll in courses on the earliest available date (as soon as Phase I opens) after completing any required advising and approved when a student’s disability-related impact(s) requires accommodation(s) to be put in place, and may include the hiring of trained service providers, the creation of time-intensive materials, or adjustments to class locations. Additionally, this may include, but is not limited to, students who require the following:

  • A course schedule with travel time built in, due to a disability that impacts mobility, speed, stamina, and/or endurance to cross the campus.
  • Services or accommodations that may require significant planning and time on the part of DAC to arrange, which may include: ASL/English interpreting, real-time captioning, real-time transcribing, captioned media, tactile graphics, audio description, and printed materials in Braille.
  • A specific schedule due to significant or chronic medical conditions, or those following a strict medication or treatment regimen impacting their ability to attend classes at certain times of the day.

Early Registration does not:

  • Apply to a student’s initial quarter at WWU
  • Guarantee availability of courses or provision of courses/sections at specific times.
  • Exempt students from meeting prerequisites.
  • Waive or provide exemption to class enrollment limits
  • Grant access to major restricted or closed courses or sections

Please be aware that Web4U will show the registration date based on the student's total credits, not the early registration date and time. Early Registration begins as soon as Phase I of registration opens, and those dates and times can be found on the Registrar’s website.  The DAC advises students to consult with their academic and major advisors to plan their course selections well before Phase I of registration begins with specific consideration towards the time and frequency of the class; the need for back-to-back classes or ample breaks in-between classes; and if the course load has a balance of academically challenging and less difficult classes.

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 for the accommodation with their instructor in advance of the deadline whenever possible and provide the timeline for when they intend to submit the assignment and check in to see if that works for the instructor.   
    • Optional template that can be adjusted as appropriate:  "Dear Professor _____, I'm reaching out to implement my extra time on short turnaround assignment accommodation.  I plan to submit the ______ assignment by ____.  Does that work for you?  Thank you for the consideration [your name & W#]."       
  • Deadline extensions are meant to be short (2-3 days) so that the student stays caught up.
    • This accommodation is not meant to cover extensions on every assignment and should be used as sparingly as possible.  
    • This accommodation does not extend deadlines to the end of the quarter, nor does it extend the length of the quarter.
  • There may be times when a deadline extension may not be possible (for example, group projects, Canvas discussion posts, etc.).
  • 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.  
  • Students and instructors are encouraged to meet in the beginning of the quarter, or as soon as possible, to discuss how the accommodation will work in the context of that specific course.  
  • Instructors and students are encouraged to communicate any concerns about this accommodation with the student's Access Manager.  

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 flexibility.  If you have any questions or concerns, you should contact the DAC at 360-650-3083 or 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.

Optional template that can be adjusted as appropriate: 

Dear Professor _____, 

I am a student in your _____ course and I am writing to implement my disability-related absence accommodation/flexible deadline accommodation due to unavoidable disability-related circumstances.  Per our arrangement made in the beginning of the quarter, I will [reach out to peers to get access to their notes/submit the assignment that was due today by ____, etc.].  Will this work given the context of the course?

Thank you for your consideration, 

[Your name] 

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.

What if a student misses an exam? The DAC recommends that students schedule their postponed exam within 2-5 business days of missing an assessment. Students must schedule this DAC-proctored postponed exam at least 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 instructor. 

    • Optional template that can be adjusted as appropriate: Dear Professor _____, I am a student in your _____ course and I am writing to implement my flexible deadline accommodation due to unavoidable disability-related circumstances.  Per our arrangement made in the beginning of the quarter, I will [submit the assignment that was due today by ____, etc.].  Will this work given the context of the course?

      Thank you for your consideration, [Your name and W#]

  • 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.
  • This accommodation does not extend deadlines to the end of the quarter, nor does it extend the length of the quarter.  
  • Involve the DAC if there is ever a concern of how much assignment flexibility should be offered 

What is Genio?

Genio 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 Genio, 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.   

Genio's website offers more information.

Will Genio share an instructor's intellectual property?

No.  Genio 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 Genio. Genio 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 Genio's specific contractual language, as it relates to AI or data use generally, should contact the Provost’s Office. 

Genio's AI Features

Please note that Genio's AI capabilities, including live captions, "quiz me," and the summarization tool, have been disabled institutionally.  Students who receive licensing to Genio from the DAC do not have access to these features.        

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 Genio, which combines these accommodations into one platform.  

Genio may provide more equitable access to classroom information than other 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.  Genio allows the student to access the audio content of the classroom after class in a controlled environment while still allowing for in-person participation. 

Genio also encourages independent learning.  Using Genio, 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 - Genio allows us to 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

Refer to the On-Campus Housing website 

Check out the On-Campus Housing website for more information about priority deadlines and other helpful information that relate to accommodations in the Housing and Dining environments.  

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 disability-related barriers to navigating campus. It also supports students in managing challenges that can impact timely arrival, such as fatigue, medical needs, or other disability-related factors.

Student Responsibilities

If you arrive late for disability-related reasons, you are responsible for taking proactive steps to stay on track. This includes:

  • Communicating with your instructors about how this accommodation will work in each class. The impact of late arrivals varies by course structure, learning objectives, and participation requirements.
  • Creating a plan with your instructor that addresses:
    • How you will notify them if you will be late.
    • How you will access missed content and make up participation points (if possible).
  • Connecting with peers to obtain class notes or materials when you miss part of a lecture.

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 

Pro Tip: 

  • Start creating the memory aid gradually as new concepts are taught, rather than trying to develop it right before a test. This approach can reduce time pressure and anxiety, and many students find that the process of building the aid as they go actually strengthens their learning and long‑term recall.

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, prospective 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

Remote Participation Overview

Western Washington University (WWU) is a primarily in-person learning community with only about 5% of courses offered remotely per term (slightly more offered during summer term). Many programs and courses include essential in-person components. Under the ADA, WWU’s Disability Access Center (DAC) must engage with the interactive process to accommodate students with disabilities. While institutions have flexibility in choosing the specific accommodations provided, institutions must ensure the accommodation selected is effective. See 28 C.F.R. §35.130(b)(iii).

The DAC may consider Remote Participation (RP) as a reasonable accommodation as a temporary accommodation. RP is meant to address short-term disability-related barriers to in-person attendance. Accommodation requests are reviewed carefully and approved when no other online classes are available or no other effective in-person accommodations can be identified. RP is viewed as an accommodation of last resort and is not intended to convert an in-person program into an all-virtual experience. Implementation of RP is contingent upon determining feasibility for the student’s courses in collaboration with faculty and must not constitute a fundamental alteration of learning objectives. See 28 CFR § 35.130(b)(7)(i). 

Under the ADA, accommodations are not intended to 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.

Where in-person accommodations are likely to be effective at providing equitable programmatic access, the institution may offer those accommodations in lieu of remote participation accommodation. DAC recognizes the potential for differential experiences of students engaging remotely in courses designed to be taught in-person. Technical difficulties and other factors may impact on educational experience(s). In some cases, RP has not proved to be a one-to-one replacement for in-person classes.

Steps of the Remote Participation Accommodation Process

Step 1: Meet with DAC

The student first meets with the Disability Access Center (DAC) to discuss their request. During this meeting, the Access Manager will seek to understand the barriers to in-person attendance and then work with the student and their academic advisors to:

  • Identify any courses already offered remotely, and
  • Explore whether certain classes can be scheduled for a future term.

Only after all these “organic” options have been fully explored does the process move to Step 2.

Step 2: Provide Documentation
The student must submit supporting documentation from a qualified third party. This documentation should:

  • Confirm the current diagnosis, nature of the disability, and/or date of a medical procedure.
  • Describe the functional limitations that prevent in-person attendance and/or anticipated recovery time.
  • Include an estimated timeline for returning to in-person attendance.

This information helps DAC assess the disability-related need for RP and determine whether the accommodation is appropriate.

Step 3: Committee Review and Faculty Collaboration
The Access Manager presents the student’s request to the Accommodation Committee. This committee ensures:

  • A consistent process for all students, regardless of which Access Manager they work with.
  • That all possible options have been thoroughly explored before approving RP.

If the Committee approves the request, the student moves to the next step.  

Step 4: Implementation

DAC works with the course instructor to determine whether RP can be implemented without fundamentally altering the learning objectives. If RP is feasible, DAC provides the student and instructor with implementation details. If RP is not feasible, DAC communicates the decision with the student and offers alternative accommodations that meet course objectives.

Campus Mechanisms for Navigating Time Away from Classes

Our goal is to make sure you can continue progressing in your coursework while ensuring that learning objectives and essential course components are preserved.  Please note that the full Remote Participation process can take 3-4 weeks, so getting an early start in exploring this accommodation is highly encouraged. 

We recognize that students may experience health challenges, such as injuries or medical procedures, that temporarily prevent them from attending classes in person. It’s important to understand that Remote Participation and an Emergency Medical Leave of Absence serve different purposes, and one may be more appropriate than the other depending on the situation.

The Emergency Medical Leave of Absence is designed specifically for students who are temporarily unable to attend classes due to an illness, injury, or medical procedure. This leave is issued by the Student Health Center once appropriate documentation from a healthcare provider is submitted. DAC accommodations are not retroactive, so our accommodations can help support students once they are back to campus.  If you are facing a temporary injury or medical issue, and need short-term relief, the Emergency Medical Leave of Absence is likely the better option. Once you have recovered and are ready to return to campus, you can work with the DAC to discuss any accommodations you might need to continue your coursework.

Important Note: If more than 14 days are needed, the student should consult with the Office of Student Life for further options. Instructors may also have discretion to deny requests for extra time or accommodations depending on the course requirements.

The Remote Participation accommodation through the DAC is typically used when a student knows in advance that they will not be able to attend in-person classes due to a temporary disability-related barrier to attendance.  However, remote participation is not the best mechanism for short-term injuries or emergency medical procedures. Here’s why:

  • Implementation time: The process of arranging Remote Participation accommodations can take 3–4 weeks, as it requires coordination with academic departments and instructors to ensure that the accommodation can be implemented without fundamentally altering the learning objectives of the course.
  • No retroactive adjustments: Remote Participation accommodations cannot be applied retroactively for missed work or classes. Therefore, if a student has already missed time due to a medical issue, they cannot apply for remote participation to make up for that lost time.

If you're uncertain which option is right for you, or if you have questions about the process, feel free to reach out to the Student Health Center or the DAC for guidance.

 

For programs and services under the control of WWU, a reduced courseload recommended by the DAC as a reasonable accommodation can mitigate the full-time credit requirement. 

Examples of some functional limitations or impacts for which a student may benefit from taking a reduced courseload include (but are not limited to):

  • Functional limitations that adversely impact daily functioning or reduce the daily hours in which a student can complete coursework
  • Need to frequently arrange for on and off-campus service providers 
  • Inability to attend classes during certain parts of the day due to documented treatments or medical needs (chemotherapy, renal dialysis, out-patient programs, etc.) 
  • Processing impairments that adversely affect academic performance

Each situation is evaluated on a case-by-case basis. Students should meet with their Access Manager, the Financial Aid office, and any other relevant campus programs to review how a reduced course load will affect their academic and financial eligibilities. 

Some key aspects to explore include (but are not limited to):

  • The overall amount of financial aid a student receives
    • Timeline for degree completion
    • Eligibility for campus housing

Thinking About Studying Abroad? Let’s Talk!

Studying abroad can be an amazing experience, but you might have questions or concerns about how your access needs will be met.

Whether you’re just starting to explore your options or already enrolled in a program, we’re here to support you. Schedule an appointment with an Access Manager or stop by our drop-in hours and we’ll help you:

  • Understand how your rights and accommodations may apply
  • Assist in connecting you with the right contacts in your program or host institution
  • Help you plan ahead to make sure your access needs are part of the conversation from the beginning

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.