Importance of communication about access needs

Communication is an integral piece of the accommodation implementation process. 

Activating accommodations is the first step in the communication process. Activating accommodations initiates what is known as “The Faculty Notification Letter.” The Faculty Notification Letter is an automated email sent from the DAC to the professor when the student activates their approved accommodations. This letter reviews the accommodations the student plans to utilize in the class and provides a definition, guidelines, and appropriate next steps for the faculty's understanding of the accommodation(s). 

Each quarter, it is the student’s responsibility to first activate accommodations in myDAC, but communication does not stop there. 

It is recommended for the student and instructor to remain in good communication throughout the quarter. Good communication practices include, but are not limited to, checking in with one another in the beginning of the quarter, and keeping in touch throughout the quarter. Students must notify faculty of their use of the accommodation "in advance of the need" (explained in next section). 

The DAC is glad to assist in any of these conversations. 

Communication regarding the use of an accommodation must come from the student to the professor in advance of the deadline, absence, test, or other course marker. There is lots of nuance in this area so let's not get bogged down in the details. If we remember two key pieces as foundational for the purposes of this section, a solid foundation is set. Those two key pieces are: 

1. Accommodations are not retroactive
2. Accommodations cannot modify a course learning objective or program and cannot change the progression of the course 

Communication in advance of the need is vital in connection with the key pieces of information listed above. Without communication in advance of the need, the accommodation implementation process can get messy/complicated. Let's keep it as simple as possible by practicing good communication, and don't forget, you can lean on your Access Manager for support! 

Focus on “The How” Rather Than “The Why”

The why is generally the personal information, the disability-related barrier, and/or why the accommodation is in place. "The why" of the email is what generates the need to communicate, but does not need to be focused on in the email. As a reminder, students do not need to disclose personal information about their disability to instructors, unless they choose. 

The how is the discussion of the next steps and how the accommodation applies and/or how support is needed. The DAC recommends centering "the how" in your communications to discuss next steps and how the accommodation applies.  

For example, a recent disability-related episodic flare has created the need to utilize approved DAC accommodations. Using this framing tool, the "why" is the disability-related flare and the "how" is the need to utilize DAC accommodations. The communication can focus on the use of the accommodation in the class (in advance of the need!) and how the accommodation will be used/how to go from here, rather than why the accommodation is needed. 

Focusing on "The How" Does Not Mean Skip "The Why" 

We recommend not forgoing "the why" entirely. Including brief context can be helpful.   

If you’re unsure how to phrase “the why” in a way that maintains your privacy, here are a few examples:

• "Fallen behind due to disability-related reasons and/or mental health"
• "Currently experiencing disability-related episode"
• "Experiencing disability-related barriers"
• "Needing to utilize one of my approved accommodations"

Sending an email is different than sending a text. Knowing this key difference is a super solid start. 

While it may seem more direct to send an email in the same manner as a text, following email etiquette often results in a more productive and respectful manner. 

Emails should include: 

1. Warm greeting
2. Basic context why the email is being sent
3. The ask or question
4. Warm Closing

For example:

If there is a question about accommodations and help is needed.

• Sending a text might read: "I need help with my testing accommodations."
• An email, following the recommendations above could read as:

"Hi,

I am struggling with my testing accommodations [offer context]. Can you help me?

Thank you,

Doc Brown" 

Notice how in the email example asks an open-ended question and invites conversation? 

Students may use this template as the metaphorical "skeleton" of the email for the student to add the "meat" on top. 

• Greeting
• Basic information
• The issue
• The course of action you are taking
• The ask
• Invite conversation in the means of your choosing
• The respectful closing 

The DAC recommends beginning any email communication by first considering the reason for the email outreach. This is framed as "the ask" in the template email. The ask will be the center of gravity of the email and be communicated in a sentence or two. 

Not all prompts in the template email will apply each time an email is sent. The purpose of the template is to assist students with the development of written communication and beginning the brainstorming process. Scenario 1 and 2 in the next section are examples where not all prompts are needed given the nature of the ask. 

Scenario 1

A student needs to discuss how an accommodation applies in their class.

Reminder: accommodations cannot modify or change the learning objective of a class or program so it is critical to learn how the approved accommodation applies in the context of the class! It may also be helpful to keep in mind that faculty cannot determine if an accommodation does not apply to their class without the involvement of the DAC. 

The Ask: How does x accommodation apply in y class? 

Using the skeleton above this template email could look like: 

• A respectful greeting, like, “Dear Professor/Dr.”
• Basic information: Your name, Western number, and the name of the course.
• The issue: N/A - no issues here!
• The course of action you’re taking: “I have activated my accommodations so you will be receiving a faculty notification which details the accommodations I may need to use in your course."
• The ask: “I am writing to learn how the approved accommodation [name of accommodation(s) here] applies in your course. Would you be able to provide me with additional insight to your course?”  
• Invite conversation: "I would be open to discussing over email or during office hours how the accommodation applies. I have cc'd my Access Manager if there are questions about the accommodation.”
• The closing: “Thanks for your time, Sincerely, Name” 

Scenario 2

A student needs to use x accommodation in y class 

The Ask/The Center of Gravity: I need to use my approved accommodation of "Make Up Exams Proctored by the DAC" 

Using the skeleton above this template email could look like: 

• A respectful greeting: “Dear Professor/Dr.”
• Basic information: "I am writing to communicate my need to use my approved accommodation of Make-up Exams Proctored by the DAC"
• The issue: "I am currently experiencing disability-related symptoms which is preventing me from being able to attend today's class."
• The course of action you’re taking: N/A - this is your course of action!
• The ask: “Would I be able to take Exam 2 in two business days?”  
• Invite conversation: N/A - the ask is inviting conversation in this example
• The closing: “Thanks for your time, Sincerely, Name”

Scenario 3

A student finds themselves falling behind and are having a difficult time asking for help.

The Ask/The Center of Gravity: ask faculty for help, explain that you’ve fallen behind due to disability-related symptoms and/or mental health, and ask for flexibility as you work to catch up. 

Using the skeleton above this template email could look like: 

• A respectful greeting, like, “Dear Professor/Dr.”
• Basic information: Your name, Western number, and the name of the course.
• The issue: “I’m struggling to complete assignments on time for disability-related reasons”
• The course of action you’re taking: “I’ve attended an appointment with the DAC and seen my doctor to strategize getting caught up”
• The ask: “I’d be appreciative of any flexibility you can offer as I get caught up.  I’d also appreciate any guidance on which past due work to prioritize.”  
• Invite conversation: “Will this arrangement work in the context of your course?”
• The closing: “Thanks for your time, Sincerely, Student”

Scenario 4

A student finds themselves struggling to complete a discussion post due to disability-related barriers such as executive functioning in the area of task initiation or physical barriers such as a hand injury. The student finds that they have lots of thoughts on the prompt but find themselves stuck on responding in writing. Perhaps there are other ways of completing the assignment such as an audio recording. 

The Ask/The Center of Gravity: Is there flexibility in the modality the discussion post assignment may be submitted? Am I able to submit an audio recording? 

Using the skeleton above this template email could look like: 

Good morning, Professor, (greeting)

I am working on the discussion board post for anthropology 102 (basic information) and I am running into issues with knowing how to respond to the prompt (the issue). I have been talking to my roommate about it and I have lots of things to say, but I am finding it hard to put into writing and have been spending an inordinate amount of time on an assignment that is worth 15 points (the course of action/more context to the issue). Would I be allowed to submit an audio recording to the discussion board of my verbal responses? (the ask - big emphasis here) 

Would this work for the purposes of this assignment? (invite conversation via email)

I look forward to hearing from you (closing) 

(your name)