Eastern Michigan University

Frequently Asked Questions for Students

What is the purpose of the Disability Resource Center?

The Disability Resource Center (DRC) views disabilities as an integral part of the rich diversity at Eastern Michigan University. The office recognizes that some students have a clinical or medical diagnosis that impacts their academic or campus experience because the environment is not always compatible with the disability. One purpose of the DRC is to coordinate reasonable resources with students and the campus community that allow for equal access and opportunity, which can ultimately improve a student's ability to learn, study, and/or participate in campus activities. Students who believe they would benefit from environmental adjustments (extra time for exams, housing placement considerations, etc.) as a way to address the impact of a disability are encouraged to contact the DRC.

What is a disability? What disability is required to use the DRC's resources?

A disability is any clinical or medical diagnosis that substantially impacts one or more areas of life functioning. A disability may be visible such as a visual impairment, hearing impairment, or mobility impairment, or it could be invisible such as learning disabilies, ADHD, psychological disabilities, autism, Crohn's disease, chronic migraines, and fibromyalgia. Any disability, as defined by the Americans with Disabilities Act (ADA), could be qualified to use the resources provided by the DRC.

How do I get connected with the resources of the office?

Students may inquire about resources without need for commitment to anything. Interested students need to meet/speak with one of the Disability Advisors about their situation and the potential need for accommodations and other resources. Resources will not be coordinated otherwise. It is important that the student take the lead on this conversation. Teachers, EMU staff, and parents cannot talk on behalf of the students.

Do I need to bring documentation to the initial meeting?

Because each person's situation is unique, the office simply asks that any interested student meet with us. Documentation requirements vary by situation. The Disability Advisor will talk to the student about documentation during the initial conversation. No student should delay meeting with the DRC out of concern for not having appropriate paperwork.

Is communication with the DRC confidential?

Students can inquire about resources with assurance that conversations will remain confidential. When students decide to use resources, the Advisor will explain how communication with others on campus works and students will sign an approval of release of information.

What resources are available?

Common resources include academic accommodations, housing accommodation considerations, textbooks and course readings in an alternative format, collaboration with other departments on campus to make programs, policies, and procedures accessible, wheelchair loans, and other resources as dictated by individual situations.

What are the most common academic accommodations?
  • Extended exam time - 50% (time and a half) or 100% (double time)
  • Quiet location for exams
  • Human/computer exam reader
  • Writer/Dragon for exams
  • Course note-taker(student volunteer)
  • Use of laptop solely for purposes of taking notes in classroom
  • Ability to record lectures
  • Preferential seating
  • Possible adjustments to attendance/tardiness policies
  • Possible adjustments to out-of-class assignment deadlines
  • Assistive technology
  • Handouts in enlarged font size
  • Books in audio format
  • Alternative format handouts
  • CART or ASL providers
  • Housing
How does the academic accommodation process work? What happens after meeting with the DRC?

For academic accommodations that will be used in the classroom, the student will receive an accommodation letter from our office and will be expected to give it to the course instructor. The student and the course instructor are responsible for discussing ways in which the accommodations will be coordinated in each specific classroom scenario. Instructors handle accommodations differently based on a number of factors. To use academic accommodations successfully requires that the student be a good self-advocate of needs and that the student manage the details necessary to arrange accommodations with each instructor. The Disability Advisor can discuss this process and the student requirements in greater detail.

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