Faculty Resources

• Include the DSS statement in your syllabus and cover this information when you discuss your syllabus on the first day of class. This statement is included in the syllabi information shared with you by the Center for Integrated Learning every quarter. 

• Refer students to the DSS office if they disclose to you that they have or think that they have a disability. This may include them letting you know that they had an IEP or 504 in K-12, they receive support from the Department of Vocational Rehabilitation, or even that they have always struggled with a certain subject. We recommend that if you make the referral verbally that you follow up with an email for documentation. 
• If the student makes an explicit statement about having a disability, 504 or IEP then you are able to be more specific in your referral to DSS. Let them know that the DSS office oversees the colleges version of 504s or IEPs. The Disability Accommodation Request Form is available under the Getting Started with DSS page and the quickest way to get the accommodation process started. 
• If the student is more vague and talks about struggling then a referral to DSS along with the Warrior Tutoring Center, Counseling Center, or their Navigator may be best. 
• When talking with a student about their disability or academic struggles, pay extra attention to your body language, tone, and facial expressions. Students may be sensitive or anxious about how others will respond to them when sharing this information. Some students with disabilities have had negative experiences in the past when requesting support for their disabilities so your tone, body language, can make all the difference in creating a welcoming and supportive experience here at WWCC. 
• You could also offer to walk them down to the DSS office or make an introduction to DSS staff through an email exchange.

• If your office isn’t in an accessible location or has an accessible layout, let your students know that you’d be able to meet with them in a location that meets their needs. 

• Emails from DSS staff may include students Letters of Accommodation, important updates regarding accessibility requirements, or legal requirements. It is your responsibility to be in compliance with these notifications and providing approved accommodations to students.

Utilize the WA Course Design Checklist, universal design techniques to help reduce barriers for students with disabilities. 

• Easy to implement UDL strategies include but aren’t limited to: 
  • Utilize textbooks and reading materials available in multiple formats. 
  • Turn on closed captioning for all videos and class sessions.
  • Share content and assignment instructions in multiple formats; written and verbal.
  • Provide choices on how students can meet with you; in your office, classroom or virtually.
  • Use a sans serif font for all materials; Arial, Comic Sans, Verdana, Tahoma, Century Gothic, and Calibri are all good options. 
  • Click here for other Assistive Technology.
• UW DO-IT is a great resource to find ways to implement Universal Design in your class to improve access for all students.
• The DSS office has some books on Universal Design in Higher Education that you can borrow.

• If you would like support in updating pdfs or documents that are not in an accessible format please reach out to DSS for support. We have access to a variety of programs that can turn documents into accessible formats. Timelines for documents to be returned to you vary based on size, age, and amount of images in the document. Documents for qualified students will take precedent over general requests. 
• DSS may request that your department covers the fee if the document has to be outsourced to another agency. 
• Georgia Tech and Central Washington University both offer document accessibility services.