Disability Access Services

Explore this section

Explore this section:

Explore DAS

Explore DAS:

DAS partners with the campus community to create equitable access to eligible students while promoting disability-inclusive diversity. We address barriers in learning, social, and physical environments through accommodations, education, consultation, and advocacy.

Register with DAS

Students with a documented learning, physical, or mental disability who believe their disability may impact academic success may be qualified to receive accommodations. All discussions remain confidential.

Accommodation Appeal

If a student is denied a requested accommodation, they should meet with the DAS Director to discuss the appeal. The Director will communicate a decision within 2 weeks. If equal access is still not provided, submit the Accommodation Appeal form.

Accommodation Appeal

Report a Concern

If a student experiences discrimination or harassment related to disability, submit a non-Title IX Equity Grievance report for review by the appropriate committee.

Report Concern

Academic Accommodations

DAS coordinates reasonable resources to provide equal access and opportunity. Accommodations are determined case-by-case based on documentation and functional impacts.

What accommodations do

Reduce barriers to learning
Provide equitable opportunities for students

What accommodations do not do

Fundamentally alter the nature of a course
Reduce academic requirements

Requesting academic accommodations

Complete the Accommodation Request Form
Submit documentation and/or a detailed self-report while documentation is pending
Make an appointment to discuss possible accommodations and implementation
Request accommodations each academic term in a timely manner
Follow policies and procedures outlined in the DAS Student Handbook

Recommended timelines by service

Services Requiring 4+ Weeks

Interpreting, Transcription Services, Video Captioning, Classroom Relocation, Braille — 4 weeks
Service Dog in Residential Dorms — 4 weeks prior
Emotional Support Animal in Residential Dorms — begin 60 days prior

Services requiring ~2 weeks

Tables, Chairs, Footstools, Podiums — 2 weeks
Alternative Format — 2 weeks
Notetaking Services — upon registration or 2 weeks
Service Dogs in Labs — up to 2 weeks (plan)
Service Animals in residence halls — 2 weeks prior (recommended)

Testing + Housing Deadlines

Alternative Testing (quizzes/midterms) — 5 days or 3 business days notice
Accessible University Housing — requests by March 15 priority; after April 1 as space allows
Service Dogs in Clinical Settings — minimum 8 weeks to coordinate (where applicable)

Common Accommodations (examples)

Accommodations are determined on a case-by-case basis based on documentation and functional impact. This list is not exhaustive.

Alternative Testing – May include extended time, reduced-distraction testing environments, use of assistive technology, or alternative test formats when appropriate.
Extended Time for Exams – Provides additional time (typically 1.5x; occasionally double time) for quizzes and exams to support processing speed, reading, or concentration needs.
Reduced-Distraction Testing Environment – Allows exams to be taken in a quiet or low-distraction setting separate from the classroom when appropriate.
Alternative Format Materials – Provides course materials and textbooks in accessible formats such as electronic text, audio, large print, or Braille when standard formats are not accessible.
Note-taking Support – May include peer notetakers, instructor-provided notes, or permission to record lectures for personal study use only.
Assistive Technology – May include the use of specialized software, devices, or tools that support access to course materials, exams, or classroom participation.
Accessible Furniture – Provides classroom furniture such as adjustable tables, chairs, footstools, or podiums to support physical accessibility.
Classroom Accommodations – Provides limited flexibility with attendance when disability-related symptoms impact class participation, without fundamentally altering course requirements.
Assignment Deadline Flexibility – May allow limited extensions on assignments when disability-related barriers arise, based on course structure and advance communication.
Interpreting Services – Provides sign language interpreters for students who are Deaf or Hard of Hearing during academic activities.
Transcription / CART Services – Provides real-time captioning or transcription for classroom lectures and discussions when appropriate.
Audio or Video Captioning – Ensures that required course media includes captions or transcripts to support accessibility.
Recording Lectures – Allows students to record lectures for personal study use only, in accordance with university and state guidelines.
Service Animals in Academic Spaces – Permits trained service animals in classrooms and campus buildings as protected under the ADA.
Housing Accommodations – Provides reasonable housing or dining accommodations in collaboration with Residential Education for students living on campus.
Temporary Academic Adjustments – Provides short-term academic support for students experiencing temporary medical conditions, such as illness or injury.

Rights

Equal access to courses, programs, services, jobs, activities, and facilities
Equal opportunity to learn with reasonable accommodations/adjustments/aids
Appropriate confidentiality, except as required/permitted by law

Responsibilities

Meet qualifications and essential institutional standards
Identify when accommodations are needed and seek assistance
Provide documentation demonstrating functional limitations
Follow published procedures for accommodations and services

Testing Accommodations

Students are responsible for scheduling proctored exams at least 4 days in advance. Testing location: Student Success Center (Hallerberg Center on the campus map), in the same office space as Academic Advisors.

Alternative Format

If a textbook is not available in an accessible format, students may request an accessible version from DAS. DAS may provide accessible textbooks through multiple platforms or convert materials in-house when needed.

Request via Alternative Text Request form/process
May require proof of purchase (if applicable)
In-house conversion may take up to 7 days

Housing Accommodations

DAS collaborates with Residential Education (RES) and dining to provide reasonable housing and dining accommodations to residents with a disability.

Returning students should complete and submit the following paperwork by March 15th for the upcoming academic year (fall/spring semester); new students should submit paperwork by May 1st for the upcoming academic year. The University may not be able to accommodate requests received after these deadlines.

Timeline

Once a student has completed the process, a committee will be assigned to review and assess the student’s request. Students will be notified within 3 weeks of whether their request has been approved or denied. For students requesting ESAs, please begin the process 60 days prior to the start of a semester, and do not bring the animal into campus housing before you are approved for accommodation. For students bringing Service Animals into residence halls, please begin the process at least two (2) weeks prior to moving into the dorms.

How to request

Documentation and all relevant information should be completed or provided by an appropriately qualified professional currently treating the student. Alternately, the provider may write a letter or report that provides this information. Documentation completed by a family member is not acceptable. For psychological disabilities, evaluation and documentation should be within the last six months unless the condition is one that does not change over time. All requests will be evaluated on a case-by-case basis.

Submit the Housing Accommodation Request Form
Submit the Healthcare Provider Form
Schedule an Schedule an appointment

Emotional Support Animals

As a general rule, support animals are not allowed in University buildings or properties unless the University has given prior approval based on accommodation. Students may be approved to have an emotional support animal in their residence if they follow the interactive accommodation process.

IMPORTANT NOTES:

Documentation must be submitted to DAS before a request for an ESA will be reviewed by DAS.
DAS does not approve ESAs for stays under 30 days or in the middle of a term.
Students may not board exotic animals such as, but not limited to: reptiles, rodents (other than hamsters and guinea pigs), ferrets, hedgehogs, skunks, rats, raccoons, squirrels, potbellied pigs, monkeys, arachnids, or any farm animals.
The animal must be fully grown and housetrained, and the student is responsible for keeping vaccines and registration up-to-date. While the allowable age of the animal may vary depending on breed, generally it should be at least a year old.
The student should have lived with and provided training for the animal for a minimum of 3 months.
Residents whom DAS approves for an ESA in their residence must comply with their Housing Contract and Concordia University Irvine’s Service and ESA Policy.

Service Animals

Students with disabilities may be accompanied by their service dog in all campus buildings, including classrooms, laboratories, libraries, and residence halls, unless a service dog’s presence would fundamentally alter the nature of a program or activity. Faculty and staff may not deny access or participation to a student using a service dog. Faculty may, however, request that a student establish a Service Animal Safety Plan before allowing the dog in the class/lab/clinical setting. Students bringing a Service Animal into the residence halls must connect with DAS at least 2 weeks prior to moving into the dorms.

See our Full Policy

Temporary Accommodations

If a temporary medical condition (injury, surgery, illness) impacts academics for longer than a week, complete the Temporary Accommodation Request form and schedule an appointment with DAS.

Temporary Accommodation Request

Schedule an Appointment

Communicating with Professors

It’s always best to clearly and promptly communicate your circumstances to your professors. You may also want to reach out to your academic advisor for advice on communicating with professors. Be sure to obtain items missed during this time.

Attendance

If you have documentation of your temporary medical condition, DAS can email professors to request that you receive flexibility for attendance and assignment due dates for a week. Talk with your instructors immediately to reach an agreement regarding classes and assignments you are going to miss or have already missed. This includes making up missed exams and quizzes and time extensions on assignments. There may be other sections of the same class that you can attend in lieu of the one in which you are registered.

You may need to withdraw from some courses if your condition persists beyond a week or two. Talk with your academic advisor about the financial implications of dropping courses.

Exams

If your temporary medical condition results in missing tests, or you need extra time to complete a test, talk with your professor about receiving extra time. If the professor is unable to proctor a rescheduled test or test with extended time, reach out to DAS to request proctoring services. Generally, DAS can proctor exams as long as there is a few days’ notice.

Resources

Having a temporary health condition can be stressful. Make sure you are reaching out to all the right resources to help you through this:

Student Resources

The mission of Disability Access Services (DAS) is to partner with the campus community in creating equitable access to eligible students while promoting disability-inclusive diversity. We address barriers in the learning, social, and physical environments of Concordia University Irvine through accommodations, education, consultation, and advocacy.

Partners in Providing Access & Education

The Department of Campus Safety provides safety escorts for anyone during the evening and early morning hours and for those who are disabled. Any person needing an escort should contact Campus Safety at the dispatch number (949) 214-3000 and state their name and location. For those requesting a ride from their vehicle, please give a description of your vehicle and keep your emergency flashers on until the on-duty officer arrives.

Workshops & Training Sessions

Throughout the year, DAS will organize virtual workshops and training sessions. Topics will include how to communicate with your professors and how to use assistive technology. Watch your Eagles inbox for upcoming dates!

Faculty and Staff Resources

Disability Access Services (DAS) partners with Concordia University Irvine staff and faculty to make sure courses and programs are accessible for students who have requested accommodations. Staff and faculty are encouraged to reach out to DAS for guidance on implementing, promoting, and creating accessible content.

Exam Proctor Form

Syllabus Statement

Please include the following statement in all course syllabi:

Access and Accommodations: Your experience in this class is important to me. If you have already established accommodations with Disability Access Services (DAS), please communicate your approved accommodations to me at your earliest convenience so we can discuss your needs in this course. If you have not yet established services through DAS, but have a psychological/learning/physical disability that requires accommodations, you are welcome to contact DAS at 949-214-3039 or [email protected]. It is the policy and practice of Concordia University to create inclusive and accessible learning environments consistent with federal and state law. Please be informed that course lectures may be recorded, when necessary, to fulfill a disability accommodation.

Event Statement

If you are promoting an on-campus event, please consider including this statement on posters and flyers:

If you have accessibility concerns about this event, please contact [include event coordinator’s contact info here].

Event coordinators are welcome to reach out to DAS to brainstorm ways events can be more inclusive and accessible for students.

Roles & Responsibilities

Instructors have a right to:

Request written notification from DAS of a student’s need for accommodation.
Maintain the University’s academic and instructional standards in that the accommodations should not fundamentally alter the course content.
Establish late work and attendance policies in keeping with the University’s policies.

Instructors have responsibilities to:

Provide these accommodations as part of the University’s mission in providing equal access to all students.
Contact Disability Access Services to request clarification or support with accommodations.
Maintain confidentiality of information regarding student’s disability. Information should only be shared with those who have an educational need to know.
Refer to DAS any students who request accommodations, but have not set up accommodations.
Be available to discuss accommodations with students at least once per term.
Include an ADA statement in your course syllabus.

Remember, you may not:

Ask a student about their disability.
Disclose details about the student’s accommodation to other students.
Unilaterally deny a student’s approved accommodation.

Best Practices

Faculty and Staff play a crucial role in making Concordia University Irvine a welcoming and accessible campus.

The following are examples of teaching techniques that benefit all students but are especially useful for students who have disabilities. By modeling these practices, we also help students think more inclusively about the world.

Make short assignment sheets and reading lists available in electronic format (e.g., email, Blackboard).
Face the class when speaking. Repeat discussion questions. Verbally describe pictures and graphs.
Turn on captions for all videos, regardless of your classroom having a student with hearing loss.
Adopt principles of universal design to make course content accessible to all learners.
Write key phrases and lecture outlines on the whiteboard or identify them in the PowerPoint.
Always put the person first when describing individuals with disabilities. First and foremost, people are people; secondly, they may happen to experience one or more functional limitations. Thus, they should be referred to as “students with disabilities,” rather than “disabled students.” Avoid terms such as “handicapped,” “victim,” “special needs,” and “normal students.”
Be aware that many students are extremely uncomfortable contacting instructors to discuss their accommodation needs.
All discussions with students remain private and confidential. Ask students what challenges they are facing and what has helped in the past.

The following are some campus-wide practices that benefit the entire Concordia University Irvine community:

Include accessibility statements on event posters and flyers (think transportation, food, and accessible media).
Ensure the space is physically accessible. Keep aisles and doorways free from physical barriers.
Report inoperable push-button door openers to Jane Doherty, our 504 Coordinator.
Allow service dogs to accompany people with disabilities on campus. When it is not obvious the dog is a service dog, you may ask two questions: (1) is the dog required because of a disability? (2) what work or task has the dog been trained to perform?
Refer to the Disability Language Style Guide for questions of word choice.

How to:

Accommodations Glossary

Academic Accommodations at Concordia are:

Communicated each semester to instructors via email from the DAS Coordinator
Requested each semester by the student
Meant to “level the playing field”
Approved on a case-by-case basis

Academic Accommodations at Concordia are not:

Retroactive
Intended to reduce academic requirements or fundamentally alter the nature or objective of a course

Accommodations Glossary

This list is not exhaustive, but rather a glossary of the most commonly approved accommodations. Each accommodation is approved on a case-by-case basis.

2-day Extension (for Graduate Students only)

The student has a 2-day extension on major course assignments (3+ pages). This extension also applies to the late work policy and the final course assignment. IMPLEMENTATION: the student should notify the professor that an assignment will be late. If the student or professor feel that the accommodations are not providing adequate access, then the student or professor should contact the Disability Access Services Coordinator to allow for the discussion and consideration of the additional accommodations.

Accessible Textbooks

The student may require textbooks be available in an alternative format (electronic, audio, large print, Braille). Student must request alt-texts from DAS before every course and have proof of purchase for textbook requests: alt-text request form. Students should submit their request as far in advance as possible. Depending on the textbook and type of format, it may be weeks before an accessible textbook is available.

Accessible Class Materials

Students with various vision, learning, and physical disabilities may require course materials in an accessible format. Scanned PDFs and paper hand-outs are examples of materials that may not be accessible. If the materials need to be converted, the instructor will need to provide course materials to DAS at least a week ahead of time.

Accessible Furniture

Students attending class on campus should request accessible furniture from DAS a week in advance of courses starting. First time requests may take a couple of weeks to implement, depending on current inventory.

Advance Notice

Disability Access Services encourages students to practice good time management habits. As such, students may need 1-2 weeks advance notice on assignments so that assignments can be completed on time.

Attendance Considerations

The number of allowable absences/extensions depends on the interactive or participatory nature of a course, or is based on department, college or accrediting agency rules. Students are expected and encouraged to attend classes on a regular basis, as well as submit work on time, and faculty have the right to establish attendance and late work policies. However, the student’s medical condition may occasionally impact the student’s ability to attend/complete assignments. PROCESS: the student and instructor can complete the Attendance Consideration form together. Student should initiate contact unless they specifically request Disability Access Services to do so for each course. If no Attendance Plan is set up, instructor may presume the student is not using this accommodation in class. There can be a point at which disability-related absences cannot be reasonably accommodated.
Flexibility with Attendance/Assignment Due Dates Form

Computer for Written Exams

Students may need a computer for essay exams to help with legibility and fatigue prevention.

Consideration for Alternative Assessment

A student may not be able to speak orally for various reasons. The professor will decide the alternative method the student can use to meet oral communication requirements. When in-class participation is required, the professor may request the student to write an essay in lieu of speaking in class, or to send e-mails to the professor after each class period summarizing what they have learned.

Course Assignment Deadline Consideration

Please note, this accommodation is given on a case-by-case basis, it does not cover every assignment, nor should it be given as a result of procrastination or lack of planning. The amount of time given for an extension will be up to the professor.
PROCESS: the student and instructor (and DAS upon request) should determine ahead of time (1) how many assignments can be submitted late and (2) how the student should notify the instructor. Concerns about implementation should be directed to DAS.
GUIDELINE 1: DAS promotes positive time- and project-management skills, as well as effective decision-making. Students must factor in the reality of their own personal situations and use time effectively to complete assignments. Adequate work should be done prior to the deadline in order to avoid needing an extension.
GUIDELINE 2: Assignments cannot be submitted whenever desired. Students are required to complete all assignments prior to the end of the semester.

Emotional Control

Students should always adhere to Concordia University Irvine’s classroom conduct expectations, but at times, a student may have difficulty maintaining composure in the classroom. This in no way reflects how they feel about the class. Students may need to step outside class for a few minutes to regain emotional control.

Exams: Extra Time

Extended time for tests and quizzes is the most common accommodation. Typically, students receive 1.5x extended time as an accommodation. So if a test is 1 hour, the student would have 90 minutes. Occasionally, students may be approved for double time.
Students need to communicate with instructors at least 3 business days before an exam, and if a professor is unable to proctor the exam, then students need to reach out to DAS for test proctoring services. DAS also requires 3 business days of advance notice. Tests should be taken on the same day and approximate time as the class.
NOTE: If a professor believes that the extended time fundamentally alters the test’s objectives, they should reach out to DAS.

Exams: Reduced-distraction Environment

Students are approved to take tests in a testing environment with minimal distractions. This accommodation may be provided in a space separate from the classroom: the professor’s office, study room, or the DAS Testing Center via appointment.

Exams: Use of a Scribe and/or Reader

Students who are unable to write or view an exam may use a scribe or reader for an exam. Students must request scribe and/or reader at least 5 days in advance.

Exams: Calculator

Use of a 4-function calculator is approved for exams.

Face Student When Lecturing or Speaking

As much as the space permits, please face the student when lecturing and/or speaking.
A good practice for all students is to repeat the question for large groups.

First Week’s Assignments

A student may need access to the first week’s assignments in order to complete them on time.

Have Food Nearby

A student may need to have food or drink in class, or be able to step outside if the classroom environment (ex: science lab) disallows food.

Housing Accommodations

Students may need housing accommodations in order to live on campus. DAS collaborates with RES on implementing housing accommodations.

Instructor Clarification

Instructor clarifies verbal or written information as requested by student. The student will contact the professor for clarification after class if the professor is available or during instructor office hours or via e-mail.

Modified Physical Activity

Physical activities for health and wellness classes may need to be modified so that activities are accessible for students.

Notetaking Assistance

If a student is unable to take notes, peer notetakers will take notes for the students. DAS will reach out to professors if a notetaker is requested for a class. When notetakers are not available, recorded lectures and/or professor notes will be a substitute accommodation.

Option to Work Individually

The student may require independent study rather than group projects. Professor should give consideration for students opting-out of group projects if it is not a required element.

Personal Care Assistant (PCA)

Student requires the services of a PCA who may, or may not, be present in the classroom. PCAs are non-active participants in the academic, learning and living environment. Student must identify the courses the PCA will attend.

Personal Computer in Class

When appropriate, a student will be permitted to use a laptop in class for notetaking purposes.

Postural Breaks

The student is allowed to step out of class for short breaks as needed. This does not excuse regular tardiness or leaving class early.

Preferential Seating

Preferential seating means that a student is seated in a location that is most beneficial for learning in the classroom, allowing the student to see, hear, pay attention to, or participate in activities in the same ways as peers. If necessary, seat placards can be posted to reserve a student’s seat.

Record Lectures

Students may be approved to record class lectures for personal study use. The student should inform the instructor prior to recording. Per California law, the instructor should then notify the class (verbally or via ADA syllabus statement) that conversations are being recorded. The student may not disseminate recorded lectures and must delete the recorded materials in any and all formats within in ten calendar days from the completion of the term for the course.

Service Dogs in the Classroom in Campus Buildings

A service animal is either a dog or a miniature pony that has been trained to perform a specific task for a student with a physical or psychiatric disability. Service animals are working animals and must be under the control of their handler at all times. Service animals are protected under the ADA, making them distinctly different from Emotional Support Animals.

Sign Language Interpreting Services

Students who are Deaf or Hard of Hearing may request a Sign Language Interpreter for classroom lectures and related activities. DAS coordinates interpreters needed for academic activities; DAS can also partner with other campus organizations to coordinate ASL interpreters for non-academic activities.

Temporary: Attendance Modifications

A student may have a short-term injury, such as a concussion, that requires temporary attendance modifications. Such modifications rarely extend past one week, and students are responsible for coordinating make-up work.

Transcription/CART (Communication Access in Real-Time) Services

Student will be using automatically generated captions through Zoom, or a captionist via the Internet who will transcribe classroom instructions, lectures and conversations in real-time.

Video Captioning

Students who are Deaf, Hard of Hearing, or have specific learning disabilities may need transcripts or closed captions for class media. If media is not captioned, please contact DAS 2 weeks in advance. Remember that accessible media can often be found on the internet.

If relevant, please see this quick guide on making Zoom content accessible.

Frequently Asked Questions

How will I know a student has accommodations in my class?

Disability Access Services emails Academic Access Letters at the start of each semester, or at the time a student has requested such communication. The emails are sent via Maxient (a software program), and the Academic Access Letter is attached as a PDF to that email.

What do I do if a student asks me for assistance in my class beyond what I offer to other students, or tells me they have a disability and I have not received an Academic Access Letter?

Direct the student to contact DAS. If you have not been emailed an accommodation letter from DAS, then the student has most likely not registered with our office to received approved accommodations. If a student is currently receiving accommodations in your course, you have the freedom to offer additional accommodations to the student, but please consider cc’ing DAS on such agreements in order that we have record of when additional accommodations are granted.

Additional accommodations should in no way change the course’s goals or alter the academic requirements.

What happens after I receive the accommodation letter?

Students are instructed to follow up with professors if they intend on using the accommodations in that class. Some classes are already accessible, in which case a student may not request accommodations. When a notetaker is requested, DAS will email professors a recruitment statement to post for class. When accessible media is needed, instructors are responsible for sending materials to DAS to be converted into accessible formats.

Remember, you may not ask a student what their disability is; however, students may voluntarily disclose their disability to you, which DAS supports and encourages.

How are accommodations determined?

Information from a student’s documentation helps guide DAS in determining reasonable accommodations. Accommodations are meant to provide equal access; they do not guarantee success or necessarily fit a student’s preferred learning style.

A student in my class has a short-term illness or injury. Do they receive accommodations?

Students often experience a temporary medical condition, such as an injury, surgery, or illness. Typically, these do not qualify students for ADA accommodations since they are not permanent disabilities; however, DAS recognizes that temporary medical conditions still impact a student’s learning experience. Professors and students can work together to make academic arrangements, OR professors can refer students to DAS, where we will help them come up with a communication plan.

What are reasonable accommodations?

Accommodations are modifications to the ways in which things are usually done. The purpose of effective accommodations is to provide students with disabilities an equal opportunity to participate and benefit from college.

The following are examples of the most common accommodations that permit a student with a disability to effectively participate in the educational process:

Changes to a classroom environment or task: extended time for an exam, isolated testing location;
Removal of architectural barriers: adapting a classroom to meet the needs of a student who uses a wheelchair;
Exceptions to policies, practices or procedures: priority registration or accessing assignments early;
Provision of auxiliary aids and services: providing a sign language interpreter, or providing a note-taker or scribe.

What is considered an unreasonable accommodation?

Concordia University is not required to offer or provide an accommodation, to admit or continue to admit an individual with a disability to any course, program, service or activity or to provide educational opportunities and other services when:

The educational standards or mission of Concordia University would be substantially altered;
The nature of the course, program, service or activity would be fundamentally altered;
The student is not otherwise qualified (with or without accommodations) to meet the academic and technical standards required for admission or participation in an education course, program, service or activity;
An undue financial or administrative hardship (university-wide) would be caused by the accommodation; and
If the individual would pose a direct threat to the health or safety of self or others.
Additionally, CU is not required to provide accommodations of a personal nature, such as a personal care attendant or personal use equipment.

What happens if I do not agree with a requested accommodation?

Concordia faculty and staff have a responsibility to satisfy obligations of compliance under ADA statutes and regulations.

Accommodations must be requested within a reasonable timeframe and must be reasonable given the situation. When reasonableness clearly exists, instructors must coordinate the appropriate accommodation. When questions about reasonableness exist, instructors should consult with DAS about how to best address the situation: [email protected], 949-214-3039.

Information for Parents & Families

For many students, going off to college marks the first time they are living on their own. It’s an exciting time, but it also can pose new challenges and concerns as students learn how to become more independent. DAS aims to help students successfully make this transition between high school and college, as well as assist in helping students learn how to advocate for themselves.

Some students may be transferring accommodations from high school; some students may receive a diagnosis in college and will be figuring out accommodations for the first time. Regardless of where your student is in their lived experience as a person with a disability, this page aims to give you info on understanding accommodations at Concordia University Irvine.

Transitioning Between High School and Concordia

In high school, an educational team involving teachers, parents, and support staff may have helped coordinate accommodations for a student. At Concordia University Irvine, students partner directly with DAS to coordinate accommodations. The first step to transitioning those high school accommodations to Concordia University Irvine is to Register with Disability Access Services. You may also want to review our documentation guidelines posted on that same page.

The table below is a helpful guide in highlighting some of the key differences between high school disability services and those at the university level.

High School	Concordia University Irvine
High school accommodations are about success.	College accommodations are about equal access.
The student has an IEP or 504 plan.	The student has an Academic Accommodation Letter.
Parents/guardians advocate for the student.	Students are their own advocates.
The school district evaluates and documents a student’s disability.	The student is responsible for providing current documentation to Concordia.
The school modifies the education programs.	Concordia makes reasonable accommodations in instructional programs which do not alter the essential content or requirements of the course or program.
The school may provide personal care services as part of the student’s IEP.	Students are responsible and accountable for their own personal care in and out of the classroom.
The school automatically incorporates accommodations into the student’s daily schedule once a disability is documented.	The student is responsible for registering with DAS and must request accommodations for their accommodations.

Some changes are in terminology: an IEP or 504 plan becomes an Academic Accommodation Letter. Other changes are related to accommodations that are specific to the high school experience: at the university level, students do not get modified coursework, unlimited opportunities to take a test, or reduced coursework. The primary difference, though, is that students are their own advocates and work directly with DAS and professors to implement accommodations.

Supporting Your First Year Student

Transitioning from high school to college is an exciting step, and students are often getting their first opportunity to advocate for themselves. Parents and caregivers can help students navigate this new role as self-advocates by asking important questions that will help them prepare for their new responsibilities.

How will I manage my medication?
Do I need to set up a transition plan with my mental health provider prior to coming to campus?
How will I talk about my disability, the impacts, and/or accommodations that I need?
Will I remember homework assignments, due dates, etc.?
How will I wake up in the morning?
How will I talk to faculty?
Do I need to talk with the cafeteria about allergies/special diet needs?

Supporting your student with a disability

Whether your student is a first year student, transfer, or returner, you can help support your student to be successful. Some questions to ask:

Have you requested accommodations for this semester?
Are you using your accommodations?
Do you need to schedule your exams for accommodations with DAS?
Are you using tutoring or other resources?
Have you checked to see and read any emails you received from DAS?
Have you communicated with your class instructor about accommodations?

Access to Student Information

DAS does not disclose information about students and accommodations to parents or guardians. A student may sign a release with DAS that gives us permission to share information related to the office with parents; however, even with a signed release, students are still responsible for handling matters related to DAS, including registration and accommodations. We do not work with the parent in place of the student.

Get in Touch

Reach out with questions about accommodations, housing requests, testing, or temporary medical conditions.

Schedule an Appointment