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Learn how to register for accommodations at Dominican University of California!
Welcome!
Welcome!
Hi, and thank you for taking the time to explore this learning module. In our work with students, we aim to be human-centered, curious, and supportive—recognizing that each person brings unique identities, experiences, and ways of engaging with the world.
My hope is that you’ll find this resource both meaningful and practical as we continue growing in how we teach, communicate with, and support our students—and our disabled colleagues.
If you have any questions or want to continue the conversation, please feel free to reach out.
Matthew Mueller
Director of Accessibility & Disability Services (ADS)
Learning Objectives
Learning Objectives
By the end of this module, you will:
Spot inappropriate comments or assumptions related to disability
Be more mindful of how you communicate with and about students
Understand the harm of speculation
Practice respectful, inclusive responses
4 Steps to Better Supporting Students
4 Steps to Better Supporting Students
Curiosity Over Assumption
Curiosity is a skill, not just a feeling.
When something a student says or does catches you off guard, ask yourself:
“What more do I need to understand?”
Instead of assigning meaning, stay open. Curious educators create space for trust, not shame.
Adopt a Coaching Mindset
A coaching mindset doesn’t try to
“fix” a student.
It asks:
“Where are they now, and what support can help them get where they want to go?”
This means active listening, asking open-ended questions, and believing students are capable—even if they need support or guidance.
Disability Awareness
Many disabilities are non-apparent.
Disclosure is a personal choice.
The accommodation letter is a tool for access, not a request for special treatment.
It’s not your role to confirm, question, or interpret someone’s diagnosis.
Using Inclusive Language
Instead of...
“They’re probably on the spectrum”
Try...
“They communicated differently than I expected.”
Instead of...
“He’s slow to finish tests”
Try...
“He may benefit from more processing time or a change in how I teach.”
Instead of...
“They don’t look like they need help”
Try...
“Everyone’s needs and strengths are unique.”
Access Starts with Awareness
Access Starts with Awareness
Disability is often non-apparent
Disability is often non-apparent
Many disabilities, like chronic health conditions, ADHD, Autism, or mental health conditions, aren't readily apparent or visible.
Comments can reinforce stigma
Comments can reinforce stigma
Even offhand or well-meaning remarks about a student's disability status can make them feel dismissed, unseen, or unsafe disclosing.
Student diagnoses are private
Student diagnoses are private
ADS manages eligibility determination for accommodations. If a student has an AVL, they are protected by federal disability law, and it is not appropriate to comment on or speculate about any student's condition. Student diagnoses are protected under FERPA in an educational setting.
Accommodations aren't exceptions, they're access tools
Accommodations aren't exceptions, they're access tools
Think of accommodations as ramps for the classroom: they remove barriers, not standards. Faculty should keep the same standards for all students, regardless of disability status or registration status. Use your syllabus as a way to communicate expectations, boundaries, and what is, and isn't reasonable.
Listening builds more access than assumptions ever will
Listening builds more access than assumptions ever will
A student who feels heard is more likely to succeed. You don’t have to fix everything—just be present, open, respectful, and partner with the student and ADS to ensure their accommodations are being met.
You don't need all the answers, just a willingness to listen (and learn)
You don't need all the answers, just a willingness to listen (and learn)
Students aren't looking for perfection; they are hoping for clarity. A simple "Thanks for letting me know" and 10 minutes to explore the use of the accommodations in your class goes a long way in creating trust and safety.
Better Ways to Respond
Better Ways to Respond
Explore how you can respond more inclusively and supportively to students! Click through these "flashcards."
Try it Out
Try it Out
Resources & Support
Resources & Support
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