Policies & procedures

In accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act and Amendments (ADAA), the ACCESS Center engages in an interactive process with an eligible student with a disability to determine reasonable accommodations. 

Interactive Accommodation Process and Fundamental Alteration Flowchart

Interactive Process Steps

• The Interactive Process begins when a student registers with the ACCESS Center. 
• Students will be assigned an advisor and be asked to schedule an intake meeting. 
• Students may also provide Disability Documentation if further verification is needed. 
• The student's ACCESS Advisor will then make an accommodation determination, which could include:
  • Approve the requested accommodations. 
  • Suggest alternative accommodation that may meet the needs verified throughout the process. 
  • Determine if more documentation or information is needed before approving a requested accommodation. 
  • Determine that the requested accommodation would fundamentally alter course outcomes or classroom environment which could result in an accommodation being altered or denied.*
• ACCESS Center staff will approve and record the student's eligibility for accommodations in ACCESS Connect. 
• Students will use ACCESS Connect to independently request accommodations each semester. 
• ACCESS Center staff will send out an accommodation letter to faculty informing them of the approved accommodations. 

*There may be times that faculty and instructors will have questions about whether an accommodation will fundamentally alter their course. They will then engage in the "Fundamental Alteration Consideration" process. 

Fundamental Alteration Process

• If, during the accommodation process, faculty or instructors believe that an accommodation would drastically alter the learning outcomes of the course or fundamentally alter the course, they will need to consult with the student's ACCESS Center Advisor.
• Faculty or instructors will describe how the accommodation fundamentally alters the course. ACCESS Center staff will gather information to begin the consultation process and explore alternative ways to support the student.
• ACCESS Center staff may also consult with department chairs, college deans, the Office of Equity and Affirmative Action, UWS General Council, etc.
• ACCESS Center staff will make the final determination of the reasonable accommodation and communicate that determination with the faculty and student.

ACCESS Center Documentation Philosophy

The ACCESS Center utilizes multiple sources of information to determine a disability as defined by the Americans with Disability Act (ADA), its amendments, and Section 504. The ADA defines a person with a disability as someone who: 

• Has a physical or mental impairment that substantially limits one or more major life activities, 
• Has a history or record of such an impairment (such as cancer that is in remission), or 
• Is perceived by others as having such an impairment (such as a person who has scars from a severe burn).  

The Association on Higher Education and Disability (AHEAD) has provided guidance on how disability services, such as the ACCESS Center, can determine whether someone has a disability as defined above. These areas include:  

• Student self-report 
• Disability service provider observation 
• Third-party reports (K-12 providers, healthcare providers) 

Utilizing this guidance, the ACCESS Center believes that these three sources provide unique insight into the limitation(s) that students with disabilities may experience at UWL. In many cases, the ACCESS Center will need a combination of all types of documentation to better understand the limitation and what accommodations may be useful. For example, if a student reported limitations related to testing and notetaking, the Advisor might also observe a substantial delay in processing information or answering questions but still need confirmation from a provider to verify the notetaking needs.   

ACCESS Center Advisors will work in partnership with students and third-party observers to ensure that the appropriate documentation is collected and reviewed to make decisions regarding disability related accommodations.  

Documentation Policies 

Below are the ACCESS Center policies regarding documentation storage, retention, and release of disability documentation.   

Documentation Storage and Retention 

In accordance with the University of Wisconsin-System General Records Schedule policy for Student Affairs, the ACCESS Center will maintain student records either in paper or electronic format.  

Confidentiality Statement 

• Due to the highly sensitive nature of the documents maintained by the ACCESS Center, confidentiality and privacy are our guiding principles. ACCESS Center staff will utilize both the Family Educational Rights and Privacy Act (FERPA) and the Health Insurance Portability and Accountability Act of 1996 (HIPAA) to maintain confidentiality and privacy. 

Student Case Files 

• Student case files for students that actively utilized ACCESS Center accommodations, meaning they attended an intake meeting and were assigned accommodation eligibility by ACCESS Center staff will be defined in accordance with the UW-System General Records policy: 
  • Case files of students requesting disability services at an institution. Records may include, but are not limited to: medical or psychological documentation of a disability and statements of accommodations received in the past from either a high school or other secondary education facility, such as in the form of an IEP (Individual Evaluation Plan) or 504 Plan.  Also, records of accommodations provided, student class schedules, and other pertinent letters or documents.  
• Retention Statement: ACCESS Center student case files will be maintained from the student’s last day of enrollment plus 7 years. Those records will then be destroyed confidentially.  

Student Case Files – Not Pursued 

• Student case files of students who submit records with the ACCESS Center but do not attend an intake meeting and are not assessed for accommodation eligibility will be defined in accordance with the UW-System General Records policy:  
  • Case files of students requesting disability services at an institution but made inactive after the student failed to continue the application process or chose to not receive services.   
  • Files contain information on available disability services.  This includes general description of disability type, student ID# if student is currently enrolled, preliminary request forms, and some documentation sent in but not completed.    
  • Records identified during records review. 
• Retention Statement: These records will be maintained from the student’s last day of enrollment plus two years. Records will be destroyed confidentially.  

Request for Release of Documentation

1. Confidentiality and Privacy
   1. Due to the highly sensitive nature of the documents maintained by the ACCESS Center, confidentiality and privacy are our guiding principles. ACCESS Center staff will utilize both the Family Educational Rights and Privacy Act (FERPA) and the Health Insurance Portability and Accountability Act of 1996 (HIPAA) to maintain confidentiality and privacy. ACCESS Center staff will work with students to explain their rights and responsibilities through electronic forms via ACCESS Connect and meetings with students, wherever possible.   
2. Disclosure to University Staff and Faculty
   1. ACCESS Center staff may provide information to other university officials with an educational reason to know that information (e.g., instructor of record of a course the student is taking, Residence Life staff). Wherever possible, ACCESS Center staff will limit disclosure to a student’s status with the ACCESS Center and accommodation eligibility. A student’s disability diagnosis will only be provided in extenuating circumstances (e.g., concern for the health and safety of the individual or others) or if the student provides permission for disclosure (see part D). 
3. Disclosure to Third-Party Requesters
   1. ACCESS Center staff will not release information to third-party requesters without the specific permission of the individual whose records are being requested. Students may grant permission to ACCESS Center staff to release information (see part D). 
4. Request to Disclose Records
   1. Current and former ACCESS Center students can request to review and receive a copy of their student case file by submitting a request, in writing, to ACCESS Center staff. Students may also give permission to ACCESS Center staff to release information to a third party by completing and signing a Release of Information form. The requester may limit the types of files or grant a release of all information.  

FERPA and Student Privacy 

The Family Educational Rights and Privacy Act (FERPA) of 1974 is a federal law that protects the privacy of student education records. FERPA identifies the rights of students and their families with respect to student educational records kept by institutions. 

FERPA limits campus officials' ability to share educational records of individual students unless there is a legitimate educational purpose or concerns for health and safety. Universities do share directory information including names and dates of attendance, unless a student expressly limits that sharing. However, students may choose to have information limited for sharing  

Relevant UWL Policies and Information 

UWL’s Disclosure of Education Records Policy 

How FERPA applies to students 

How FERPA applies to parents 

Disability Justice & Interdependence 

Central to the mission of the ACCESS Center is to provide educational access and opportunities for disabled college students. Specifically, we aim to reduce barriers experienced by disabled college students. We know some college students with disabilities have worked closely with their parents, families, guardians, and/or support networks to create accessible educational opportunities in their K-12 educational careers. Disabled college students are often adept at coordinating vast networks of support to reach their educational goals and persist.  

Sins Invalid (2015) published the 10 Principles of Disability Justice, one of which is “Interdependence – We meet each others’ needs as we build toward liberation.” In fact, interdependence - the ability to be actively engaged of a community of support - is a cultural asset of many disabled college students. The ACCESS Center recognizes and supports the cultural asset of interdependence and is committed to creating policies and procedures that celebrate disabled community assets while at the same time respects the privacy of students.  

Privacy and Community 

The ACCESS Center works closely with disabled students’ support networks to determine the appropriate accommodations to ensure equal access to UWL. Support networks could include parents, families, guardians, K-12 administrators/teachers, school psychologists, and healthcare providers. Importantly, students must have reasonable assurances that their information is private and secure while at the same time there is no undue burden on information sharing. Balancing the needs of privacy and a community of support is essential in providing meaningful support for disabled college students.  

Release of Information

ACCESS Center staff will not release information without the consent of students, unless otherwise specified in UWL’s Disclosure of Education Records Policy.

Release of Information Form

Students are encouraged to complete a Release of Information form if they would like the ACCESS Center to disclose information to their support network.

Student Testing Agreement for exams administered at the ACCESS Center

An eligible student with a documented disability seeking a testing accommodation will sign an agreement with the below qualifications. 

• The student must meet with their instructor and complete an Alternative Testing Agreement with them.
• Student's understand that in order to receive alternative testing accommodations at The ACCESS Center, the content of this Alternative Testing Agreement will be sent through email and must be verified by the course instructor.
• The ACCESS Center desires to have the appropriate space and staffing for students registered with the office.
• To ensure The ACCESS Center can facilitate these alternative testing accommodations, all exams, midterms, and quizzes and finals must be scheduled at least two (2) working days in advance.
• All tests will need to be completed within The ACCESS Center hours of 7:45am-4:30pm.
• Final Exams should be scheduled at least five (5) days in advance and should be taken at the same time offered to the rest of the class.
• The ACCESS Center will adhere strictly to the approved date and start times entered when scheduling. Late arrival will not extend the ending time of the exam beyond the scheduled exam end time.
• No unauthorized materials are permitted in the testing environment without instructor approval. (Note: Cell phones, purses, backpacks, and other personal items must be left in the lockers provided).
• The ACCESS Center adheres to the UW-L Code of Conduct and Student Handbook policies. Any disruptive behavior will be handled in accordance with the UW-L Code of Conduct. Observed incidences of cheating will result in immediate confiscation of all exam materials, the observed actions documented, and the incident reported to the course instructor.

Scheduling Alternative Testing Exams

Please be aware that when modifying an exam date or time that the same rules apply as when originally scheduled:

• The ACCESS Center desires to have the appropriate space and staffing for students registered with the office to ensure alternative testing accommodations.
• All regular exams and quizzes must be scheduled at least 2 working days in advance. All exams will need to be completed within The ACCESS Center hours of 7:45am-4:30pm.
• All final exams must be scheduled at least 5 working days before the last day of classes. Exams should take place at the same time as the class final.
• Alternative testing accommodations administered through The ACCESS Center offices will be taken at the course’s designated start time unless the testing accommodation(s) necessitate that the exam begin at a different date &/or time due to course overlap. In order for The ACCESS Center to approve the exam scheduling appointment, alternative dates and/or times must be discussed & agreed upon with your instructor in the testing agreement. Any change to the information provided must be communicated in writing to The ACCESS Center Testing staff.
• The ACCESS Center will adhere strictly to the approved date and start times entered when scheduling. Late arrival will not extend the ending time of the exam beyond the scheduled exam end time.

End User Agreement for Alternative Format

An eligible student with a documented disability (eligible student) and the Publishing Company incur certain benefits, rights, and obligations to each other when the Alternative Formate electronic file materials are viewed and used. If the eligible student does not accept the terms of this End User agreement the eligible student should not view or use this material.

Eligible Student Rights: An eligible student enjoys non-exclusive rights to download the enclosed materials from the university library password protected site onto a single computer, and to use the files in conjunction with any application of the eligible student's choice designed to facilitate one of the following uses:

• print the text files in enlarged format for the eligible student's personal use
• translate the text files into Braille, then emboss them for the eligible student's personal use
• use the text files in conjunction with speech software to listen to the text as it is read or as the eligible student views it on the eligible student's computer
• make an audio copy of the synthesized text as it is read for the eligible student's personal use

There are limitations on the eligible student's rights:

• The eligible student or the University must have already purchased a printed copy of the textbook.
• In order to receive this file, the eligible student must be enrolled in a class where the textbook has been adopted.
• The eligible student acknowledges that the eligible student does not own this electronic text. The eligible student also acknowledge that the text is furnished “AS IS,” and contains copyrighted and/or proprietary and confidential information of Course Technology and its licensors
• The eligible student may not revise, convert, disassemble, or otherwise modify the text files.
• The eligible student may not sell, license, rent, loan, or otherwise distribute or network the text files.
• The eligible student must delete all downloaded files from any format the eligible student has created after the semester in which this agreement was signed has ended.

The text files are provided with RESTRICTED RIGHTS. Use, duplication, or disclosure by the Government is subject to restrictions as set forth in subdivision (c) (1) (ii) of the Rights in Technical Data and Computer Software clause at DFARS 25.277.7013 for DoD contracts, paragraphs (c) (1) and (2) of the Commercial Computer Software-Restricted Rights clause in the FAR (48 CFR 52.227-19) for civilian agencies, or in other comparable agency clauses.

Limited Warranty

Except as specifically provided above, the Publishing Company and The ACCESS Center office make no warranty or representation, either expressed or implied, with respect to the file, including its quality or performance for a particular purpose. The product is not a substitute for human judgment. Because the software is inherently complex and may not be completely free of errors, you are advised to validate your work.

In no event will The Publishing Company or The ACCESS Center be liable for direct, indirect, special, incidental, or consequential damages arising out of the use or inability to use the downloaded file correctly.

Agreement

This end user agreement is between the eligible student and The ACCESS Center and the eligible student's rights and limited rights shall be enforced under ACCESS Center policy and procedure.

The eligible student is responsible for their alternative media security for as long as they are using it as an accommodation.

UW-System Policy Regarding Classroom Recordings

Regent Policy Document 4-1: Copying and Recording of Instructional Materials or Lectures

Classroom Recording Terms and Conditions

By deciding to use a classroom recording accommodation eligible students agree to the following terms and expectations:

1. Faculty members have intellectual property rights in their class lectures and the ideas presented in class. Unauthorized distribution of recorded materials violates university policies and may constitute copyright infringement and violate state and/or federal law.
2. Recordings taken during class are for the eligible student's personal use only, to support their course-related learning, and may be used when studying for the course, either alone or with others.
3. The following uses of recordings are not authorized:
   
   
   • Duplicating or copying the recording for any purpose other than personal use.
   • Sharing the recording (or a copy) with any other individual.
   • Distributing or publishing the recording, including on social media or other online sites.
4. The above restrictions apply to comments/statements made by other students as well as the course instructor/professor.
5. Recorded material may be referenced in papers/essays and must be appropriately acknowledged and cited.
6. An instructor has the right to ask all students to cease taking notes at times when topics of discussion are considered sensitive in nature or when students are asked to share personal experiences. At these times recording of lecture/discussion should be stopped as well.
7. Instructors may implement principles of Universal Design in their class which result in no need for students to take notes in class (e.g daily class summary posted to Canvas by instructor, one designated note taker for the entire class, lecture capture of course, etc.) In these cases, the instructor may ask that students refrain from recording since other students are not taking notes either. Instructors should make contact with The ACCESS Center to determine if these adjustments are adequate to ensure equal access to students with disabilities.

Assistive Technology and Equipment Checkout

The University provides assistive technology (e.g., SmartPens, FM Systems, etc.) for eligible students with documented disabilities. Students will meet with their advisor through the Interactive Process to determine eligibility. 

Each semester an eligible student can request their assistive technology as an accommodation through ACCESS Connect. 

Equipment Checkout

Students requiring assistive technology can work with the ACCESS Center to checkout any necessary equipment. Equipment can be checked out per semester or per academic school year. 

The ACCESS Center will loan out assistive technology and the following conditions apply: 

• All borrowed equipment must be returned by the due date
• The borrower is responsible for any damage or loss of equipment
• Charges for the full replacement cost of any non-returned, lost, or damaged item will be billed to the borrower's student account

The ACCESS Center will reach out to students who have borrowed equipment at the end of the semester. At minimum, the ACCESS Center will attempt to outreach, via UWL email and text messaging, to request the outstanding equipment before charging the student's account. 

Assistive Technology Training

The ACCESS Center offers training and troubleshooting for all assistive technology. Students can request that training by contacting the ACCESS Center at 608-785-6900 or by email accesscenter@uwlax.edu. 

Below you will find links to relevant housing and residence life policies: 

• Residence Life Accommodation Policy
• Emotional Support Animal Policy

Below you will find UWL's Service Animal Policy. 

UWL Service Animal Policy

Grievance Policy

The University of Wisconsin-La Crosse is committed to providing equal educational opportunities for all students. Students who have disabilities are offered a variety of services to ensure that both facilities and programs on campus are accessible.

While The ACCESS Center attempts to work with every student to provide reasonable accommodations that can be mutually agreed upon by the student and their advisor, there may be times when a student does not receive their requested accommodation and disagrees with this decision. In this case, the student may request that the Director of The ACCESS Center review their case and make a determination on the accommodation request. If the student disagrees with the decision of the ACCESS Center Director, they can appeal to the Office of Equity and Affirmative Action (OEAAO).

Grievance Process

1. Students can appeal a decision regarding a reasonable accommodation made by their ACCESS Center advisor directly to the Director of the ACCESS Center.
2. Appeals should include necessary documentation and a statement regarding the disagreement and why a reasonable accommodation is needed. 
3. The ACCESS Center Director will collect all necessary information to make a determination regarding the reasonable accommodation.
4. The ACCESS Center Director will communicate their decision to all involved parties. 
5. If the student disagrees with the decision of the ACCESS Center Director, they can appeal to the Office of Equity and Affirmative Action (OEAAO).
   1. If the student's advisor is the Director of the ACCESS Center. Appeals will start with the OEAAO.
6. OEAAO will review all information regarding the disagreement and make a final decision. The OEAAO will be final. 

Grievance Procedure Flowchart

Reasonable Accommodation Appeal/Grievance Process