Instructor Resources

This page is being developed as a resource for instructors. New resources will be added and updated regularly. You can also browse DSC’s Faculty FAQ.

Student Accommodations
Testing With DSC
Supporting Students
Digital Accessibility

Syllabus Statements

Including the DSC in your syllabus is a great way to show your support for students with disabilities, and point them in the direction of an important campus resource. We have two suggested statements that any instructor can add to their syllabus:

  1. University of California, Irvine is committed to providing a barrier free environment for persons with documented disabilities. If you have any questions about accommodations, please contact the Disability Services Center at 949-824-7494 or register online at www.dsc.uci.edu.
  1. At the University of California, Irvine, providing a culture of inclusion and equal opportunity for students with disabilities is a campus wide responsibility and commitment. The Disability Services Center (DSC) provides reasonable accommodations and connects students with other valuable campus resources. Accommodations are designed to remove barriers and ensure access to programs for all students with permanent or temporary disabilities. If you have any questions, please contact the DSC as soon as possible at 949-824-7494 or register online at www.dsc.uci.edu. Services are free and confidential.

Sensitivity and Confidentiality 

Disability related information is confidential. Students are not required to share details about their disability with anyone outside of the DSC (and are only required to share with the DSC when requesting an accommodation). If a student discloses disability related information to you, do not share that information with others. If you have questions about a student or accommodation, please contact the DSC. Do not ask students questions about their disability, or why they need an accommodation.

Referring Students to the DSC

A referral to DSC may be appropriate if a student discloses any of the following:

  • They have recently received a new diagnosis or they need medical absences 
  • They have received academic accommodations in the past 
  • They are having difficulty reading or comprehending coursework 
  • They are having medication side effects that make school difficult 
  • They are having difficulty paying attention in class or taking notes 
  • They are the last to finish exams, and do not complete them 
  • They are seeing a therapist but still feel overwhelmed by academic demands

How to refer a student to DSC without awkwardness:

“I see that you are struggling, here are some resources on campus that might provide you with support…”

Give the student a list of two or three different campus resources. We have a list of common resources below. Choose whichever are appropriate, including DSC.

“You mentioned (a medical condition, learning disability, depression) have you registered with the Disability Services Center?”

There are three ways students can contact DSC and start the registration process:

Questions?  Not sure if a referral would be appropriate?  Give us a call at 949-824-7494! Disability Specialists are available for consultations.

UCI Resources for Students

Staff at the DSC regularly refers students to resources across the camps. Listed below are some of the most commonly referred to resources:

For additional campus and community resources, you can browse:

Person First & Identity First Language

People are not defined by their disability, but for some, it is an important part of their identity. Language related to disability is personal, and at the DSC we acknowledge the diversity of preferences by using both person first and identity first language when speaking in general. When speaking with or about a specific person or group, we will use the language that they prefer.

Person-first language emphasizes that a person with a disability is first and foremost a person. They have a disability, but it doesn’t define them. For example:

  • I have diabetes.
  • Jesse has bipolar disorder.

Identity-first language emphasizes that a person’s disability is an intrinsic part of who they are. For example:

  • I am Deaf.
  • Sam is autistic.

Use the language that a student uses to describe themselves. When in doubt, ask!

Ally Training

ZotAbility Ally Training is a remote, 90 minute workshop offered by DSC to help the campus community become better allies to students with disabilities. This interactive workshop is designed to challenge personal biases, provide awareness, promote diversity, and includes a panel to hear first-hand experiences from UCI students.

For other training opportunities, the Office of Inclusive Excellence has a list of campus Ally and Awareness Resources.

Students with Disabilities at UCI 

Students with disabilities are as diverse as any population on campus. Estimates suggest that around 10% of any undergraduate population has a disability. Regardless of whether or not you receive an accommodation letter for your course, please be mindful that there may be a student with a disability present.

It is important to remember that approved accommodations from the DSC are designed to remove disability related barriers, not fundamentally alter a course or change student learning objectives. If a student with a disability is present in your course, please do not make assumptions about what they can or cannot do.

Trauma Informed Pedagogy

Tea for Teaching: Trauma-informed Pedagogy (Podcast)

In this episode, Karen Costa joins us to discuss how trauma-informed pedagogy can be used to help our students on their educational journey in stressful times.

Trauma-Informed Practices for Postsecondary Education: A Guide

This guide is intended to raise awareness of trauma in postsecondary education institutions, help educators understand how trauma affects learning and development, and provide practical advice for how to work effectively with college students who have been exposed to trauma. It can be used by classroom educators, as well as administrative and student services professionals, all of whom play a critical role in creating supportive learning environments.