RCPD determined accommodations are intended to provide equal access as required by law; they should not fundamentally alter the course/program or create an undue financial or administrative burden to the faculty or university. As disabilities are individualized and may produce different impacts or needs for accommodation in different settings, the services and accommodations may vary slightly in some situations or change over time. Faculty members are encouraged to work collaboratively with the student and seek support from RCPD.
Learn more about Accommodation Letters and your responsibilities for implementing specific accommodations by visiting the Student Accommodations page and its sub-pages, listed on the left menu bar of this page.
What is a Reasonable Accommodation?
Under both the Americans with Disabilities Act, as recently amended, and Section 504 of the 1973 Rehabilitation Act, a reasonable accommodation is considered to be a modification or adjustment to a course, program, service, or facility, which ensures that a qualified student with a disability is not excluded, segregated, or otherwise treated differently.
- Reasonable accommodations are tailored adjustments that level the playing field.
- Reasonable accommodations must not compromise essential functions of the course or program.
- Reasonable accommodations are individually determined after review of medical documentation and an interactive needs assessment between an RCPD Ability Access Specialist and the student.
An accommodation would not be considered reasonable if it:
- Fundamentally alters the essential nature of the course, curriculum or program
- Constitutes services of a personal nature (such as private tutoring)
- Results in an undue administrative or financial burden for the institution
- Results in posing a direct threat to the health or safety of self or others
RCPD Disability & Accommodation Training
"RCPD Disability & Accommodation Training" is a self-enroll D2L course for MSU’s instructional staff (or any employees who may be interested). The primary purpose of the course is to help instructors become more informed about the experiences of disabled students and improve their effectiveness with facilitating accommodations.Using text, videos, and resources from various disability scholars and activists, the course covers three main areas:
- Disability Education: A brief introduction into law, history, models, study, and language about disability in US culture today.
- RCPD and Accommodation Implementation: An introduction to our office as well as information on common accommodations, including student and instructor responsibilities and resources.
- Accessibility: Best practice suggestions for creating a learning environment that is accessible to all learners, regardless of disability status.
Accessibility & Technology Resources
As instructional spaces and programmatic offerings are increasingly online experiences, it is vital that these offerings are designed in ways that facilitate full inclusion by people who use assistive technologies. Disabilities affect online information access in varying ways. MSU has adopted policies, resources, and guidance that help ensure accessibility.
- Types of assistive listening devices
- How to obtain and utilize them on campus
Best Practice & Disability Inclusion
- Learn the appropriate process when a student presents an Accommodation Letter
- Watch the YouTube video to see an example scenario
How the university communicates about people with disabilities, including accessibility practices, can create a more inclusive campus experience for many Spartans.
Guidelines for professors and teaching assistants to consider when interacting with students with disabilities. Note, this document discusses person-first language as a primary way of acknowledging a person with a disability. More recently, identity-first language is preferred by some people and groups ("disabled person", "autistic person", etc.). Everyone has their own preference.
- An overview of the MSU approach for inclusion of people with disabilities
- Addresses questions frequently asked by new faculty
There are two prevalent ways that we identify with disability in language: person-first and identity-first. Both options have implications for how we think about disability.
RCPD Model Statements
For use in syllabi & program or event announcements
Alternative Testing Accommodation Resources
Course instructors, in collaboration with the appropriate administrative unit (College/Department/Program), are responsible for providing testing accommodations in accordance with the Resource Center for Persons with Disabilities (RCPD) Verified Individualized Services and Accommodations Letters and in consultation with students and RCPD specialists. Vice Provosts and RCPD Director provide guidance on testing accommodations in this letter.
In alignment with the University's expectations for accommodated testing, RCPD provides guidance for faculty and students.
Crisis & Emergency Resources
*Health and safety emergencies should be handled by dialing 911
The act of violence on MSU’s campus on Monday, February 13th has shaken our community to its core. The University is providing resources for students, faculty, and staff in need of additional support during this difficult time. You can find a list resources for your students here. The return to academics is a daunting experience for many students and we have heard concerns about being in-person. Interim Provost Thomas Jeitschko has provided guidance for faculty indicating that while classes should be taught in the modalities originally scheduled, faculty are encouraged to make allowances for individual student needs. This flexibility is meant to provide students with the time needed to adjust and begin healing.
The Resource Center for Persons with Disabilities (RCPD) is sensitive to student concerns around returning to campus. Concerns around safety and security are valid and should be addressed by administration, MSU Police and Public Safety, and within the classroom setting. This is not specifically a disability issue and as such, disability accommodations are not the appropriate venue for students expressing a need for flexibility or remote participation as a result of the campus shooting. Students experiencing grief are encouraged to take advantage of the University’s Grief Absence policy which allows for additional time off of up to two weeks. Students are also encouraged to consider use of the University’s Medical Leave policy if they are understandably unable to return to campus or resume classes this semester. To get started on a medical leave option, contact the Office of Student Support and Accountability (OSSA). Students registered with RCPD experiencing an exacerbation of symptoms as a result of the collective trauma are encouraged to make use of approved accommodations as needed.
Michigan State University and the surrounding community have numerous resources for individuals who are in crisis. You may contact a resource for yourself or another community member who you believe may need assistance. See our Crisis & Emergency Resources page for more information.
If you are an MSU faculty/staff and have a student in crisis who you believe needs assistance, please consider the following resources. MSU RCPD does not provide 24-hour service and RCPD staff may not be able to immediately respond to communications via voicemail or email.
2023-24 Learning Community Disability Dynamics: Theory, Accessibility, and Practice at MSU
Disability Dynamics: Theory, Accessibility, and Practice at MSU
This community will explore topics related to disability in society, including language, models of disability, and accessible practices. Facilitators will lead discussion on important topics in the field as they relate to teaching, research, outreach and relationships on campus. Monthly meetings will be influenced by member interest and practical needs.