When and how to encourage accommodations
Focus on behaviors, not diagnoses
Do: Comment on specific observable behaviors you have noticed with the student.
Don’t: Ask directly if a student has a disability or suggest that they might.
Try: “I’ve noticed you’re having difficulty completing written assignments on time. Can we talk about any challenges you’re having and how I can support you?”
Encourage the use of campus resources
Do: Normalize and promote campus support services such as Access Services, the Counseling Center, Academic Success Centers, TRiO, and Cohort Learning Communities. Emphasize that these resources are available to all students and are a normal part of a successful college experience.
Don’t: “Do you think you need extra help?” or “You should only go there if you’re struggling.”
Try: “Our campus has a variety of support services designed to help students succeed — like the Academic Success Centers, the Counseling Center, and Access Services. I would be happy to help you to connect with any of these resources.”
Use, and reinforce, the required syllabus statement from Access Services
Do: Include the official syllabus statement provided by Access Services. This ensures consistent and accurate messaging about accommodations and helps students understand how to access the supports they need.
Don’t: Skip over it or present it as just a formality, use language that implies accommodations are only for students with visible disabilities, or treat the topic as awkward or uncomfortable to discuss.
Try: “I want to make sure everyone knows that Access Services is a great resource for students who need accommodations — whether that’s for a temporary injury, a learning disability, or another need. If you had a 504 Plan or IEP in high school, you might want to consider reaching out to them to see what they can offer. This is a smart and proactive step, and I’m happy to support you however I can.”
Know the legal boundaries
Do: Refer students to Access Services if they mention a condition or request support related to a disability. Understand that students with disabilities have the right to request accommodations, but are not required to do so.
Don’t: Attempt to diagnose a student, ask for personal medical information, or require or pressure a student to disclose a condition.
Try: “Thanks for sharing that with me. If you think accommodations might help, Access Services is the best place to start. They can work with you to figure out what’s available, and I’ll fully support your accommodations.”
Encourage self-advocacy
Do: Encourage students to explore support options like Access Services or the Counseling Center when they express challenges. Reinforce that seeking help is a strength and a proactive step toward success.
Don’t: Assume a student has a disability or imply that something is “wrong” with them. Avoid saying things like, “Maybe you have a learning disability” or “You should get tested.”
Try: “You might consider reaching out to Access Services — they can help you explore whether accommodations would be helpful. The Counseling Center is also a great resource; their staff are trained to talk through personal or academic concerns and can evaluate for certain conditions, if needed. I’m here to support whatever steps you choose to take.”
Talk with Access Services
Access Services is here to support you in creating an inclusive and accessible learning environment for all students. If you have questions about accommodations, need guidance on implementing them, or would like assistance with accessibility planning in your courses, please don’t hesitate to reach out.
Phone: 206-592-3857
Email: access@highline.edu
Websites: access.highline.edu (accommodations) or accessibility.highline.edu (accessible course materials)