Glossary, FAQ, and Resources

Below is a list of terms and phrases commonly used by the disability community.

ADA Parking/Accessible parking

Designated parking spaces provided for individuals with disabilities, in compliance with the Americans with Disabilities Act (ADA). These spaces are located close to accessible building entrances and pathways, marked with the International Symbol of Accessibility. They are reserved for vehicles displaying a valid disability parking permit or license plate. Accessible parking spaces are typically wider to accommodate mobility devices like wheelchairs and provide access aisles for easy entry and exit.

Accessibility, accessible, or access

Descriptor of a site, facility, service, program, or activity that is readily available for a person with a disability to approach, enter, operate, or participate in, and/or use safely, with or without accommodations or auxiliary aids.

Accommodate System

Accommodate is the online platform that CU Denver’s office of Disability Resources and Services uses to provide accommodations to eligible students. This ADA-Compliant interface allows new students to register for accommodations and upload documentation. The system then allows returning/current students to submit any and all semester accommodation requests and access current and previous information. 

Accommodations

Necessary services, supports, assistive technology, or adjustments provided because of a documented disability. Accommodations provide students with disabilities equitable access to higher education because they intend to remove an institutional barrier. Accommodations give students an equal opportunity to gain the same benefits as their non-disabled peers; they are a civil right. 

Examples of academic accommodations include alternative testing arrangements, notetaking software, alternative format texts, and modification to physical spaces. In addition to academic accommodations, the Disability Resources and Services office helps to coordinate non-academic access and services, including housing, dining, parking, internship, and campus event accommodations. Each campus will have its own types of policies, services, and requirements.  

Accommodation Letter

A letter prepared by the Disability Resources and Services (DRS) office that explains the approved accommodations to faculty and identifies the role of the faculty member in the provision of these accommodations. 

At CU Denver, this letter is sent through the Accommodate system.

Alternative Format

A different way of presenting information, such as Braille, large print, or digital audio. 

Assistive Technology

Tools, equipment, or technology that helps people with disabilities participate in activities as independently as possible. Assistive technology can include mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist students with disabilities in accessing computers or other information technologies. 

AT Lab

The Assistive Technology Lab (AT Lab) is located in the Disability Resources and Services suite and provides an accessible and welcoming space for students registered with DRS. The lab has many assistive technology devices, softwares, laptops, computers, and designated AT staff to train and assist students in using AT. Students can utilize AT Lab services during office hours without making an appointment.   

Chronic Illness

A long-term health condition that may not be visibly apparent but can affect daily activities and functioning. Examples include diabetes, rheumatoid arthritis, and lupus. 

Coordinator

DRS Coordinators meet with students to determine eligibility for accommodations, facilitate accommodations between faculty and students, and make referrals to resources specific to student’s needs.  

Deaf/deaf

Deaf and hard of hearing people may choose to identify as Deaf or deaf. If someone identifies as Deaf with a capital D, it often means that they identify as culturally Deaf and are heavily involved with the Deaf community. Those who identify as deaf with a lowercase d often do not identify as a part of the community. The word deaf with a lowercase d is also used to describe hearing. According to the National Association of the Deaf (NAD), “how people identify themselves is personal and may reflect identification with the deaf communities, the degree to which they can hear, or the relative age of onset.” The NAD strongly urges the use of “deaf and hard of hearing” when referring to the community or individuals in the community. Other terms are considered outdated and/or offensive. 

Disability

This is defined in the Americans with Disabilities Act as “a physical or mental impairment that substantially limits one or more major life activities;” “a record of such an impairment;” or, “being regarded as having such an impairment.” It can be physical, sensory, cognitive, mental, emotional, or a combination of these. 

Disability Disclosure

The decision by an individual with a disability to inform others about their disability status, typically in educational or workplace settings. Many people choose to disclose to request accommodation, but this is a personal choice and not required. 

Functional Limitations

Restrictions or challenges an individual faces in performing daily activities or tasks due to a disability. These limitations can vary widely depending on the nature and severity of the disability. They may involve physical, cognitive, sensory, or communication impairments. Functional limitations are not always static and can change over time. They may be influenced by various factors, such as the individual's overall health, the environment, and the availability of assistive technologies or accommodations. 

Interactive Process

The process by which accommodations are determined. We work alongside the individual with a disability to determine appropriate and reasonable accommodations. Documentation is one piece of the interactive process. When DRS receives documentation, this information is taken into consideration along with information from the student meeting/intake interview to establish eligibility for accommodations. 

Invisible Disability

A disability that is not immediately apparent to others. Examples include chronic pain, mental health conditions, ADHD, and autoimmune disorders. Invisible disabilities may affect daily life significantly, even though they are not outwardly visible. 

Neurodivergent

Originally used to refer to those "whose neurocognitive functioning diverges from dominant societal norms in multiple ways". Neurodivergent has been used in multiple ways since its origin, especially to refer specifically to individuals diagnosed with neurodevelopmental disorders like autism, ADHD, dyslexia, and Tourette’s syndrome. In recent years, it has become an umbrella term used to also describe people with mood, anxiety, dissociative, psychotic, personality, and disordered eating traits. 

Non-disabled Person

A person who does not have a disability that impacts daily functioning or participation in major life activities. This term is often used to respectfully differentiate individuals without disabilities from those with disabilities. Alternative terms such as "able-bodied" are considered outdated and may carry negative connotations or imply bias; "non-disabled" is preferred as it centers on inclusion and respectful language.

Registration Meeting/Intake

Once documentation is submitted and reviewed by a DRS Coordinator, a Registration Meeting/Intake will be scheduled. This meeting will include a discussion about how the student’s disability impacts them academically, both in the classroom and outside of the classroom, as well as general functioning on campus. Accommodations will be discussed at this meeting. A follow-up meeting may be required depending on individual requests. This intake meeting is scheduled for an hour and a half, Monday- Friday between the hours of 8:00am-5:00pm, depending on Coordinator availability. 

Temporary Disabilities

Conditions that limit an individual’s ability to perform certain tasks or activities related to their academics for a limited period of time. These may result from surgery, injuries, or temporary health issues such as vertigo, fractures, concussions, etc. Unlike permanent disabilities, temporary disabilities are expected to improve with time, medical treatment, or rehabilitation. Temporary accommodations can be provided to support individuals with these conditions, ensuring equitable access and participation during their recovery period. 

Wheelchair User

A person who uses a wheelchair for mobility, either full-time or part-time, due to a physical disability, medical condition, or injury. This term respectfully centers the individual rather than focusing on the device itself. The term highlights autonomy and the use of the wheelchair as a tool for accessibility and independence.

Other Helpful Information 

Transitioning to College Accommodations from a 504 Plan or IEP  

If you had a 504 Plan or IEP in high school, please know that these plans don’t automatically transfer to college. Colleges do not know if a student had a 504 Plan or IEP in high school, so the student must self-identify with the disability accommodation office. At the college level, accommodations are determined based on current documentation from a qualified clinician or physician rather than past 504 Plans or IEPs. This is because college accommodations are guided by the Americans with Disabilities Act (ADA) rather than K-12 education law. Accommodation Letters prepared by DRS essentially act as the college equivalent to a 504 Plan or IEP. 

Person-First Language vs Identity First Language  

The difference between person-first and identity-first language is often debated because it touches on personal identity and respect. Person-first language, like “person with a disability,” was intended to avoid defining people by their disabilities, aiming to reduce stigma. However, many feel that it separates their disability from who they are, which can feel dismissive. In contrast, identity-first language, like “disabled person,” emphasizes that disability is a meaningful part of a person’s identity. Some find this empowering, while others feel it risks placing too much focus on the disability. 

Deaf vs deaf 

Using the capital “D” as in “Deaf Culture” is best used when describing the culture, community, or identity of those who are part of the sign language community and celebrate that they are Deaf. If a person is part of that Deaf Community or Deaf Culture, they may identify as a Deaf person. So, the term can be capitalized for both an individual and for the community and culture. By contrast, using a lower case “d” for the word “deaf” would often be used as a way to identify a person who has the requisite hearing level to qualify as deaf without knowing for sure whether that person is part of the Deaf Community. 

Viral Disability Language 

In everyday conversations, terms related to disabilities, mental health, and neurological conditions are often used casually or as exaggerations, or wrongly as insults. These expressions can perpetuate stigma, misinform others, and be hurtful to people with disabilities, as they trivialize real experiences and reinforce stereotypes or misunderstandings. Being mindful of how we use language and choosing respectful alternatives can make conversations more inclusive and respectful for everyone. 

General Questions 

Do accommodations help prepare students for the “real world?” 

Yes! Students can receive accommodations in their workplace just like they do at CU Denver. The Americans with Disabilities Act (ADA) ensures that workplaces are accessible and that accommodations are available. All businesses must comply with the ADA, which includes providing reasonable accommodations for various assessments related to employment. 

My student has a flex plan; do I still have a say in what flexibility is reasonable? 

Yes, you can anticipate hearing from a DRS Coordinator requesting coordination and cooperation as you establish the plan together.  

See guidelines here: Deadline Flexibility Guidelines | Attendance Flexibility Guidelines 

What do I do if I believe an accommodation is a fundamental alteration to my course?

We ask that you reach out to our office and speak to the Coordinator who is working with your student. We would love to discuss this with you and figure out how we can both honor the requirements of your course while upholding necessary accommodations for students. 

Exam Accommodations

Is it fair to give extended time to students with disabilities if non-disabled students must work under time constraints? 

It is absolutely fair! Students are given extended time for tests if their disability impacts their ability to complete assessments within a specified timeframe. Students with disabilities are still working under time constraints, we’ve just adjusted the time constraints to more accurately assess the student. By allowing extended time, we are ensuring that the student’s knowledge of the subject is being assessed, not their test taking speed. Providing extended time for students with disabilities is equitable, as long as it doesn’t change the course structure. Think of accommodations as a way to level the playing field, not to put other students at a disadvantage.

Do I have to rewrite my exam to accommodate a student who struggles with the multiple-choice format? 

No, you don’t need to rewrite your exam. Testing accommodations usually adjust how the student takes the exam instead of changing the exam itself. 

Must I create a different exam for a student taking it at a different time from the rest of the class? 

That’s usually up to the professor. If the exam is given close in time to the rest of the class, a different exam might not be needed. If you do write a new exam, the new exam must not be more or less difficult than the original exam. 

What kind of verification should I ask for if a student requests extended time for a test? 

You will receive an accommodation letter from DRS when accommodations for your students are approved. This will serve as verification of approved accommodations. Students approved for extra extended time or a distraction reduced testing environment will test with DRS in the testing center. You will receive a request in Accommodate when students schedule an exam with us. Before exams, you’ll complete an online form in Accommodate, and our staff will take care of implementing the accommodation.