I understand the philosophy now, but what is the process, or how does Disability Services work?

The following list generally applies to most students who register with Disability Services. Specifics vary depending on the student's disability, functional limitations and accommodations that will be requested and provided.

1. First, the University must verify the student's disability and the functional limitations that result. Medical or psychological records are used in this process. Individualized Education Programs (IEPs) or 504 Plans are not adequate to demonstrate the functional limitations of a disability. In some cases, DSS may determine that the records provided are too old to be considered accurate. In such instances, the DSS coordinator will recommend that the student obtain current assessment. This must be done by the student and at the student's expense, though Disability Services maintains a list of qualified professionals in the Missoula community who can provide appropriate assessment.
2. Next, the Disability Services coordinator and the student discuss the limitations of the disability and decide on the appropriate accommodations. These accommodations, such as readers, sign language interpreters, etc., may be provided by Disability Services. Others require the student to make the request of the instructor.
3. Contact between the Disability Services coordinator and the student is a crucial part of determining how the student will obtain accommodations. Students remain with the same Coordinator throughout their UM experience.
4. Often, Disability Services coordinators draft a letter for students to give to their instructors. The letter introduces the student and informs the instructor that the student's disability has been verified by Disability Services. It then discusses the functional limitations of the student's disability and recommends accommodations that are reasonable and which logically address those limitations. Thus, the letter's purpose is to assist the student in requesting accommodations from instructors.
5. In the case of auxiliary aides and services, Disability Services maintains lists of qualified readers, scribes, and other auxiliary aides. Students typically draw from this pool or locate aides in their classes. Disability Services makes use of volunteers and paid aides for a wide variety of auxiliary services identified by the ADA. This decentralized system is intended to give students with disabilities maximum control over the aides and services they bring to bear in their academic pursuits. Note that Disability Services does not provide tutors.
6. Students are encouraged to experiment with a variety of auxiliary aides, services, and strategies to ensure maximum access to academic programs. All such services are authorized by the Disability Services coordinator, so it is imperative for students to talk with their coordinator if they feel their accommodations need some adjustment. New or varying strategies may be necessary from one course to the next, depending on the nature of the material, presentation style, and the media used in the classroom.
7. Disability Services recommends that students identify and request accommodations with plenty of advance notice to ensure their accommodations will be there when they need them. Ideally the student should contact their instructors prior to the first day of class to discuss test formats and the possibility of test accommodations. They will need to remind the instructor again at least a week before each exam, and then confirm the arrangements before the test day.