By now, most students have learned about many of the ways in which Wash. U. caters to the needs of everyone. From the thriving Career Center to late hours at Olin Library to themed Center Court dinners, Wash. U. definitely offers many resources to students. While students have heard about the many ways in which to take care of their tuition payments, there are still many aspects of the campus that few students take advantage of or even know about. The Disabilities Resource (DR) component of Cornerstone is one such resource.
The DR provides a plethora of resources for about 250 undergraduate and graduate students. These resources include extended time for exams, a distraction-reduced environment, in-class note takers and texts with enlarged print. Most of the resources center around the academic arena, as students are encouraged to utilize their four-year adviser for most other problems.
Disability Resources Coordinator Zachary McBee approves of Wash. U.’s style of aid.
“Really, at this point for students, especially students who are registering here, they’ve been dealing with a disability for a long time, so they have learned how to cope with it, how to adjust to it, how to advocate for themselves,” said McBee. “There isn’t a lot of counseling that is going on, or ongoing advising, because they really just need their academic accommodation for them to show what they know.”
McBee believes that the DR is mainly set up to help students exhibit all their knowledge and achieve their academic goals by minimizing challenges posed by their disability. He maintains that the character of each school is reflected in its learning disabilities resources, making each department different. McBee is impressed by the attention Wash. U. has given to the DR’s academic resources.
“I don’t think there is another university like Wash. U., and because of that, we have our own distinct students we are working with,” said McBee. “No university is the same. No disability office is providing the same sort of thing. There is no perfect program. There is nothing we can model ourselves after. We provide what is necessary for the students here. It’s really based on the students who walk onto this campus every fall.”
The University’s smaller student body also changes the shape of the program. With a larger amount of students, larger state schools must treat many more cases of physical disabilities, which affects the character of the program. While the DR does deal with students who have either temporary or permanent physical disabilities, these students make up a smaller percentage than at state schools.
Most of the disabilities treated at the DR, about 70 percent, said McBee, are learning disabilities like dyslexia or Attention Deficit Disorder. There are many restrictions placed on aid for disabilities at the college level, so the DR must run through a specific process in order to make sure that a student qualifies for aid.
“There are things that we can provide to students with a disability, but they have to meet a certain set of criteria,” said McBee. “If we are providing that to any student who wants it, it’s an unfair advantage [over] the rest of the students.”
McBee strongly believes that the effect of the disability on a student’s life is particularly great at the college level, especially at an institution like Wash. U.
“I always tell students that as much as you are dealing with your disability, it is an opportunity for you to learn the things that you are going to need for when you get out to the real world,” said McBee. “When students with disabilities get out of the University and into the real world, their disabilities are not going to affect their everyday lives that much.”
There are many ways for students without disabilities to get involved at the DR. The center is always looking for students to bring their notes from class or to proctor exams at different times during the day.