To obtain disability-related academic adjustments and/or auxiliary aids, students with disabilities must contact the course instructor and the Disability Resources and Educational Services (DRES) as soon as possible. To contact DRES, you may visit 1207 S. Oak St., Champaign, call 333-4603, e-mail disability@illinois.edu or go to the DRES website. If you are concerned you have a disability-related condition that is impacting your academic progress, there are academic screening appointments available on campus that can help diagnosis a previously undiagnosed disability by visiting the DRES website and selecting “Sign-Up for an Academic Screening” at the bottom of the page.

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BlackTom AI · Accepted Answer

The statement describes procedures for obtaining disability-related academic adjustments and auxiliary aids, including contacting the course instructor and DRES, providing contact details, and directing students to the DRES website for academic screenings. This frames the process as collaborative (involving instructor and DRES) and accessible (multiple contact methods) and mentions the existence of academic screening appointments for diagnosing undiagnosed disabilities.
Option 1: True. The provided information aligns with typical university accommodations processes, which commonly require students to engage with both the instructor and the disability resources office (DRES in this case) early in the term to arrange adjustments. The inclusion of multiple contact channels (address, phone, email, website) supports timely outreach. The mention of academic screenings through DRES’s site reinforces that there are services to identify conditions that may need accommodations. Overall, this option reflects an accurate, comprehensive procedure as described.
Option 2: False. This choice would imply that the described steps are incorrect or incomplete. However, the text explicitly states contacting DRES and the instructor, provides contact details, and points to an academic screening process, all of which are consistent with established procedures for getting adjustments. Labeling these as inaccurate would disregard the practical and documented avenues presented for obtaining accommodations and screenings. The implication that none of these steps are valid would misrepresent the described process.
Option 3 (implicit): If one considers potential nuances (e.g., timing, campus variations, or additional required documentation), one might argue that the description is incomplete. Nevertheless, the core elements—contact instructors, reach DRES, utilize provided channels, and sign up for screenings—are accurately depicted in the text, making the overall statement true within the given context.
Option 4 (implicit): A claim that only certain methods are valid would require excluding some of the listed channels. Since the text lists multiple, simultaneous avenues (in-person contact, phone, email, website) as options for initiating accommodations, excluding any single channel would not be faithful to the described procedure, and thus this choice would be incorrect as a blanket statement about exclusivity.
Option 5 (implicit): If someone believed that academic screenings are unrelated to disability accommodations, they would be misunderstanding the intent of DRES services. The passage explicitly ties academic screenings to diagnosing a previously undiagnosed disability to inform accommodations, so arguing otherwise would be a factual misinterpretation.
In summary, the reasoning supports that the described process is accurate and aligns with standard accommodations procedures, while addressing why alternative interpretations would be inaccurate or incomplete.

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