OSA supports not only students with disabilities, but also assists and supports faculty as well.

Below are resources for faculty and students who may want additional information or need assistance beyond the services provided by the Reynolds Office of Student Accommodations. Feel free to access the websites for the most current information. Students may self-refer where appropriate to address various needs and concerns. The following information provided has been taken directly from each resource’s website.

*Reynolds is not affiliated with nor assumes responsibility for a student’s contact with any of the listed resources.

Reynolds Resources for Students
Reynolds Resources for Faculty

Guiding Students to Support: Faculty Tips for Connecting Students with the Office of Student Accessibility

As faculty, you may notice behaviors or challenges that suggest a student could benefit from additional support. This guide provides strategies for initiating respectful and productive conversations to connect students with resources like the Office of Student Accessibility.

When to Have a Conversation

Consider reaching out to a student when you observe:

  • Consistent difficulties meeting deadlines or completing assignments.
  • Struggles with focus, participation, time management during class.
  • Patterns of underperformance on tests or assignments even when there is apparent effort.
  • Behaviors in class that may be disruptive, such as speaking out of turn, sharing unrelated comments, pacing, or leaving the room.

Best Practices for Conversations

  1. Choose a Private Setting
    Speak with the student one-on-one in a quiet, confidential space to ensure privacy. 
  2. Focus on Academic Success and Support
    Keep the discussion centered on the student’s success in the course and the resources available to help them thrive.
  3. Use Neutral and Non-Judgmental Language
    Avoid making assumptions about disabilities. Frame your observations as opportunities to discuss support options.
  4. Respect the Student’s Autonomy
    Offer information and support without pressuring the student to disclose personal details or take specific actions.  They may disclose a disability, but still indicate they don’t want to use accommodations.

Avoiding Judgmental Language: Examples and Reframing

Original Statement:
“Your comment is completely unrelated to what we’re talking about and doesn’t add anything to the discussion.”

Reframed Comment:
"Thanks for sharing your thoughts! I think I see where you’re coming from, but let’s try to connect it back to our main topic. Could you explain how your point relates to what we’re discussing? If you’re unsure, that’s okay—we can work on clarifying your ideas together."

Why This Works:

  • Acknowledges the comment without being critical or dismissive.
  • Offers support and guidance.
  • Creates an opportunity for dialogue and problem-solving.

Original Statement:
"You’ve missed a lot of assignments, and it’s clear you’re not keeping up. You need to manage your time better."

Reframed Comment:
"I’ve noticed that you’ve missed several assignments, and I want to make sure you have the support you need to get back on track. Sometimes balancing everything can be difficult, and I’d be happy to talk through any challenges you might be facing. We can explore resources or strategies together that might be helpful."

Why This Works:

  • Focuses on the student’s success rather than criticizing their time management.
  • Opens the door for the student to share challenges.
  • Positions the professor as a partner in finding solutions.

Sample Conversation Starters

Here are some ways to begin the conversation thoughtfully:

  • General Concern and Support
    "I’ve noticed you’ve been having some challenges with [specific area: meeting deadlines, test performance, participation]. I want to check in and see how you’re doing. Are there any resources or support I can help connect you with?"
  • Highlight Available Resources
    "At Reynolds, we have many resources to support students, including tutoring, counseling, and the Office of Student Accessibility. If you think any of these might help, I’d be happy to provide more information or guide you to the right office."
  • Focus on Strengthening Academic Success
    "I’m here to support your success in this course. Sometimes students find resources like the Office of Student Accessibility helpful, especially if they’re managing unique learning needs or challenges. Have you connected with them before?"

Following Up

If the student expresses interest in support, provide the contact information for the Office of Student Accessibility. If you're meeting with the student in person, you can offer to walk them to our office. Alternatively, you can make a warm handoff by sending an email to us that includes the student. We will then follow up with them.

Parham Road Campus
Georgiadis 101
Phone: 804-523-5290

Downtown Campus
Room 105R
Phone: 804-523-5628

Email: osa@reynolds.edu

Website:  go.reynolds.edu/accommodations

Finally, if the student declines any assistance, end the conversation by emphasizing that they can explore these resources in the future: "You can always reach out if you think these resources might be helpful at any point."

Important Considerations

  • Maintain Confidentiality: Never disclose your conversation or observations to others unless they have an educational need to know.
  • Avoid Directly Asking About Disabilities: Instead, focus on available support and resources.
  • Respect Decisions: If the student chooses not to pursue support, honor their decision.

For questions or additional guidance, please contact the Office of Student Accessibility.

External Resources for Faculty
External Resources for Students