drc.arizona.edu

The Disability Resource Center (DRC) at the University of Arizona is the campus office that ensures disability access for students, employees, and visitors. It promotes universal design through proactive collaboration with campus partners to cultivate a more inclusive University experience. If you need disability-related accommodations, accessibility guidance for an event or digital content, or ASL interpreting and captioning services, the DRC is the starting point.

Who the DRC serves

The DRC's scope covers three groups across campus:

• Students — including those new to the DRC and returning students who need to revisit their accommodations each semester.
• Employees — access applies to the workplace, not just the classroom.
• Visitors — access extends to people coming to campus for university-sponsored activities.

What you can do through the DRC

Meet with your Access Consultant

This is the core step for students seeking accommodations. The DRC distinguishes two situations:

• New to DRC — you have filled out the affiliation form and still need to meet with the office.
• Returning DRC student — you are returning to the University of Arizona for another semester and want to discuss any changes to your accommodations.

If you are in either situation, the next action is to arrange a meeting with your Access Consultant rather than submitting a new request from scratch.

Request ASL interpreting or captioning

The DRC provides ASL interpreting and captioning services for Deaf and hard-of-hearing individuals for all University-sponsored activities. If you are organizing or attending a university event and need either service, this is the request pathway to use.

Plan an accessible event

The DRC publishes guidelines and resources for planning, promoting, and hosting an event on campus. This is relevant if you are responsible for an event and need to build access in from the start rather than retrofit it afterward.

Make digital content and IT accessible

The DRC offers guidelines, tips, and techniques for creating accessible digital content, and points to digital accessibility obligations under Title II. This applies to anyone producing web pages, documents, or other digital material for the university.

Visit the Omnes Disability Student Space

Omnes is a disability student space for activities celebrating disability identity, culture, and community. It is a community-facing resource rather than an accommodations service.

How to decide where to start

Key things to keep in mind

• The DRC frames its work around universal design — collaborating with campus partners so access is built into environments and materials, not only arranged individually.
• Access is not limited to students. Employees and visitors are explicitly included in the DRC's mission.
• Returning students should expect to revisit accommodations each semester rather than assume prior arrangements carry over unchanged.

For current forms, contact details, and scheduling, go directly to drc.arizona.edu, since procedures and links on the site may change.

Being an IB student means more than attending a school that offers an International Baccalaureate programme. It means learning through a specific framework that asks you to think critically, communicate clearly, and take responsibility for your own progress. The IB's four programmes — the Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and Career-related Programme (CP) — share a common philosophy but place different demands on students at each stage.

This article explains what the IB expects from students, how responsibilities change across the four programmes, and how families can prepare for the transition.

The foundation: the IB learner profile

Across all four programmes, the IB describes ten attributes it hopes students develop. These are usually called the learner profile. Students are encouraged to be:

• Inquirers — curious and skilled at asking good questions
• Knowledgeable — exploring ideas across a range of subjects
• Thinkers — using critical and creative thinking
• Communicators — expressing ideas confidently in more than one language
• Principled — acting with integrity and fairness
• Open-minded — appreciating other perspectives and cultures
• Caring — showing empathy and respect
• Risk-takers — approaching uncertainty with courage
• Balanced — attending to intellectual, physical, and emotional well-being
• Reflective — assessing their own learning and experience

These attributes are not a checklist to complete. They describe habits and dispositions that teachers look for and that students are expected to demonstrate over time. In practice, they shape how lessons are taught, how projects are assessed, and how students are asked to behave toward one another.

How student responsibilities differ across the four programmes

Each programme has its own structure, age range, and expectations. The table below summarises the main differences.

PYP: building the habits of inquiry

In the PYP, the student's main job is to engage. Children are expected to ask questions, work with others, and reflect on what they have learned. The emphasis is on developing curiosity and basic research skills rather than on formal examinations. Students often take part in units of inquiry that connect subjects, and they may lead conferences where they explain their learning to parents.

MYP: making connections and managing yourself

The MYP asks students to go further. They study eight subject groups and are expected to connect what they learn to the world around them. A key responsibility is the personal project, an independent piece of work that students plan, research, and complete over an extended period. This is often the first time students must manage a long-term deadline largely on their own. Service learning also becomes more structured, and students are encouraged to reflect on their role in the community.

DP: depth, independence, and the core

The DP is the most academically demanding of the four programmes. Students typically study six subjects, three at higher level and three at standard level, and complete three core requirements:

• Theory of knowledge (TOK) — a course that asks how we know what we claim to know
• The extended essay — an independent research paper of up to 4,000 words
• Creativity, activity, service (CAS) — a programme of ongoing experiences outside academic study

DP students are expected to manage a heavy workload, meet external examination deadlines, and produce original academic work. Independent study is not optional; it is central to the programme.

CP: academic study with a career focus

The CP is designed for students who want to combine academic courses with career-related learning. Students take at least two DP courses alongside a career-related study programme, and complete a reflective project. They also develop personal and professional skills. The CP suits students who learn best when their studies connect directly to a practical field, while still requiring the critical thinking and communication skills common to all IB programmes.

How assessment and independence change as students progress

One of the clearest patterns across the IB is the shift from teacher-led assessment toward student-led responsibility.

In the PYP, teachers observe and document learning, and students are guided through reflection. In the MYP, students are assessed against published criteria and must increasingly manage their own projects. By the DP and CP, students are preparing for external examinations and independent research, and they are expected to organise their time, seek help when needed, and meet deadlines without constant reminders.

This progression is deliberate. The IB wants students to leave as self-directed learners who can think for themselves.

Common misconceptions about being an IB student

Several myths circulate about the IB. Here are a few clarifications.

• "IB students must be geniuses." The programmes are demanding, but they are designed for a broad range of students. Effort, curiosity, and organisation matter as much as raw ability.
• "The IB is only about exams." Assessment includes projects, portfolios, oral work, and service. The DP has external exams, but the core requirements are equally important.
• "Students must be fluent in a second language before starting." Language learning is part of the IB, and support is usually available. Requirements vary by programme and school.
• "IB students have no free time." The workload is real, but the learner profile includes balance. Schools generally encourage students to manage their time and well-being.
• "All IB schools are the same." Schools implement the programmes in different ways, and the range of subjects and support offered can vary.

Preparing for the transition into an IB programme

If you are a student or a parent preparing to enter an IB programme, the following steps can help.

1. Read the programme guide for your specific programme. The IB publishes curriculum and assessment information for PYP, MYP, DP, and CP. Understanding the structure reduces surprises.
2. Talk to current students and teachers. Ask about workload, deadlines, and what support is available.
3. Build organisational habits early. A simple planner, weekly review, and clear study space make a difference, especially in the MYP and DP.
4. Practise reflection. The IB asks students to think about their own learning. Keeping a short journal or notes on what worked and what did not is useful preparation.
5. Ask about language and subject choices. Requirements differ by programme and school, so confirm the details with the school directly.
6. Plan for the core requirements. In the DP, the extended essay, TOK, and CAS take time. Starting early and setting interim deadlines helps.
7. Use school support. Coordinators, counsellors, and teachers are there to help. Asking for guidance is part of being a successful IB student.

A practical summary

Being an IB student means developing the learner profile attributes while meeting the specific demands of your programme. In the PYP, that means curiosity and participation. In the MYP, it means making connections and managing independent work. In the DP, it means academic depth and completing the core. In the CP, it means combining academic study with career-related learning and reflection.

Across all four, the common thread is responsibility: for your learning, your time, and your contribution to the community around you. Understanding that early makes the transition smoother and the experience more rewarding.

The Disability Resource Center (DRC) at the University of Arizona provides accessibility guidance in two main areas beyond individual student accommodations: digital and IT accessibility, and accessible campus events. For digital content, the DRC points to Title II guidance and general guidelines, tips, and techniques for creating accessible digital content. For campus events, it offers guidelines and resources for planning, promoting, and hosting an accessible event. The DRC also arranges ASL interpreting and captioning services for Deaf and hard of hearing individuals for all University-sponsored activities.

Digital and IT Accessibility Resources

The DRC's digital accessibility offerings are organized around two related topics:

• Digital Accessibility – Title II: The DRC describes this as "everything you need to know about making your digital content accessible for all." This is the starting point if your question is about the legal or compliance side of digital accessibility.
• IT Accessibility: This section provides "guidelines, tips, and techniques for creating accessible digital content." This is the practical, how-to side — useful if you are producing web pages, documents, or other digital materials and need concrete guidance.

In practice, these two resources answer different questions. Use the Title II material to understand what accessible digital content means and why it is required; use the IT Accessibility guidelines when you are actually building or revising content and need specific techniques.

Accessible Campus Events

For events, the DRC provides:

• Accessible Campus Events: Guidelines and resources for planning, promoting, and hosting an event on campus.
• Planning an Accessible Event: A companion resource focused specifically on the planning stage.

Together these cover the full event lifecycle the DRC names — planning, promoting, and hosting. If you are organizing a University event, these resources are the relevant entry point rather than the individual accommodation process.

ASL Interpreting and Captioning Services

The DRC provides ASL interpreting and captioning services for Deaf and hard of hearing individuals for all University-sponsored activities. This is a request-based service, so if your event or activity needs interpreting or captioning, the DRC is the office to contact. The DRC lists a "Request ASL or Captioning" action for this purpose.

How These Resources Fit Together

Related DRC Spaces and Services

The DRC also maintains the Omnes Disability Student Space, described as a space for activities celebrating disability identity, culture, and community. This is a community and programming resource rather than a digital or event-accessibility guideline, but it is part of the DRC's overall offerings.

For students specifically, the DRC's accommodation process runs separately: new students complete an affiliation form and then meet with an Access Consultant, while returning students meet with their Access Consultant to discuss changes for the coming semester. The digital accessibility and event resources above are aimed at anyone producing content or hosting activities, not only at students receiving accommodations.

The Disability Resource Center (DRC) at the University of Arizona ensures disability access on campus for students, employees, and visitors. If you are new, the starting point is to fill out the DRC affiliation form and then meet with an Access Consultant. If you are a returning student, you can contact the DRC to discuss any changes to your accommodations for the new semester.

New to the DRC

If you have never used DRC services before, the process begins with the affiliation form. Once you have submitted it, you still need to meet with the DRC.

Steps for new users

1. Fill out the affiliation form. This is the entry point that lets the DRC know you are requesting services.
2. Meet with your Access Consultant. After the form is submitted, the next step is a meeting. The DRC announcement specifically notes: "New to DRC - You've filled out our affiliation form and still need to meet with us."

The Access Consultant is the person you meet with to discuss your situation and determine what accommodations may be appropriate. The meeting is not optional if you want to establish services — the form alone does not complete the process.

Returning DRC Students

If you are returning to the University of Arizona for another semester and already have a relationship with the DRC, the process is different. You do not start over with the affiliation form.

When to contact the DRC as a returning student

• You are coming back for another semester.
• You want to discuss any changes for your accommodations.

The DRC announcement describes this group as: "Returning DRC Student - You are returning to U of A for another semester and want to discuss any changes for your accommodations." If your needs have changed, or if you simply want to review your existing accommodations, this is the path to follow.

What the Access Consultant Meeting Is For

Meeting with an Access Consultant is the core step for new users and the point of contact for returning students who need adjustments. The purpose is to discuss your accommodations — what you need and how the DRC can support access on campus. The DRC's broader mission is to ensure disability access for students, employees, and visitors, and to promote universal design through collaboration with campus partners.

Other DRC Services and Resources

Beyond individual accommodations, the DRC offers several related services and resources that may be relevant depending on your situation.

If you need ASL interpreting or captioning, the DRC provides these services for all University-sponsored activities, and you can request them through the DRC. If you are planning a campus event, the DRC offers guidelines for making it accessible.

Finding the Right Entry Point

The DRC website is organized around these main areas: meeting with your Access Consultant, digital accessibility, accessible campus events, IT accessibility, ASL interpreting and captioning, and the Omnes Disability Student Space. The correct starting point depends on who you are:

• New student or first-time user: Fill out the affiliation form, then meet with an Access Consultant.
• Returning student: Contact the DRC to discuss changes to your accommodations for the new semester.
• Event planner: Use the Accessible Campus Events guidelines.
• Content creator: Use the Digital and IT Accessibility resources.
• Deaf or hard of hearing individual needing interpreting or captioning: Request ASL or captioning services through the DRC.

The DRC's stated purpose is to ensure disability access on campus for students, employees, and visitors, and to cultivate a more inclusive University experience through proactive collaboration with campus partners.

Omnes is the Disability Student Space associated with the University of Arizona's Disability Resource Center (DRC). According to the DRC, it hosts activities that celebrate disability identity, culture, and community. It is relevant to you if you are looking for a campus space centered on disability community rather than only on accommodations or access services.

What Omnes Is

The DRC describes Omnes as a "Disability Student Space" where students can take part in activities celebrating disability identity, culture, and community. That framing places it alongside the DRC's broader mission: ensuring disability access on campus for students, employees, and visitors, and promoting universal design through collaboration with campus partners.

In other words, Omnes is not presented as an accommodations office or a service counter. It is presented as a community and cultural space connected to the DRC.

Who It Is For

Based on the DRC's description, Omnes is aimed at students who want to engage with disability as an identity and a community, not just as a set of accommodations. It may suit you if you:

• Want to connect with other students around disability identity and culture
• Are looking for community activities rather than only academic access support
• Are already affiliated with the DRC, or are curious about the DRC's community side

The DRC's announcements distinguish between students who are new to the DRC (who have filled out the affiliation form and still need to meet with an Access Consultant) and returning DRC students (who are returning to the University of Arizona for another semester and want to discuss accommodation changes). Omnes appears in the same announcements area as a separate item about visiting the space, so it is not framed as a required step in the accommodation process.

What Happens There

The DRC states that Omnes hosts activities celebrating disability identity, culture, and community. The source material does not list a specific calendar, schedule, or set of recurring programs, so the reliable takeaway is the purpose of the space rather than a fixed event lineup.

How to Access Omnes

The DRC's announcement directs readers to "Visit Omnes" for the Disability Student Space. To act on that:

1. Go to the DRC website at drc.arizona.edu.
2. Find the announcement or link labeled for the Omnes Disability Student Space.
3. Follow that link to visit the space and see current activities or contact information.

The source material does not specify location details, hours, or eligibility requirements beyond the student focus, so check the linked page for those specifics.

Where Omnes Fits in the DRC

The DRC's announcements also cover other topics, which helps clarify what Omnes is and is not:

So if your question is about accommodations, digital access, event planning, or interpreting, those are separate DRC areas. Omnes is the community and cultural space.

Key Takeaway

Omnes is the DRC's Disability Student Space at the University of Arizona, focused on celebrating disability identity, culture, and community through activities. If you want to visit or join, start at drc.arizona.edu and follow the Omnes link in the DRC announcements.