Applying crip authenticity in the classroom calls on professors to approach accessibility from a perspective of open and ongoing dialogue with students rather than having students submit medical documentation once a semester and get a prescriptive set of accommodations. Crip authenticity calls on accessibility to be a dynamic process that makes space for the fluid nature of disability. Dialogue and narrative-based inquiries - like those shown at the University of Arizona's accommodation system - shift the focus of accommodations to students' own testimony to changing needs rather than focusing on whether access specialists and professors perceive a student as disabled.