This thesis analyzes how Arizona State University’s disability resource center, Student Accessibility and Inclusive Learning Services (SAILS), impacts access fatigue among students with disabilities. Access fatigue is rhetorical fatigue borne from the continuous need for people with disabilities to perform accommodation negotiations, or requests for practices that will grant them access to certain spaces. This study theorizes access fatigue as an intersection between scholarship about embodied rhetorical fatigue and interactional rhetorical phenomena that occur during accommodation negotiations. This research is guided by user experience (UX) methodologies, including a textual heuristic analysis of two SAILS documents; stakeholder interviews with students, teachers, and a SAILS representative; and a comparative analysis situating SAILS in relation to other disability resource centers. This thesis frames accommodation negotiations and access fatigue through the lens of institutional relationality and identifies four key dimensions of institutional relationality that affected participants’ experiences with access fatigue, including: burden sharing between students and SAILS, misfitting between students and SAILS, institutional culture shaping facilitated by relationships between non-registered stakeholders and SAILS, and institutional access fatigue resulting from design inconsistencies between SAILS and other disability resource centers. To relate this theorization to design practices, this thesis includes UX-informed guidelines for designing disability resource centers that promote fatigue relief through the integration of theories of institutional relationality.