Implementing Accommodations
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Maintaining Confidentiality
Upholding the confidentiality of accommodations is essential for respecting student privacy and complying with legal requirements. Learn more about how to ensure these standards are met.
Upholding the confidentiality of accommodations is essential for respecting student privacy and complying with legal requirements. Learn more about how to ensure these standards are met.
Maintaining Confidentiality
Discuss Accommodations Privately: Always discuss accommodations in a private setting, either in a one-on-one meeting, through email, or in a private phone call. Avoid discussing sensitive information in public areas like the classroom or hallway.
Avoid Singling Out Students in Class: Ensure that accommodations are implemented in a way that does not draw unnecessary attention to the student. For example, do not ask every student with accommodations to come to the front of the class for support.
Limit Access to Information: Only share accommodation details with individuals who have a legitimate need to know, such as teaching assistants or relevant support staff. Ensure that these individuals also understand the importance of confidentiality.
When seeking additional support, be mindful to use language that does not inadvertently disclose the student's identity or the details of their accommodations. You can always consult SAS for specific support with all details or share relevant information with your department chair to assist in implementing accommodations, as this is covered under FERPA.
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Tips for Discussing Accommodations
Use our five tips for discussing accommodation implementation with your students to feel well-prepared and ensure the conversation remains positive and constructive.
Use our five tips for discussing accommodation implementation with your students to feel well-prepared and ensure the conversation remains positive and constructive.
Tips for Discussing Accommodations
- Initiate Open Dialogue: Students are responsible for reaching out to discuss their accommodations before they will receive them in class, however, you can always reach out first if you prefer. Begin the conversation by creating a welcoming and supportive environment. Encourage students to share their needs and concerns openly, and listen actively without making assumptions. This conversation can be difficult for some students; ensure they feel comfortable discussing this sensitive topic with you.
- Respect Privacy: Avoid asking students for details about why they need an accommodation or their diagnosis, as this is both a privacy matter and against the law. Do not push them to forgo any accommodations. Focus instead on understanding how to implement the accommodations effectively and supporting their academic success without delving into personal or sensitive information.
- Be Open to Collaboration: Be prepared to discuss how accommodations can be implemented in a way that works for both you and the student. Flexibility and willingness to collaborate can lead to effective solutions that meet the student’s needs while respecting the course's academic standards. Invite the student to share their thoughts on implementing the accommodations by asking, "How do you usually handle accommodations?" and offer your own suggestions as well. This approach shows respect for their perspective while ensuring the accommodations are effectively integrated into the course.
- Maintain Course Rigor and Flexibility: Accommodations should not fundamentally alter the core content or rigor of your course. They are designed to provide equal access, not to change the nature of the course. Understand that accommodations may vary between courses and should be tailored to fit your specific class structure. Use this understanding to discuss and clarify how accommodations can be implemented effectively while preserving the course's academic standards. This approach allows you to balance the needs of the student with the integrity of the course content.
- Handle Disagreements Professionally: If a student disagrees with the implementation plan, feels they need more flexibility than what you believe is appropriate, or requests accommodations beyond what is approved, do not deny the approved accommodations outright or pressure the student to conform. Instead, reach out to SAS for support. We can review the course structure and the student’s requests to find a solution that meets both parties' needs while maintaining the integrity of the course. This approach helps ensure that accommodations are implemented fairly and effectively.
Before meeting with your student(s), take time to familiarize yourself with both your obligations and your student’s responsibilities regarding accommodations in college.
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Documenting the Implementation Plan
Make sure you and your students are on the same page all semester by documenting the implementation plan with our Accommodation Planning Tool.
Make sure you and your students are on the same page all semester by documenting the implementation plan with our Accommodation Planning Tool.
Documenting the Implementation Plan
Creating a documented implementation plan for a student's accommodations is crucial to ensuring that you and the student stay on the same page throughout the semester. This plan should detail each accommodation, outline how it will be put into practice, specify the actions required from both you and your student, and note any course-specific restrictions.
To keep everything organized, consider following up with the student via email to confirm the details or creating a written document during your meeting.
To assist with this process, we’ve attached our Accommodation Planning Tool, which can help streamline your discussion and provide a clear record of the implementation plan. This documentation will be a valuable reference as you progress through the semester, helping to ensure that all accommodations are effectively implemented.
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Deadlines for Accommodations Notifications
You may notice Notification Letters arriving in your inbox at the beginning of the semester and wonder about the timing of these requests. Learn more about when students can submit Notification Letters and the relevant timelines.
You may notice Notification Letters arriving in your inbox at the beginning of the semester and wonder about the timing of these requests. Learn more about when students can submit Notification Letters and the relevant timelines.
Deadlines for Accommodations Notifications
Students can register with SAS and/or request accommodations in a course at any time during the semester. However, students are expected to make proactive requests within a reasonable timeframe to give adequate notice (typically one week) to the instructor. Accommodations are designed to be implemented at the point of request moving forward.
Note: Retroactive accommodations are typically only given at the instructor's discretion. We encourage you to consult with us when considering retroactive requests.
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Concerns about Feasibility
What is a feasible accommodation in your course and how is that determined? What do you do if there is a concern over the impact of an accommodation on your course? Learn more about what to do if there are concerns about feasibility.
What is a feasible accommodation in your course and how is that determined? What do you do if there is a concern over the impact of an accommodation on your course? Learn more about what to do if there are concerns about feasibility.
Concerns about Feasibility
What are 'reasonable' accommodations?
SAS approves "reasonable" accommodations to ensure that students with disabilities have equal access to educational opportunities without compromising the essential elements of a course. A reasonable accommodation does not entail fundamentally altering the core requirements, content, or objectives of the course. For instance, accommodations should not lower academic standards, modify the curriculum's rigor, or exempt students from essential course activities. Instead, they are intended to provide the necessary support for students to meet the same learning outcomes as their peers. This might include providing extended time on exams, offering alternative formats for materials, or allowing the use of assistive technology. The goal is to maintain the integrity of the course while ensuring that all students have the opportunity to succeed.
Is this feasible in my course?
Accommodations can vary significantly across different courses; what is reasonable in one course may not be in another. For example, a lecture class may offer more flexibility with attendance requirements since students can obtain the material in various ways. In contrast, a hands-on lab course may have less flexibility due to the necessity of in-person participation for learning outcomes. This is why discussing accommodation implementation with students is crucial. Engage in conversations about what the student needs to access the course and explore options that align with your course structure. If you believe an accommodation truly fundamentally alters the course, do not deny it outright. Instead, inform the student that you will consult with SAS for further support and guidance.
What does SAS look at to determine what is reasonable within my course?
If you have concerns about the feasibility of an accommodation in your course, please contact SAS. We will engage in an interactive process to understand your course design and collaborate on a plan that ensures reasonable access for students without fundamentally altering the course's nature. We will often talk with both you and the student, look at the proposed accommodation plans, collect information on the course, like the syllabus, and determine if there is a way that the accommodation can be implemented without fundamental alterations. We will look at all the details and look for creative approaches to meeting the need.
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How can I prepare my course for accommodations before I receive them?
Universal course design is an approach that proactively incorporates diverse learning needs into the course structure, potentially reducing the need for individual accommodations. By incorporating universal design principles, you can address common needs and make your course more accessible from the start, reducing some extra work that may come along with some accommodations. For guidance on integrating universal design into your course, we encourage you to reach out to the Center for Engaged Learning and Teaching (CELT) for support.
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Timing of Implementation
When do you need to have accommodations implemented in your course? What do you do if you have issues with implementing them? Learn what is considered to be a reasonable timeframe for implementation and the responsibilities of both you and the student.
When do you need to have accommodations implemented in your course? What do you do if you have issues with implementing them? Learn what is considered to be a reasonable timeframe for implementation and the responsibilities of both you and the student.
Timing of Implementation
When do I need to have accommodations implemented in my course?
Students can register with SAS and request accommodations at any time during the semester. However, students are expected to make proactive requests within a reasonable timeframe, typically providing at least one week's notice to the instructor.
Accommodations are intended to be implemented after the instructor has received the Notification Letter AND the student has reached out to discuss the implementation plan. Instructors are not expected to initiate accommodations until the student has contacted them (except in specific cases where SAS coordinates accommodations directly, such as providing captioning). For most accommodations, instructors should begin implementing the accommodations within 7 days.
For example, if a student requests exam accommodations the week of an exam but does not give sufficient time to arrange alternative settings (less than one week), it is not the instructor's responsibility if the accommodations cannot be implemented for that exam. The instructor should communicate that this will not be feasible for the upcoming exam and then work with the student to establish an implementation plan for future exams.
What do I do if I have issues implementing the accommodation in time?
If there is an issue with implementing an accommodation within a reasonable timeframe (typically within a week) or if you're unsure how to implement the accommodations after talking with the student, please reach out to SAS as soon as possible. Our office will collaborate with you to provide creative solutions or support, and discuss any challenges in implementing the accommodations promptly. This ensures that you can effectively accommodate the student and provide them with the necessary access to their courses.
What should I do if a student requests an accommodation for an event or assignment that has already passed?
Accommodations are not retroactive. If a student requests an accommodation for an event or assignment that has already occurred without having discussed the accommodation with the instructor beforehand, the accommodation does not have to be applied retroactively. However, if the situation is unique or unclear, instructors should reach out to SAS for guidance. Our office can help assess the situation and provide recommendations on how to support the student moving forward.