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Faculty play a vital role in accommodations. They act as a first point of contact for students in the classroom and are essential to implementing accommodations. To help faculty in this role, we have developed resources and definitions that detail important information when working with students with accommodations. You can learn more about the resources that are available to assist you in your work with this cohort of students and their needs here.

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Framework for determining reasonable in-class accommodations:

If it is determined that a task is听impossible听for a student with a disability to carry out, we will ask you to determine if the task is an 鈥�essential component of the course or program鈥�. If you determine that the task IS essential and no alternate assignment would satisfy your course expectations, then the requirement will stand. The following process will assist you in making this determination (Hint: this process works well as a shared activity; thus, it is perfectly fine to seek input from the TLC, your chair, co-teaching partners and/or department):

Potential Question for Determining Essential Components of a Course or Program

• What are the goals of the program or course?
• What are the learning outcomes required of all participants?
  • For a course:
    • What specific knowledge, principles, or concepts must be mastered?
    • What percentage of subject area knowledge must be mastered?
    • What academic skills must be demonstrated?
  • For a program:
    • What are the requirements for licensing or professional accreditation?
    • What skills or competencies will be needed in the field after graduation?

Questions to consider when evaluating accommodation requests:

1. What methods of instruction are non-negotiable, and why?
2. What methods of learning outcomes are absolutely necessary, and why?
3. What are acceptable levels of performance on these measures?

Example 1:听A student cannot participate in two oral presentations, which make up 25% of your course grade. She asks, as an accommodation, if she can present to you and a smaller group of students in your office. You feel that this will still demonstrate the same academic skill set, and not lower the measurable standard. Therefore, this accommodation can be provided.

Example 2: You teach a graduate level course on Clinical Research Methodology, in which a substantive group presentation to the class and members of the department is the final project. The same student requests to present to a smaller group. You and your department determine that the ability to present data in public is a fundamental requirement of all graduate students in your program. You may deny this request.

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Accessibility Syllabi Statement

As AUP faculty, we understand you have many responsibilities and roles. To facilitate the conversation between you and your students with registered accommodations, we invite you to include a statement in your syllabi. This can provide students with an opening to approach you to discuss their accommodation needs in detail.

Feel free to use the example below in your syllabi:

• 鈥淎UP is committed to making all courses accessible for everyone. If you need academic accommodations, please contact the Student Development Office and visit the听Accommodation Services page听for more information about how the accommodation process. I encourage you to come talk to me about your accommodations. As an AUP faculty member, I am dedicated to supporting all students in my courses and making this course accessible for everyone. If you have any questions about accommodations, please reach out to Charlotte Vernier (cvernieraup.edu)鈥�