Appendices

FAQ: Providing the Best Accommodations for College Students

1. What are accommodations and why are they important?

   Accommodations are adjustments or modifications provided to students with disabilities to ensure they have equal access to education. They are important because they help level the playing field, allowing students to demonstrate their knowledge and skills without being hindered by their disabilities.

2. How do I know what accommodations a student needs?

   Students typically receive an accommodation plan from the disability services office. This plan outlines the specific accommodations they are entitled to. It's important to review this plan and have a conversation with the student to understand their individual needs and preferences.

3. How can I make my teaching materials more accessible?

   • Use accessible formats: Provide materials in various formats such as large print, Braille, and digital text.
   • Clear and concise language: Use straightforward language and avoid overly complex sentences.
   • Visual aids: Incorporate diagrams, charts and other visual aids to support understanding.

4. What are some examples of alternative assessments?

   • Oral presentations: Allow students to present their understanding verbally.
   • Projects and portfolios: Use comprehensive projects or portfolios to assess learning.
   • Creative assignments: Encourage creative expressions like artwork or videos.
   • Practical demonstrations: Use hands-on tasks to demonstrate knowledge.
   • Group projects: Facilitate collaborative projects to assess teamwork and understanding.

5. How can I monitor and adjust accommodations throughout the semester?

   • Regular check-ins: Schedule periodic meetings with the student to discuss the effectiveness of the accommodations.
   • Gather feedback: Encourage the student to share their experiences and challenges.
   • Track performance: Monitor the student's academic performance and adjust accommodations as needed.
   • Collaborate with disability services: Work closely with the disability services office for guidance and support.

6. What should I do if an accommodation is not working?

   If an accommodation is not effective, discuss alternative solutions with the student and the disability services office. Be flexible and open to trying different approaches to find what works best for the student.

7. How can I create an inclusive classroom environment?

   • Encourage inclusivity: Promote a classroom culture where all students feel comfortable sharing their needs.
   • Peer support: Foster a supportive learning community through peer collaboration.
   • Accessible classroom layout: Ensure the classroom is physically accessible and allows for easy movement.

8. Are there resources available for designing inclusive assessments?

   Yes, there are several resources available:

   • IncludED: A Guide to Designing Inclusive Assessments from Oxford University.
   • Inclusive Teaching Guide from the University of Leeds.
   • National Center on Accessible Educational Materials for digital accessibility and testing accommodations.

9. How can I stay informed about best practices in inclusive teaching?

   • Attend workshops: Participate in training sessions on inclusive teaching practices.
   • Consult with experts: Work with the disability services office and other experts in the field.
   • Stay updated: Read current research and case studies on inclusive education.

Postcard Handout: Identifying Reasonable Accommodations

Identifying Reasonable Accommodations

Creating an inclusive classroom starts with understanding and implementing reasonable accommodations. Here’s how to identify them:

Steps to Identify Reasonable Accommodations

1. Review documentation
   Obtain and review the student’s accommodation plan from the disability services office.
2. Understand the student’s needs
   Meet with the student to discuss their specific needs and preferences.
3. Assess the classroom environment
   Ensure the physical layout and resources are accessible.
4. Evaluate teaching methods
   Use a variety of instructional methods to cater to different learning styles.
5. Adapt materials
   Provide learning materials in accessible formats (e.g., digital text, large print).
6. Modify assessments
   Offer alternative assessments (e.g., oral presentations, projects).

Questions to Ask

1. Is the accommodation necessary?
   Does the student’s disability documentation support the need for this accommodation?
2. Is the accommodation effective?
   Will this accommodation help the student access the curriculum and demonstrate their knowledge?
3. Is the accommodation reasonable?
   Does the accommodation fundamentally alter the nature of the course or impose an undue burden?
4. Is the accommodation feasible?
   Can the accommodation be implemented with the available resources and within the course structure?
5. Is the accommodation inclusive?
   Does the accommodation promote an inclusive learning environment for all students?

Questions to Determine Reasonableness

1. Does the accommodation eliminate an essential course requirement?
2. Does it lower academic standards or expectations?
3. Does it impose an undue financial or administrative burden on the institution?
4. Does it fundamentally alter the nature of the course or program?
5. Does it disrupt the learning environment or place an undue burden on others?

By considering these questions, faculty can better determine whether an accommodation is reasonable and ensure that all students receive fair and equitable support.

Handling requests for unreasonable accommodations requires a thoughtful and respectful approach. Here are some steps you can take:

1. Understand the Request

   • Listen carefully: Ensure you fully understand the student’s request and the reasons behind it.
   • Review documentation: Check the student’s accommodation plan and any relevant documentation from the disability services office.

2. Assess the Reasonableness

   • Evaluate impact: Consider whether the accommodation would fundamentally alter the nature of the course, lower academic standards, or impose an undue burden on the institution.
   • Consult guidelines: Refer to institutional policies and guidelines on reasonable accommodations.

3. Communicate Clearly

   • Explain limitations: Politely explain why the requested accommodation is not feasible, citing specific reasons such as academic integrity, course requirements, or institutional constraints.
   • Offer alternatives: Suggest alternative accommodations that could meet the student’s needs without compromising the course’s essential elements.

4. Collaborate with Disability Services

   • Seek guidance: Work with the disability services office to explore possible solutions and ensure that your response aligns with institutional policies.
   • Document the process: Keep a record of the request, your evaluation, and any communications with the student and disability services.

5. Maintain a Supportive Attitude

   • Be empathetic: Acknowledge the student’s challenges and express your commitment to finding a workable solution.
   • Encourage dialogue: Keep the lines of communication open, encouraging the student to share their concerns and feedback.

Example Scenario:

Request: A student asks for unlimited extensions on assignments due to a chronic health condition.

Response: “I understand that managing your health condition can be challenging, and I want to support you in any way I can. However, granting unlimited extensions could disrupt the course schedule and affect other students. Let’s work together to find a solution that accommodates your needs while maintaining the course’s integrity. Perhaps we can set up a flexible deadline plan or provide additional support during particularly difficult times.”

Difference Between Service Animals and Emotional Support Animals

Service animals are specifically trained to perform tasks for individuals with disabilities. These tasks can include guiding individuals who are blind, alerting those who are deaf, pulling a wheelchair, or fetching items for someone with mobility issues. Under the Americans with Disabilities Act (ADA), only dogs (and in some cases, miniature horses) can be considered service animals.

Emotional support animals (ESAs), on the other hand, provide comfort and emotional support to individuals with mental health conditions. They do not require specialized training to perform specific tasks. ESAs can be any type of animal and are primarily recognized under the Fair Housing Act (FHA) and the Air Carrier Access Act (ACAA), which allow them in housing and on flights, respectively.

Common Challenges with Animals in School or Work

1. Allergies and Phobias: Some individuals may have severe allergies or phobias related to animals, which can create conflicts in shared spaces.
2. Distractions: Animals, especially those not well-trained, can become distractions in educational or professional settings.
3. Behavioral Issues: Not all animals are suited for the environments of schools or workplaces, leading to potential behavioral problems.
4. Legal and Policy Confusion: There can be misunderstandings about the rights and responsibilities related to service animals and ESAs, leading to disputes and legal challenges.

Visit the ADA National Network to learn more about service animals and emotional support animals.

Visit the Job Accommodation Network to learn more about service animal work accommodations and challenges.

Questions You Can Ask About the Animal

When determining if an animal is a service animal, you are legally allowed to ask only two questions:

1. Is the animal required because of a disability?
2. What work or task has the animal been trained to perform?

For emotional support animals, you can request documentation from a licensed mental health professional stating the need for the animal.

How to Accommodate an Animal in the College Classroom

1. Documentation: Require students to provide documentation from a licensed mental health professional or a doctor, verifying the need for the animal.
2. Clear Policies: Establish clear policies regarding the presence of animals, including behavior expectations and areas where animals are allowed.
3. Training and Behavior: Ensure that the animal is well-behaved and does not disrupt the learning environment.
4. Allergy and Phobia Management: Make accommodations for students or staff with allergies or phobias, such as seating arrangements or separate spaces.
5. Regular Check-ins: Have regular check-ins with the student to ensure that the presence of the animal continues to be beneficial and does not cause issues.

Visit Wellness Wag to learn more about animal accommodations in the college classroom.