Discussing Accommodations with Students

Best Practices

Discussing accommodations with college students requires sensitivity, confidentiality and clear communication. Here are some best practices for faculty:

1. Create a welcoming environment:
   • Example: At the beginning of the semester, include a statement in your syllabus inviting students to discuss their accommodation needs. This sets a positive tone and encourages students to approach you.
2. Schedule private meetings:
   • Example: Arrange to meet with students privately, either during office hours or at a mutually convenient time, to discuss their accommodations. This ensures confidentiality and allows for an open, honest conversation.
3. Listen actively:
   • Example: Give the student your full attention during the meeting. Listen to their needs and concerns without interrupting and ask clarifying questions to ensure you understand their requirements.
4. Review the accommodation letter:
   • Example: Go over the accommodation letter provided by the office of accessibility with the student. Discuss how each accommodation will be implemented in your course and address any questions they may have.
5. Be empathetic and supportive:
   • Example: Show empathy and support by acknowledging the student’s challenges and expressing your commitment to helping them succeed. Use inclusive language and avoid making assumptions about their abilities.
6. Provide clear information:
   • Example: Clearly explain how the accommodations will be implemented and what the student can expect. For instance, if a student needs extended time for exams, discuss the logistics and confirm the arrangements in writing.
7. Maintain confidentiality:
   • Example: Ensure that all discussions about accommodations are kept confidential. Do not disclose the student’s disability or accommodations to other students or unauthorized personnel.
8. Follow up regularly:
   • Example: Check in with the student periodically to see how the accommodations are working and if any adjustments are needed. This shows that you are committed to their ongoing success.
9. Collaborate with the office of accessibility:
   • Example: Work closely with the office of accessibility to ensure that accommodations are implemented effectively. Seek their guidance if you encounter any challenges or have questions.
10. Document the process:
    • Example: Keep records of all communications and steps taken to implement the accommodations. This documentation can be useful if any issues arise and helps ensure a clear and organized approach.

Common Challenges Experienced when Discussing Accommodations

Discussing accommodations with college students can present several challenges for faculty. Here are some common ones:

Common Challenges:

1. Lack of knowledge:
   • Example: Faculty may not be fully aware of the legal requirements under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. This can lead to uncertainty about how to properly implement accommodations.
2. Concerns about academic integrity:
   • Example: Some faculty worry that providing accommodations might compromise academic standards or give certain students an unfair advantage.
3. Perceived stigma:
   • Example: Faculty might be concerned about how accommodations will be perceived by other students, potentially leading to stigma or resentment.
4. Inconsistent implementation:
   • Example: Ensuring that accommodations are consistently applied across different courses and instructors can be challenging, leading to variability in student experiences.
5. Communication barriers:
   • Example: Faculty may struggle with how to discuss accommodations sensitively and effectively, especially if they are not trained in handling such conversations.
6. Student hesitation:
   • Example: Students may be hesitant to disclose their disabilities or request accommodations due to fear of stigma or not wanting to be perceived as different.
7. Documentation requirements:
   • Example: Obtaining and verifying the necessary documentation for accommodations can be a time-consuming process, and students may face delays or difficulties in providing the required paperwork.
8. Lack of resources:
   • Example: Some institutions may lack sufficient resources or support systems to help faculty effectively implement accommodations.

View Higher Education and the ADA: An ADA Knowledge Translation Center Research Brief to learn more about common challenges experienced when discussing accommodations.

Addressing These Challenges

1. Training and education:
   • Providing faculty with training on legal requirements, best practices and effective communication strategies can help alleviate many of these challenges.
2. Clear policies and procedures:
   • Establishing clear, consistent policies and procedures for requesting and implementing accommodations can help ensure uniformity and reduce confusion.
3. Support from disability services:
   • Encouraging collaboration between faculty and the office of accessibility can provide additional support and resources for implementing accommodations.
4. Promoting an inclusive culture:
   • Fostering an inclusive and supportive campus culture can help reduce stigma and encourage students to seek the accommodations they need.

Steps to Address Unreasonable Accommodation Requests

If a student requests an accommodation that seems unreasonable or unfair, it’s important to handle the situation thoughtfully and in accordance with legal guidelines. Here are some steps faculty can take:

1. Review the request:
   • Example: Carefully review the accommodation request to understand its specifics. Determine if it fundamentally alters the course or program standards, threatens safety, or creates an undue financial or administrative burden.
2. Consult with the office of accessibility:
   • Example: Reach out to the disability services office to discuss the request. They can provide guidance on whether the accommodation is reasonable and suggest alternative solutions if necessary.
3. Communicate with the student:
   • Example: Arrange a private meeting with the student to discuss the request. Explain your concerns and the reasons why the accommodation may not be feasible. Be empathetic and supportive during this conversation.
4. Explore alternative solutions:
   • Example: Work with the student and the disability services office to identify alternative accommodations that can meet the student’s needs without compromising course standards or creating undue burdens.
5. Document the process:
   • Example: Keep detailed records of the accommodation request, your communications with the student, and any consultations with the disability services office. This documentation can be useful if any disputes arise.

Example Scenario

Scenario: A student requests to retake exams with accommodations that were not requested or approved prior to the first administration of the exam.

Steps Taken:

1. Review: Determine that retroactive accommodations are generally not considered reasonable.
2. Consult: Discuss the request with the disability services office to confirm this understanding.
3. Communicate: Meet with the student to explain why retroactive accommodations are not feasible and discuss the importance of requesting accommodations in advance.
4. Explore alternatives: Offer to provide accommodations for future exams and discuss any other support the student might need.
5. Document: Record the details of the request, the consultation with the disability services office, and the outcome of the meeting with the student.

Additional Considerations

• Legal compliance: Ensure that any decisions made are in compliance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act.
• Fairness and equity: Strive to balance the needs of the student with the integrity of the course and fairness to other students.
• Ongoing support: Continue to support the student by providing reasonable accommodations and encouraging them to request accommodations in a timely manner

Approaching Challenging Accommodation Requests