Receiving Accommodation Requests

Faculty members play an important role in ensuring that students with disabilities receive the accommodations they need. When a student requests accommodations, faculty should acknowledge the request promptly and arrange a private meeting to discuss the student’s specific needs. Reviewing the accommodation letter provided by the office of accessibility is essential to understand the approved accommodations and any specific instructions. When responding to accommodation requests from the office of accessibility, faculty should thoroughly review the request to understand the specific needs and requirements. If there are any questions or concerns, consulting with the office of accessibility for clarification and guidance is important.

Maintaining confidentiality and sensitivity is crucial for faculty when working with students to implement accommodations. Here are some tips to help ensure these standards are met:

Tips for Maintaining Confidentiality

  1. Keep information private:
    • Example: Do not discuss a student’s disability or accommodations with other students or unauthorized personnel. Ensure that any conversations about accommodations are held in private settings.
  2. Secure documentation:
    • Example: Store all accommodation letters and related documents in a secure location, such as a locked drawer or a password-protected digital file.
  3. Use discreet communication:
    • Example: When discussing accommodations with a student, use discreet methods such as private emails or one-on-one meetings rather than public announcements or group emails.
  4. Limit access:
    • Example: Only share information about a student’s accommodations with individuals who need to know, such as teaching assistants or exam proctors, and ensure they understand the importance of confidentiality.

Tips for Maintaining Sensitivity

  1. Respect student privacy:
    • Example: Avoid asking intrusive questions about a student’s disability. Focus on understanding their needs and how you can support them.
  2. Be empathetic:
    • Example: Show understanding and empathy when discussing accommodations. Acknowledge the student’s challenges and express your willingness to help.
  3. Use inclusive language:
    • Example: Use person-first language (e.g., “student with a disability” rather than “disabled student”) and avoid language that may be perceived as stigmatizing.
  4. Be flexible and open-minded:
    • Example: Be open to adjusting your teaching methods or course requirements to better accommodate the student’s needs. Flexibility can make a significant difference in their academic experience.
  5. Provide clear information:
    • Example: Clearly explain how accommodations will be implemented and what the student can expect. This helps to reduce anxiety and ensures that the student feels supported.
  6. Seek feedback:
    • Example: Regularly ask the student for feedback on how the accommodations are working and if any adjustments are needed. This shows that you are committed to their success.

By following these tips, faculty can create a supportive and respectful environment for students with disabilities, ensuring that their accommodations are implemented effectively and sensitively.