Scenario Based Faculty Guide for Academic Accommodations

General Accommodation Scenarios

• A Student Misses a Test Due to a Disability-Related Absence

• • Check if the student has a Flex Plan that includes flexibility for missed quizzes/exams.
  • If yes, allow the student to make up the test within the timeframe specified in the Flex Plan
  • If no Flex Plan is in place, the student should be treated as other students or be referred to ARC to discuss accommodations.
  • Maintain documentation of the communication and rescheduling.

• A Student Requests an Extension on a Major Assignment

• • Check if the student has an Assignment Accommodation
  • Refer to the Flex Plan for assignment accommodations
  • If the request aligns with the Flex Plan, approve the extension.
  • If the student does not have assignment accommodations, they should be treated as other students or referred to ARC to discuss whether accommodations may be appropriate.
  • If the request exceeds the Flex Plan, consult with the student’s Accessibility Advisor to determine if further flexibility is reasonable.

• A Student Has Frequent Absences

• • Review the Flex Plan’s attendance policy.
  • Provide alternative ways to earn participation points if applicable (e.g., written reflections).
  • If the student does not have an attendance accommodation, they should be treated as other students or referred to ARC to discuss whether accommodations may be appropriate.
  • If the request exceeds the Flex Plan, consult with the student’s Accessibility Advisor to determine if further flexibility is reasonable.

• You’re Unsure How to Implement a Specific Accommodation

• • Review the student’s accommodation email for guidance.
  • Visit the ARC website or Faculty Portal for detailed instructions.
  • Contact ARC directly for clarification or support.

• A Student Has Not Sent Their Accommodation Email and is Asking Me to Accommodate Them

• • You are not obligated to provide accommodations until the official accommodation email is received.
  • Encourage the student to contact ARC and send their accommodation email through the ARC portal.
  • Once received, implement accommodations from that point forward, keeping in mind that accommodations are not retroactive.

• A Student Reports Course Materials Are Inaccessible

• • Ensure PDFs are screen-reader friendly and videos have captions.
  • If remediation is needed, work with IT or ARC to provide accessible versions promptly.
  • Maintain consistency in navigation and instructions within the course.

• A Student Has a Presentation Accommodation and I am Unsure How to Implement This

• • Offer alternative formats such as a recorded presentation or written submission.
  • Ensure the alternative meets the learning objectives of the assignment.
  • Consult with ARC to help determine appropriate alternatives if unsure.

• A student’s official accommodation email states they are permitted to audio record lectures. My typical policy is “no recordings allowed,” for reasons such as intellectual property, classroom privacy, or open discussion.

• • Approved accommodations, including recording, are legally required under ADA and institutional policy. Faculty cannot override this accommodation.
  • Students sign an electronic Audio Recording Agreement stating that recordings are for personal academic use only, cannot be shared, and are protected under copyright law.
  • If you have concerns about sensitive discussions or intellectual property, do not deny the accommodation, instead contact ARC for guidance.
  • You may set reasonable boundaries, such as:
    • Recordings are for personal academic use only and may not be shared or distributed.
    • Sensitive class discussions can be paused for recording, if necessary, coordinate with ARC for best practices.
  • If unsure, consult with  ARC before taking any action.

• ARC contacted me to help identify a peer notetaker for a student with an approved accommodation. I am unsure how to approach the class without disclosing the student’s identity.

• • Make a general announcement to the class without naming the student (e.g., “ARC is seeking a peer notetaker for this course. This is a paid position. If interested, please contact ARC.”).
  • Do not reveal the student’s name or disability status.
  • If no volunteers come forward, inform ARC so they can explore alternative solutions.

Online Class Scenarios

• A Student Misses a Live Zoom Lecture Due to a Disability-Related Issue

• • Check if the student has a Flex Plan that includes attendance flexibility.
  • Provide access to a recording of the session if available.
  • Offer an alternative way to earn participation credit (e.g., a written reflection or discussion post).
  • If the session involved group work or real-time interaction, consult ARC for guidance.
  • If the student does not have attendance accommodations, they should be treated as other students or referred to ARC to discuss whether accommodations may be appropriate.

• A Student With an Assignment Accommodation Requests an Extension for a Time-Sensitive Online Discussion

• • Refer to the Flex Plan for assignment flexibility.
  • If the discussion is part of a real-time learning process (e.g., peer feedback), determine if an alternative format is possible.
  • Note: Assignments that are typically NOT REASONABLE to make up may include time-sensitive assignments such as real-time simulations, group projects with tight deadlines (e.g., presentations), and online discussions with specific participation deadlines.
  • If unsure, consult ARC to assess whether flexibility is appropriate.

• A Student Has Difficulty Navigating Blackboard

• • Refer the student to IT for assistive technology support or training.
  • Ensure that course materials are accessible (e.g., PDFs are screen-reader friendly, videos have captions).
  • Provide clear instructions and consistent navigation within the course.

WP Online 7-Week Course Scenarios

• A Student With an Assignment Accommodation Requests a Deadline Extension in Week 2

• • Check the student’s Flex Plan for assignment accommodations.
  • Given the accelerated pace, respond promptly and clearly communicate the new deadline.
  • Document the extension.

• A Student Misses Multiple Deadlines in a Short Timeframe

• • Review the Flex Plan to determine if the student has exceeded the maximum number of missed assignments or is following the guidelines outlined in that course’s Flex Plan.
  • If the missed work exceeds what is allowed in the Flex Plan, faculty may grade accordingly.
  • Consider whether the missed assignments are cumulative or time-sensitive.
  • Maintain communication with the student and ARC if needed to determine a reasonable path forward.

• A Student Has Trouble Keeping Up Due to a Flare-Up of a Chronic Condition

• • Encourage the student to contact ARC if they haven’t already.
  • If the student has an assignment accommodation, review the Flex Plan it to determine what flexibility is allowed.
  • Consult with ARC if needed and avoid penalizing the student while the situation is being reviewed.

• A Student With an Assignment Accommodation Asks for an Extension on a Final Project in Week 7

• • If the request is within the scope of the Flex Plan, approve it and document the new deadline.
  • If the extension would delay final grading or course closure, consult ARC to determine a reasonable solution.