Berea.eduarrow_forward
Disability and Accessibility Servicesarrow_forward
Faculty and Staff Resourcesarrow_forward
Providing Accommodations

Providing Accommodations

As the number of students with disabilities attending postsecondary institutions continues to rise, it’s essential for faculty and staff to be well-informed about their roles, rights, and responsibilities in supporting these students. This section outlines the key legal frameworks, faculty obligations, and the role of DAS in ensuring all students receive equal access to educational opportunities.

Legal Framework

Faculty should be aware that their responsibilities are guided by federal laws, primarily:

  • Section 504 of the Rehabilitation Act of 1973
  • Title II of the Americans with Disabilities Act (ADA)

According to the U.S. Department of Education’s Office for Civil Rights (OCR):

“Institutions of postsecondary education must provide an appropriate academic adjustment based on students’ disabilities and individual needs when necessary to avoid discrimination. In providing an academic adjustment, a postsecondary institution does not have to eliminate or lower essential requirements, or make modifications that would result in a fundamental alteration of the programs or activities being offered or impose an undue burden on the institution.”

Faculty Roles and Responsibilities

1. Provide Reasonable Accommodations

Faculty members are required to provide reasonable accommodations to students who are registered with DAS and present an official accommodation letter. These accommodations are designed to ensure equal access to the learning environment without compromising academic standards.

Some common accommodations include:

  • Extra time on exams or assignments
  • Use of assistive technology (audio recorders, note-takers, etc.)
  • Providing materials in alternative formats (e.g., large print, electronic text)
  • Allowing flexibility in attendance or assignment deadlines in certain cases

2. Ensure Access to Classroom and Course Materials

It is the instructor’s responsibility to create an inclusive learning environment. This may involve adjusting teaching methods or course design to ensure all students can participate fully. If a student identifies barriers in the classroom, faculty should work with DAS to determine the best solution.

Examples include:

  • Providing accessible course handouts or videos upon request
  • Ensuring digital materials are compatible with screen readers
  • Offering alternative ways to demonstrate mastery of course content

3. Confidentiality

Maintaining the confidentiality of students’ disability status and accommodation needs is critical. Faculty should store accommodation letters in a secure location and refrain from discussing a student’s disability or accommodations in the presence of others who do not have an educational need to know.

4. Collaborate with DAS

If there are any questions or concerns about an accommodation, faculty should reach out to DAS. Faculty should not deny an approved accommodation without consulting DAS and ensuring that any fundamental alterations to the course are documented.

5. Exams and Assignments

If accommodations for exams or assignments are needed (e.g., extended time or alternate formats), faculty may either provide these themselves or arrange for testing services through DAS or other appropriate offices. Faculty must ensure that exams are delivered on time and with clear instructions when administered outside of class.

Faculty Rights

Faculty members have the right to:

  • Maintain academic standards for their courses
  • Determine course content and instructional methods
  • Confirm and clarify accommodations with DAS
  • Deny accommodation requests if the student does not provide an official letter from DAS
  • Award grades based on the student’s performance in meeting course objectives, with or without accommodations

Faculty do not have the right to:

  • Refuse an accommodation that has been approved by DAS
  • Challenge the legitimacy of a student’s documented disability
  • Review a student’s confidential disability documentation

Understanding Fundamental Alterations

While faculty members can maintain academic integrity and uphold essential course requirements, they must work with DAS to ensure that accommodations do not result in a “fundamental alteration” of the program. If an accommodation request seems to conflict with core course objectives, it is the faculty’s responsibility to collaborate with DAS to determine if adjustments can be made without altering the essential nature of the course. More about this process can be found under the Fundamental Alteration section of this page.

Working with DAS: A Collaborative Effort

Faculty should consider DAS a key resource in their work to ensure equitable access to education. If concerns arise related to accommodations or course objectives, faculty are encouraged to consult with DAS early and often to ensure that both the needs of the student and the requirements of the course are being met.

Steps for Faculty to Follow

  1. Include a Syllabus Statement: A syllabus statement about accommodations is a good practice to inform students about how to request accommodations through DAS.
  2. Receive and Review Accommodation Letters: Once a student provides their accommodation letter, review the listed accommodations and determine how they will be implemented. Discuss any concerns with DAS.
  3. Provide Accommodations in a Timely Manner: Whether it’s extended time on exams or access to course materials in a different format, accommodations should be provided without delay.
  4. Refer Students to DAS When Necessary: If a student discloses a disability but is not registered with DAS, direct them to DAS to complete the proper process for obtaining accommodations.
  5. Maintain Confidentiality: Faculty must protect the privacy of students with disabilities by keeping their information confidential and discussing accommodations discreetly.

Conclusion

By following these guidelines and working closely with DAS, faculty can ensure that students with disabilities have equal access to the educational experience while maintaining the integrity of their courses. DAS is always available as a resource for any questions, clarifications, or support needed in providing accommodations.