Accommodation Requests require the college to explicitly consider what the learning outcomes and essential requirements are for the course.
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These require course instructors and departments to ask what academic task(s) can be adapted to remove a barrier? What is the course teaching and assessing and can the formats and/or method(s) of participation be adapted for this student? Which tasks/formats can be adapted? Which tasks/formats cannot be adapted? If not, why? Sources you might initially consider:
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Flexibility in achieving outcomes may or may not be appropriate depending on the nature of the course and its requirements.
Scenario #1
A student with a mental health disability asks to give a required oral presentation in a sociology course to the instructor in private rather than to the entire class. The accommodation is approved since the essential requirement remains, which is the presentation itself.This same student requests the identical accommodation in an oral communication class where giving speeches is required. The accommodation in this instance is denied because the fundamental requirement of delivering a speech publicly is essential to the course's objective.
Scenario #2
A student with a learning disability is taking a writing course and asks to use a computer and spellchecker for the in-class final exam. This accommodation is approved because the instructor's grading rubric does not focus on accurate spelling as the most important element in the essay.Scenario #3
A nursing student who has the use of only one hand requests a change in the procedure to start an IV. This accommodation is granted because the student is able to demonstrate proficiency in starting the IV as required by law and/or licensing requirements although they are using a different procedure to achieve this outcome.