Need-to-Know for Faculty

Contact OA immediately if:

• you are concerned about an accommodation
• you feel academic adjustments approved by the Office of Accessibility will result in a fundamental alteration of the course
• you feel a student request is unreasonable
• you want to take a an action different from what is stated in the letter

UNREASONABLE requests
An approved accommodation may be unreasonable if it:

• fundamentally or substantially alters something that is essential to the course.
• poses a direct threat to the health or safety of others.
• creates an undue administrative or financial burden (this is rare as the entirity of the College’s resources are considered).

WHY is this necessary?

• When faculty independently agree to accommodations without OA involvement, even with the best intentions, students may encounter challenges when similar requestsare not approved by other instructors. This inconsistency can undermine the student’s experience and create confusion about approved supports.
• OA maintains official documentation of disability status and approved accommodations. This record is essential not only in the current academic environment, but also for continuity in future settings such as graduate school, professional programs,or employment, where verification may be required.
• Providing accommodations outside the established OA process may unintentionally place faculty at risk. If one student receives an accommodation directly from a faculty member while another with a similar o rdifferent disability does not, this can raise concerns related to equity, fairness,or grievance procedures.

By working collaboratively with OA, faculty are assured that accommodations are thoughtfully determined, consistently applied, legally compliant, and in the best educationali nterest of both the student and the institution.

If a student raises a concern or request related to accommodations, refer them to the Office ofAccessibility so the concern can be appropriately evaluated and implemented through established College processes.

What if a student has not identified their disability and/or their need for accommodations?

Faculty are encouraged to approach these conversations thoughtfully and without making assumptions. Not every student experiencing difficulty has a disability, and even when a disability may seem apparent, some students may choose not to engage with the Office ofAccessibility (OA) because they do not believe they need support at that time.

Rather than labeling or diagnosing, it is helpful to ask open‑ended, exploratory questions suchas:

• “Have you experienced similar challenges before?”
• “What strategies or supports have worked for you in the past?”
• “Do you have a sense of what might be contributing to the difficulty?”
• “Are you familiar with resources such as TimelyCare or the Office ofAccessibility?”

These types of questions allow students to share relevant information at their comfort level. If the conversation suggests that accommodations or additional supports might be helpful, faculty may then recommend that the student connect with OA.