Accommodations: Illustrations of AEC Guidance

Accommodations: Illustrations of AEC Guidance

Teaching at UO
By Laurel Bastian, with guidance from AEC

At the University of Oregon, the Accessible Education Center (AEC) is the authority for guidance regarding academic accommodations. If you have a question but have not yet referenced the AEC's website, we recommend starting there.

This supplementary page highlights AEC guidance to three commonly posed questions. Questions are addressed through text, video, and "decision tree" images (in response to faculty requests). 

  1. What are "reasonable accommodations"?
  2. What is the process for accommodations, and what do I do if I'm concerned about one?
  3. What do I do if a student does not have a letter, but has/might have a disability?

This page also features a message from AEC to campus partners around some do's and don't's of referring.

What are "reasonable accommodations"?

At the University of Oregon, the Accessible Education Center is the authority for guidance regarding academic accommodations.

characterizing accommodations (& disability)

Academic accommodations provide "an alternative way to accomplish the course requirements by eliminating or reducing disability-related barriers" according to the APA. "They provide a level playing field, not an unfair advantage." Accommodations are protected under federal civil rights law and provided at UO through the Accessible Education Center (AEC); receiving an accommodation letter through AEC activates your legal responsibility. 

Disability is defined by the ADA as "a physical or mental impairment that substantially limits one or more major life activities." Disability is situational, may be permanent or temporary, and is an important part of human diversity and identity. It can include mental health conditions, which a significant portion of UO student experience (UO Healthy Minds Survey, 2021).

Disability is part of the experience and identity of many students, and many students have their disability diagnosed while at UO. At the University of Oregon, 25% of first years and 28% of seniors identify as having at least one disability (NSSE, 2022).

journal open on desk; page on right side has text "reasonable accommodation" written there, with drawing of hands holding human figure

 

characterizing "reasonable"

AEC states that "a reasonable accommodation should not result in the lowering of academic standards or an alteration of the fundamental nature of a course or program."

Accommodations would not be reasonable if they:

  1. fundamentally alter the nature of a program
  2. lower or substantially modify academic or program standards
  3. impose undue financial or administrative burden
  4. pose an appreciable threat to personal or public safety 

Learn more at AEC's "Important Guidance for Instructors"

 

AEC specifies that "it is never appropriate [for an instructor] to deny a requested accommodation without documented consultation with AEC. A denial should only be made after careful consideration by qualified professionals who are knowledgeable about disability and specific legal implications." Contact them at uoaec@uoregon.edu if you have concerns about the whether an accommodation is reasonable.

 

What is the process for accommodations, and what do I do if I have a concern about one?

Timeline illustration of accommodations process

The timeline below provides an illustration of the accommodations process. As an instructor, you may want clarification at multiple points of this process. If so, you are encouraged to contact AEC with questions; you can also contact TEP or UO Online for additional support or consulting. 

  •  

    Step 1: Student connects with AEC seeking accommodation, support, or advocacy.

    Student discloses disability/suspected disability to initiate registration and submits relevant verifying documentation as appropriate.

  • Step 2: Student meets with AEC Access Advisor to engage in interactive process.

    Interactive process between students and advisor to understand student experiences and assess any functional limitations, barriers in classroom environment, etc. If disability and barriers identified, Advisor and student discuss and determine accommodation eligibility. Approved accommodations entered into AEC Connect portal.

  • Step 3: Student makes timely requests for accommodations in particular courses.

    After a student has established accommodations, they use the online portal to send notification letters to instructors each term (they are encouraged to do this in week 1, but may initiate at any point). For some accommodations, additional steps are taken (such students signing a recording agreement if audio recording is the accommodation). 
     

  • Step 4: Instructor receives notification letters via the Instructor Portal and implements accommodations; if questions, they contact AEC.

    Notification letters are confidential and activate legal responsibility. They contain info about the requested accommodation, not the disability.

    Many accommodations do not require any action on your part.

    If the accommodation does involve action from you (such as flexibility with attendance or deadlines) and you have questions about how to implement the accommodation, contact uoaec@uoregon.edu or call (541) 346-1155.

  •  

    When applicable: If you have concerns about an accommodation, contact AEC as soon as possible.

    If you are concerned that the  accommodation would alter the nature of the course (or is "not reasonable") you must contact AEC. You'll be connected with an Access Advisor to explore your concern, and they will work with you to identify if an accommodation would constitute a fundamental alteration and help communicate with students about alternatives (if applicable). 

    A fundamental alteration assessment is an interactive and collaborative process that is case-by-case and fact specific, to understand the essential course/program requirements relevant to the accommodation and the objective of the requirements, and how the accommodation would fundamentally alter an essential requirement to a course or program.

    It is essential to still ensure that the students’ needs are being met until an assessment is concluded. It is never appropriate to deny an accommodation without documented consultation with AEC.

  •  

    Step 5: Student uses accommodation to bypass barriers so they can reach objectives

    Student uses approved accommodation to bypass or overcome any disability-related barriers to reaching the learning objectives you've set for the course.

Video overview of the process

The video "Supporting Access for Students with Disabilities: Accommodation Determination & Working with AEC" (11 min) was created by AEC Assistant Director Katie Wolf to describe the accommodations process and provide background for the "what," "why," and "for whom" of accommodations.​​​

 

What do I do when a student has/may have a disability, but no letter?

This section presents three common situations you may face where a student may have a disability but has not shared an accommodation letter. 

Regardless of the scenario, respecting student agency and privacy is key. Students have agency in determining whether they work with AEC, and in the identity-related language they may use that relates to their condition.

You can respect student's privacy by focusing on the relevant learning task and accommodation needs (and making appropriate referrals), and by not asking questions about the disability itself.  

 

photo looking down at red shoes against black pavement; 5 white arrows point from shoes in 5 different directions

text description of what to do when no letter

Below are three scenarios instructors have asked about where a student has not shared an accommodation letter but has (or may have) a disability, along with response guidance.

A: Student discloses a disability

Refer to AEC. They note that “If a student requests an accommodation based on disability, but does not provide you with a notification letter, or just mentions that they experience a disability, please refer them to the AEC." 

  • If you refer and the student wants to connect with AEC, know that the AEC encourages faculty to reach out to AEC to inquire about specific situations and to get in touch if they wish to confirm where students are in the process with AEC.
     
  • If you refer and the student does not wish to connect with AEC, reference the bullet below.
     
  • You are discouraged from making informal accommodations. To be consistent with the Course Attendance and Engagement Policy, adjustments to attendance, engagement, or assignment deadlines would need to be made available and communicated to the full class. If an informal accommodation request (i.e. requesting an accommodation that has not been approved by the AEC) is made that is related to another component of the class, instructors are encouraged to only make adjustments for a student with a disability that they would make for any other student.

B: Student discloses a mental, physical, or cognitive challenge

Discerning what might/might not be a disability is not instructors' work. But if students reference conditions that sound to you like they could be disability- related, you can simply ask students if they are interested in learning about or connecting to the Accessible Education Center (and other resources, if they feel relevant).

  • If they are interested in information about AEC, and the student wants to connect, know you can follow up with the AEC to inquire about specific situations and to confirm where students are in the process.
     
  • If they are not interested in information or in connecting, reference the bullet below.
     
  • If they are seeking an "informal" accommodation, know you are discouraged from making them. To be consistent with the Course Attendance and Engagement Policy, adjustments to attendance, engagement, or assignment deadlines would need to be made available and communicated to the full class. If an informal accommodation request (i.e. requesting an accommodation that has not been approved by the AEC) is made that is related to another component of the class, instructors are encouraged to only make adjustments for a student with a disability that they would make for any other student.

C: Instructor perceives student  struggling in specific ways

If you observe a student struggling in ways that make you think they have a disability​​, you have two options, the first of which is always a good idea:

  1. Remind the full class about AEC, underscore that accommodations can support student success, and encourage connecting to resources if students feel it is relevant for them.
     
  2. Share your specific observation with the student privately, i.e. “it seems like you are having difficulty writing quickly enough for the timed quiz“ (as opposed to asking if they have a disability). If the student agrees that what you're observing is a challenge, you can ask if they're interested in learning more about or connecting to the AEC, and if they are, can refer them.

 

decision tree image of what to do when no letter

Below are the same three scenarios faculty have inquired about where a student has not shared an accommodation letter but has (or may have) a disability, along with the same response guidance, but in a decision tree format. 

Image of decision tree prior to getting accommodation letter; see Word document attached under image to download text equivalent

These scenarios are based on Important Guidelines for Instructors by AEC. 

Message from AEC to campus partners: some do’s and don’t's of referring

"Campus partners play a key role in directing students to the AEC for disability-related accommodations and support. While you are not expected to assess or determine if a student’s disclosed experience qualifies as a disability, having the following information in mind when working with students can help determine if a referral seems appropriate. A person meets the legal definition of having a disability if they have a physical or mental condition that substantially limits one or more major life activities, including caring for oneself, performing manual tasks, walking, seeing, hearing, breathing, learning, working, reading, concentrating, thinking, communicating, or the operation of a major bodily function. Common experiences of disability among students that AEC works with include ADHD, learning disabilities, psychological disabilities, Autism spectrum, head injuries, seizure disorders, blindness or low vision, d/Deafness or hard of hearing, physical disabilities, and chronic health conditions."  

Please do:

  • Do encourage students who report disability-related barriers to schedule an appointment with AEC to learn about available support and services.  

  • Do normalize that students with disabilities may face barriers in our curricular, physical, and digital environments because not all environments have been designed to include all people.  

  • Do let students know that disability accommodations can be requested for any student programs, activities, and services of the University through AEC’s process. 

  • Do validate that disability is a valued facet of our campus diversity. 

Please don't:

  • Don't refer students who report only non-disability related barriers to their education (language, financial, personal, etc.). 

  • Don't refer students with temporary illnesses and injuries.  

  • Don't refer students who are seeking disability accommodations for employment (e.g. GE positions, student jobs). Employment accommodations are requested through Human Resources.  

  • Don't specify types of accommodations that students may receive. Reasonable accommodations are determined through an interactive process by disability service professionals. It can be challenging for students to expect specific accommodations, that may or may not be reasonable given the functional limitations of their disability. 

  • Don't ask for additional details about their disability experience.  

The AEC is also a resource to staff and faculty and can provide consultation on student disability access issues, the implementation of accommodations, and accessibility best practices. For more information, visit our website at aec.uoregon.edu and don’t hesitate to reach out to us!