Faculty play a vital role in accommodations. They act as a first point of contact for students in the classroom and are essential to implementing accommodations. To help faculty in this role, we have developed resources and definitions that detail important information when working with students with accommodations. You can learn more about the resources that are available to assist you in your work with this cohort of students and their needs here.

Framework for determining reasonable in-class accommodations:

If it is determined that a task is听impossible听for a student with a disability to carry out, we will ask you to determine if the task is an 鈥essential component of the course or program鈥. If you determine that the task IS essential and no alternate assignment would satisfy your course expectations, then the requirement will stand. The following process will assist you in making this determination (Hint: this process works well as a shared activity; thus, it is perfectly fine to seek input from the TLC, your chair, co-teaching partners and/or department):

Potential Question for Determining Essential Components of a Course or Program

  • What are the goals of the program or course?
  • What are the learning outcomes required of all participants?
    • For a course:
      • What specific knowledge, principles, or concepts must be mastered?
      • What percentage of subject area knowledge must be mastered?
      • What academic skills must be demonstrated?
    • For a program:
      • What are the requirements for licensing or professional accreditation?
      • What skills or competencies will be needed in the field after graduation?

Questions to consider when evaluating accommodation requests:

  1. What methods of instruction are non-negotiable, and why?
  2. What methods of learning outcomes are absolutely necessary, and why?
  3. What are acceptable levels of performance on these measures?

Example 1:听A student cannot participate in two oral presentations, which make up 25% of your course grade. She asks, as an accommodation, if she can present to you and a smaller group of students in your office. You feel that this will still demonstrate the same academic skill set, and not lower the measurable standard. Therefore, this accommodation can be provided.

Example 2: You teach a graduate level course on Clinical Research Methodology, in which a substantive group presentation to the class and members of the department is the final project. The same student requests to present to a smaller group. You and your department determine that the ability to present data in public is a fundamental requirement of all graduate students in your program. You may deny this request.

Accessibility Syllabi Statement

As BT天堂 faculty, we understand you have many responsibilities and roles. To facilitate the conversation between you and your students with registered accommodations, we invite you to include a statement in your syllabi. This can provide students with an opening to approach you to discuss their accommodation needs in detail.

Feel free to use the example below in your syllabi:

  • 鈥淏T天堂 is committed to making all courses accessible for everyone. If you need academic accommodations, please contact the Student Development Office and visit the听Accommodation Services page听for more information about how the accommodation process. I encourage you to come talk to me about your accommodations. As an BT天堂 faculty member, I am dedicated to supporting all students in my courses and making this course accessible for everyone. If you have any questions about accommodations, please reach out to Charlotte Vernier (鈥

Resources for Faculty

Resources for Faculty


The Teaching and Learning Center is a resource for BT天堂 faculty members to help navigate the different needs of students, including those with disabilities. Please contact Geoff Gilbert to discuss different ways you can support students in the classroom.


The Academic Resource Center is available to answer your questions about exam accommodations and work with you to coordinate solutions. Please contact Rachel Webber to discuss the resources and solutions available to you for exam periods.


The Association on Higher Education and Disability is a professional organization committed to full participation of persons with disabilities in postsecondary education.

Universal Design for Learning (UDL) and Universal Design for Instruction (UDI)

These are frameworks developed to optimize teaching and learning for diverse groups of students based on research into how people learn best.听Studies听have found that successful classes are those which employ the 3 tenets of Universal Design:听multiple modes of presenting information, multiple ways to actively engage听students,听and multiple means of assessing knowledge.

  • 听from CAST.听