Eastern Michigan University

Approved Accommodations Requiring Discussion and Reasonable Consideration

Accommodations on the following list often require assessment of the environment (course written policies, course goals and objectives, possible physical variables, and other considerations) to determine the extent to which an accommodation is reasonable. As a result, implementation of these accommodations cannot always be defined outright by the DRC but rather warrants additional consideration that will vary from one course to another based on its essential components. The role of the DRC is to both ensure that the student maintains a voice in this process while also facilitating course instructor input in order to identify an equal access outcome. Through discussion, consideration and reasonable implementation as appropriate, EMU upholds its commitment to equal access. Decisions made in one course do not automatically carry over to other courses. If the student and the instructor cannot agree on what constitutes an appropriate academic adjustment that would not drastically alter the course as it is designed, the student and the instructor have a mutual responsibility to contact our office for assistance to ensure that EMU's equal access commitment is sustained.

Please note these accommodations are not optional. However, there is not a standard means of implementation. These accommodations require assessment of a reasonable outcome and there are times when a reasonable adjustment is not possible beyond that already in place for all students.

Consideration of tardiness

The DRC has enough information to suggest that the student may be late to a few course meetings specifically because of the student’s medical situation. To the extent that this can be reasonably accepted, please work with the student. Tardiness is broadly, generally defined as 5 to 10 minutes. Routine lateness is not an approved accommodation unless informed otherwise. The student should proactively approach the instructor in advance about options available should the student be late to a future class where a quiz is given or other course work is impacted. How to handle these in-class scenarios is separate from the need to consider tardiness as a reasonable accommodation and needs to be initiated by the student prior to the situation actually happening within the classroom.

Opportunity to leave the classroom on occasion for short periods of time

The DRC has enough information to suggest that the student will need to occasionally leave the classroom for a brief period in order to attend to personal medical needs. Addressing personal needs may occur at the beginning, middle, or end of the class period. The student has been asked to speak with you to determine how this may impact the his/her daily participation in the course and how such a situation might be addressed should s/he need to leave the class on the day of a quiz, exam, or other required in-class activity. It is recommended that a tentative plan/agreement be in place prior to the need to leave the classroom conflicting with course activity.

Possible Extended Time on Assignments: to be developed with DRC Staff at each occurrence.
Opportunity to use a calculator for exams involving math and math-related skills (Statistics, Physics, Chemistry, etc.)

Unless the purpose of the exam is to assess skills that could not be measured with the student’s use of the calculator.

Opportunity to use laptop computer during classes for note-taking purposes

The purpose of this accommodation is to give students a more efficient and independent option for taking notes than is possible with pen and paper.

It is not a reasonable accommodation for the student to use the laptop for Internet searches, social networking sites, or other uses not directly applicable to the course.

Individual considerations for science/hands-on lab courses

Because of the student’s personal situation, individual considerations may need to be considered for science/hands-on/technical lab courses. These considerations might include but are not limited to seating arrangements within the lab, access to and manipulation of all materials and resources within the lab, and/or recording of data collected during the lab. The instructor is encouraged to contact the DRC if there are any questions about this accommodation.

Possible assistance in developing emergency evacuation plans

All students are expected to know routes of evacuation and to have personal evacuation plans in place in the event of an emergency. In unique classroom locations or lab environments, a student may need assistance in developing an emergency evacuation plan, perhaps extending into an emergency itself. The student should discuss concerns prior to an emergency. Course instructors may also initiate such a conversation if they deem necessary.

Possible use of reference cards for exams

After consulting with the student, our office recognizes that use of a reference/note card during exams may assist course instructors in obtaining a more accurate assessment of the student’s knowledge of course materials. The reference card would accommodate the student’s history of learning and information processing limitations. However, as course instructor, you retain the final determination as to whether or not the reference card would compromise the purpose of the exam. Upon request from the student, please discuss this accommodation and whether or not it would be reasonable. Perhaps an agreement can be made as to what a reference card would entail for the exam. The card is not intended to be a “cheat sheet” and need not be provided if possession of it would fundamentally alter the testing experience. Please contact our office if you have any questions about this accommodation.

In instances where a reference card is approved as a test accommodation, the DRC recommends that the student share with the instructor the created card with exam content 48 hours prior to the test for instructor review.

If the exam will be held at the CATE Lab Testing Center, the CATE Lab Testing Center will need to know that the card is approved for exam use.

Alternate methods of assessing student in place of in-class presentations

When doing so would not fundamentally alter the requirements of the course, please consider offering the student a modified way to deliver presentations (i.e., one-on-one with professor, videotaped presentation with submission of the recording, etc.) or an alternate way to display knowledge of course material (i.e., writing a paper in place of the presentation). The student’s disability may interfere with the ability to accurately portray mastery of the course material when giving a presentation in front of classmates. The feasibility of this modification will be determined on a course-by-course basis.

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