Accommodations and Suggestions
Syllabus
Accommodations are individualized, based on the interaction of the functional impairment with the course design. It is helpful for students to have access to each course syllabus prior to the beginning of the semester so they can review it to determine needed accommodations.The syllabus should be made available in alternate format for those students who request it.
The syllabus should communicate information to students about university policy related to academic accommodations, and encourage them to discuss these accommodations with faculty. Examples of syllabus statements are:
- The University of Massachusetts Boston is committed to providing reasonable academic accommodations for all students with disabilities. This syllabus is available in alternate format upon request. Students with disabilities who need accommodations in this course must contact the instructor to discuss needed accommodations. Accommodations will be provided after the student has met with the instructor to request accommodations. Students must be registered with the Ross Center for Disability Services, UL 211, www.ross.center@umb.edu , 617.287.7430 before requesting accommodations from the instructor.
- Your success in this class is important to me. If there are circumstances that may affect your performance in this class, please let me know as soon as possible so that we may work together to develop strategies for adapting assignments to meet both your needs and the requirements of the course. The Ross Center for Disability Services at UMass Boston (617.287.7430) provides resources for students with disabilities. You will need to provide documentation of disability to them in order to receive official university services and accommodations.
For further assistance in developing a course syllabus statement contact the Ross Center.
Recruiting a Note-taker
Students requesting a note-taker will provide the course instructor with a Note-taker Announcement Form. Students may recruit their own note-taker or the instructor may assist students in identifying and recruiting an appropriate student volunteer. If the instructor has difficulty recruiting a volunteer note-taker, the Ross Center is available for assistance. Please contact the Ross Center if you have any questions regarding the note-taking accommodation process.
Class Attendance vs. Student Absences
The following are fundamental questions that a course instructor should be prepared to respond to when asked about recognizing a disability-related absence:
- What is the fundamental nature of the course?
- Are the learning objectives and activities of the course clearly stated?
- What do the course description and syllabus state about the learning process, instructional methods, and attendance?
- What are the classroom practices and policies regarding attendance?
- Does the fundamental nature of the class constitute a significant component of the learning process?
- Is there classroom interaction between the instructor and students? Between/among students?
- To what degree does a student’s failure to attend constitute a significant loss to the educational experience of other students in the class?
- What is the method by which the final course grade is calculated?
Essential Course Elements vs. Accommodations
The following are questions that a course instructor should be prepared to respond to when essential course elements and accommodations appear to conflict?
- What is the fundamental nature of the course (e.g. lecture, lab, independent study)?
- What are the learning objectives and activities (individual/group projects, field trips, presentations) of the course? Are they clearly stated? Where?
- What do the course description and syllabus state about the learning process, instructional methods, and student participation?
- Does the fundamental nature of the course rely upon student participation as an essential method for learning? How?
- To what degree does a student’s failure to participate constitute a significant loss to the educational experience of other students in the class?
- Do student contributions (e.g. presentations) during the class constitute a significant component of the learning process?
- Is there classroom interaction between the instructor and students? Between/among students?
- How are student achievement and mastery of the course objectives demonstrated? How are they measured? Are there alternative measures that would be acceptable to you?
- How is the final course grade calculated? Are there alternative methods of calculating the final grade that would be acceptable to you?
- Is this course a prerequisite for other courses? Is this course based on prerequisite courses? Are there alternative courses that would met the student’s course of study requirements?
