Generally, accommodations are not applied retroactively. Accommodations become effective after a student has completed the registration process and provided an official accommodation letter. Faculty should consult the student’s home campus disability coordinator if questions arise regarding timing, implementation, or exceptional situations.

Yes. Accommodations are designed to “level the playing field” and provide access. This is different from all students receiving the same thing. Students who are eligible for extra time are still guaranteed that accommodation under the law. Faculty should consult the student’s home campus disability coordinator with any concerns regarding fundamental alterations.

A reduced-distraction testing environment typically involves testing in a quieter setting with fewer interruptions and distractions than a standard classroom. Other students may still be present. An individual testing environment generally means the student tests alone in a separate room. These accommodations serve different purposes and should be implemented as specified in the student’s accommodation letter. If clarification is needed, consult the student’s home campus disability coordinator.

Testing accommodations vary based on individual student needs and may include, but are not limited to: Extended testing time Reduced-distraction testing environments Individual testing rooms Use of assistive technology Reader or scribe support Faculty should refer to the student’s accommodation letter for approved accommodations and contact the student’s home campus disability coordinator with any concerns.

Some students may be approved to record lectures as an accommodation. If recording has been approved by the student’s home campus disability support office, faculty must permit the accommodation. Students who are approved to record lectures are expected to use recordings solely for their personal educational purposes and may be required to sign an agreement regarding appropriate use. If you have concerns about recording in your course, contact the student’s home campus disability coordinator.

Attendance-related accommodations can be complex and often require individualized review. Faculty should not automatically approve or deny requests for disability-related flexibility in attendance. Instead, consult the student’s home campus disability coordinator to determine whether flexibility with attendance has been approved or whether additional review is needed. Encourage the student to contact their home campus disability coordinator for support and guidance.

Encourage the student to contact their home campus disability support office as soon as possible to discuss available resources and whether accommodations may be appropriate.

Only accommodations approved and communicated by the student’s home campus disability support office should be implemented as disability accommodations. If a student requests an accommodation that does not appear on their accommodation letter, refer the student to their home campus disability coordinator. Faculty should not independently approve, deny, or modify disability-related accommodations without consultation.

Absolutely. In fact, this is often the most appropriate course of action when a student has questions about accommodations, is seeking new accommodations, or requires support that has not yet been approved. The student’s home campus disability coordinator is the best resource for determining eligibility, reviewing documentation, and discussing accommodation requests.

No. Accommodations should be implemented based on official communication from the student’s home campus disability support office. If a student indicates they have a disability but has not provided an official accommodation letter, refer them to their home campus disability coordinator for guidance and support.