If a student has a chronic documented disability with unpredictable or cyclical acute episodes, adjustments to the attendance policy may be appropriate as an accommodation and will be considered on a case-by- case basis. The purpose of this accommodation is to mitigate, to the greatest extent possible, the impacts of the student’s disability. The accommodation is meant to adjust when or if there is an exacerbation of disability-related symptoms that prohibit a student’s ability to attend class, lab, or another academic requirement.

This accommodation is determined by an individual assessment of, but not limited to:

1. The student’s functional limitations listed in the medical documentation
2. The student’s narrative in relation to their functional limitations,
3. educational limitations, and
4. The course requirements. 

It is the student’s responsibility to initiate a conversation with their SAS Specialist prior to a missed class, or as soon as possible thereafter, when requesting an attendance adjustment. It is understood that such requests will be considered on a case-by-case basis and students may be required to submit additional documentation that supports the request. 

SAS Students will: 

• Make their letter of accommodation viewable to their faculty members through the SAS online portal. 
• Contact their SAS Specialist when the need for a disability-related absence occurs. 
• Let their professor know that they are requesting a disability-related attendance adjustment with SAS, which will be confirmed by their SAS Specialist. 

SAS Specialist will: 

1. Conduct "an individualized inquiry" with respect to the request for any adjustments to a course attendance policy. The student may be required to provide documentation that independently supports their requested adjustment to a course(s) attendance policy. 
2. Communicate directly with the faculty member(s) regarding any requested attendance adjustments that are directly related to a student’s disability. 

Faculty (instructor) will: 

• Notify SAS of receipt of the accommodation request via email or through the Faculty Portal.
• Faculty will notify SAS if the adjusted attendance accommodation is believed to fundamentally alter the nature of the course. If it is determined that the accommodation would fundamentally alter the nature of the course, faculty are to communicate with SAS in a timely manner and identify, in good faith, if an equally effective accommodation may be reasonably implemented. 
• Contact SAS if a request is made directly by the student to adjust the attendance policy. This ensures that SAS is able to engage the student in the interactive process and consider the student’s limitations when determining if an adjusted attendance accommodation is reasonable. 

When registering for in-person classes, students are expected to attend class in-person on a regular basis consistent with the course schedule. However, if students encounter disability-related barriers that cause them to miss class on occasion, they can request adjusted attendance accommodations.    

Defining Reasonableness

SAS has established the reasonableness standard for disability-related absences through accommodation general parameters. Both SAS and course instructors play a role in assessing the appropriateness of a specific number of absences, considering the learning objectives and purpose of course meetings.

Key Questions

Instructor-SAS Student Interaction: How much interaction occurs in class meetings between the instructor and students? Consider discussion, interactive experiences, and problem-solving.

Classmates-SAS Student Interaction: How much classroom interaction happens among students during class sessions? Think about peer review, teamwork, and group discussions.

Active Student Participation: To what extent do course learning objectives depend on active student participation during class meetings?

• Consider lab experiments, paired language learning, performance work, clinical placement, and practicum, sequential assignments.

Impact to Collective Learning: Will the student's absence constitute a significant loss to the educational experience for both the student and classmates?

• Assess group or paired projects, performances, and activities measuring understanding, implementation, and expression of knowledge, sequential assignments. 

Office of Civil Rights Framework

Referencing a legal decisions and guidelines by the Office of Civil Rights (OCR), it's essential to consider the following factors when determining the essential nature of attendance policies:

Classroom Interaction: Is there substantial interaction between the instructor and students, as well as among students?

Student Contributions: Do student contributions play a significant role in the learning process?

Course Nature and Student Participation: Does the fundamental nature of the course rely on student participation as an essential method for learning?

Impact on Other Students: To what degree does a student's failure to attend constitute a significant loss to the educational experience of other students? 

• Will other students be unable to complete their group assignment, project, presentation, or other collaborative work?

Course Grade Calculation: How is the final course grade calculated, and what are the attendance policies and practices? 

Class Policies and Equal Access: How do the instructor's general class policies affect equal access determinations?

Accommodation Correlation: Does the granted accommodation directly correlate with the student's disability or barrier?

Knowledge Measurement: What knowledge is being taught, and how are activities used to determine or measure understanding, implementation, and expression of gained knowledge?

Sequential Learning: Is the material learned in class sequential, building on previous weeks' material?

Equal Access: Does the request for accommodation provide an unfair advantage over other students?

• Note that equal access removal of barriers does not provide an unfair advantage; the accommodation must actually exceed equal access.

This section focuses on understanding the role of class participation in the context of disability-based accommodations for students registered with Student Accessibility Services (SAS). It aims to provide clarity on the essential elements of participation and how they contribute to meeting course outcomes and objectives.

Key Questions

To evaluate the accommodation needs, consider the following questions:

Syllabus Guidance: What does the syllabus state regarding attendance, participation, and deadlines? Have exceptions been made in the past?

Attendance Policies: What is the role of attendance policies in the course?

• Is attendance factored into the final course grade?
• What is the percentage of the grade affected?
• Is this a course, department, college, or licensing policy?

Learning Outcomes/Objectives: Which learning outcomes/objectives require participation?

Classroom Interaction: Is there classroom interaction between the instructor and students, and/or among students? Is the format of instruction primarily lecture or interactive?

Dependency on Previous Sessions: Does instruction and learning rely on specific elements from the previous session or assignment?

Student Participation: Does the course rely on student participation as a method for learning? Do student contributions constitute a significant component of the learning process? (e.g., discussion, presentations, role play)

Impact on Educational Experience: What is the impact on the educational experience of other students in the class? Is there content only offered in class?

Assignments and Class Content: Are assignments used as class content when they are due? (e.g., problem sets reviewed during the lecture on that content)

Considerations for Accommodations

If attendance is integral to the course's teaching method or demonstration of learning and cannot be reasonably accommodated for disability-related absences, there may be limitations on the accommodation.

Adjusted Attendance: What It Not

Students approved for adjusted attendance accommodations still aim to meet course requirements, including attendance and participation expectations outlined in the syllabus.

Key points to note:

It's crucial to clarify what adjusted attendance is not, to avoid any misconceptions:

1. No Exemption from Academic Requirements: This accommodation doesn't exempt students from any academic requirements; they must fulfill all course expectations specified in the syllabus.
2. No Coverage for Unrelated Absences: Absences unrelated to the documented disability are not covered.
3. No Special Assistance for Catching Up: Instructors are not responsible for providing extraordinary assistance after a covered absence has occurred.
4. Impact of Absences: While exceptions to the attendance policy may be made, missed class content and experiential learning can negatively impact academic performance. Students are encouraged to attend class and meet assignment deadlines.

Final Determination

Reasoned Judgment: After a thorough examination of relevant factors, instructors, in collaboration with SAS, should make a reasoned judgment about the acceptability of modifying course attendance requirements for students with disabilities registered with SAS.

Differential Treatment Considerations: Pay attention to possible claims of differential treatment. It's crucial to review any exceptions made to attendance policies, either for non-disabled students (athletes, family emergencies, medical issues, etc.) or modifications within the program/school.

Document Outcome: Regardless of the final determination, ensure that the deliberative process is well-documented. This documentation should clearly outline the alternatives considered and the reasons behind the ultimate decision. This aids in transparency and helps others understand the decision-making process. The outcomes should be documented with the SAS Specialist. 

Course-Specific Accommodations

Individual Consideration: Requests for accommodations related to disability-based absences should be assessed on an individual and course-by-course basis. Recognize that each student's situation may be unique, requiring personalized consideration. It is also important to note that the need for absences may vary throughout the semester based on the students individualized need. 

Collaborative Discussion: It is crucial for the SAS Specialist, student, and course instructor to engage in timely collaborative discussion regarding the requested accommodation. This ensures that the student is well-informed about alternatives and can make decisions that align with their needs.

Preserving Course Integrity: While accommodations should be provided whenever possible, instructors should be mindful that accommodations should not compromise the integrity of the course as originally offered.

By following these guidelines, instructors contribute to creating an inclusive learning environment that accommodates the diverse needs of students registered with Student Accessibility Services (SAS).