Finding balance between academic requirements and accommodations

Presenter Carolyn Christie Coordinator Student Accessibility Services 204-474-9736 Carolyn.christie@umanitoba.ca Acknowledgements: Brandy Usick, University of Manitoba Dr. Barbara Roberts, Michigan State University

Session Objectives Context Core components of the U of M process Activity Questions

The University of Manitoba Context

Student Accessibility Services Students registered, according to disability type 2015-2016

The Cooper Commission Recommend how to balance the University’s legal obligation to offer reasonable accommodations to students with disabilities while protecting academic standards Types of accommodations How decisions made, who must be consulted Evidence of disability Timely decisions Protect privacy

Core Components

Changes in Policy

New Governing Documents The University of Manitoba Accessibility Policy Student Accessibility Procedures Student Accessibility Appeal Procedures

Changes in Articulating Academic Requirements

Essential Skills and Abilities For academic programs subject to external accreditation or approval: Document must be congruent with the requirements outlined by the respective registering college or approval body Senate approval required

Bona Fide Academic Requirements the knowledge and skills that a student must acquire in order to successfully complete a course or program. the essential and minimum requirements, including methods of assessment, which the student must meet.

Bona Fide Academic Requirements (BFARs) BFAR’s are important because they: Clearly define program expectations Ensure academic integrity of programs Increase transparency for students prior to beginning a program of study Ensure students have attained essential knowledge and skills upon graduation

4 Question Standard What is the nature of the required task? 1 What is the nature of the required task? 2 Does it have to be done in only one way? 3 If so, why? BFAR statement 4 What is being tested? Roberts, B. L. (2013). A Lifeline for Disability Accommodation Planning: How Models of Disability and Human Rights Principles Inform Accommodation and Accessibility Planning. (Doctoral dissertation).

Changes to Service Provision

Academic Accommodation Process Meet with the student Create the letter of accommodation and send to the instructor Review BFAR or Essential Skills Consult with the accommodation team (as needed)

Accessibility Advisory Committees Accommodation Teams Accessibility Advisory Committees Student Request Faculty Policy & Procedure Non-Standard Accommodations Not Looking at Individual Cases Frequent Meetings Twice Yearly Meetings

Student Accessibility Appeals Consultation Process for academic accommodation Accommodation teams Accessibility Advisory committees Appeal Process Student Accessibility Appeal Procedure Initial reconsideration Appeal to Senate Student or Faculty member

Education

Educational Activities Campus-wide education Promotion (Marketing and Communication office) BFAR interdisciplinary committee Faculty workshops & support Student Accessibility Services resources (e.g. faculty handbook, accessible documents etc.,)

Activity: How does this process work at your institution? Are there applicable areas from the UM model? How would you or how do you review accommodation requests? Are essential standards or BFAR’s considered?

Questions?