{"id":471,"date":"2019-11-30T01:52:02","date_gmt":"2019-11-30T01:52:02","guid":{"rendered":"https:\/\/www.exploreaccess.org\/refocus2\/?page_id=471"},"modified":"2025-09-28T21:59:36","modified_gmt":"2025-09-28T21:59:36","slug":"procedures","status":"publish","type":"page","link":"https:\/\/www.exploreaccess.org\/refocus2\/practices\/procedures\/","title":{"rendered":"Procedures and Accommodations"},"content":{"rendered":"\n

The design of procedures and implementation of accommodations can make a big difference in the student’s experience. Traditional ways of approaching accommodations and other practices often place unnecessary burdens on disabled students. <\/p>\n\n\n\n

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Initial Interview & Documentation<\/h3>\n\n\n\n

Should acquisition of third-party documentation drive access? Are there unnecessary steps in the process?<\/p>\n\n\n\n

Initial Interview and Documentation >><\/a><\/p>\n<\/div>\n\n\n\n

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Faculty Notification<\/h3>\n\n\n\n

How can faculty notification be designed in ways that are efficient, effective and reduce the student burden?<\/p>\n\n\n\n

Faculty Notification >><\/a><\/p>\n<\/div>\n\n\n\n

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Syllabus Statement<\/h3>\n\n\n\n

For many students, the syllabus statement is the first impression they get about how disability is viewed. What messages are students getting?<\/p>\n\n\n\n

Syllabus Statement >><\/a><\/p>\n\n\n\n

<\/h3>\n<\/div>\n<\/div>\n\n\n\n
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Exams<\/h3>\n\n\n\n

Nondisabled students simply show up to take exams. How does that compare with the experience of disabled students?<\/p>\n\n\n\n

Exams >><\/a><\/p>\n<\/div>\n\n\n\n

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Class Notes<\/h3>\n\n\n\n

Note taking as an accommodation is very common. But what is the barrier?<\/p>\n\n\n\n

Class Notes >><\/a><\/p>\n\n\n\n

<\/h3>\n<\/div>\n\n\n\n
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Attendance<\/h3>\n\n\n\n

Inflexible attendance policies differentially impact people with chronic illnesses. How can this be different?<\/p>\n\n\n\n

Attendance >><\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n

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Animals & Access<\/h3>\n\n\n\n

Animals remove barriers for some and lessen symptoms for others. How can we change the conversation around animals and access?<\/p>\n\n\n\n

Animals and Access >><\/a><\/p>\n<\/div>\n\n\n\n

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Food Service Plans<\/h3>\n\n\n\n

Coming soon!<\/strong> Many colleges mandate that students buy into the food service plan. But does it serve everyone? How can we design things differently?<\/p>\n\n\n\n

Food Service Plans >><\/a><\/p>\n<\/div>\n\n\n\n

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Course Substitutions<\/h3>\n\n\n\n

Coming soon!<\/strong> What are the principles that should guide decisions about course substitutions?<\/p>\n\n\n\n

Course Substitutions >><\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n

<\/h3>\n\n\n\n

Next Page: Initial Interview and Documentation<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

The design of procedures and implementation of accommodations can make a big difference in the student’s experience. Traditional ways of approaching accommodations and other practices often place unnecessary burdens on disabled students.  Initial Interview & Documentation Should acquisition of third-party documentation drive access? Are there unnecessary steps in the process? 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