The Process for Determining Disability Accommodations

Developing effective academic accommodations in higher education: A collaborative decision-making process

“…The accommodations were developed via a seven-step process that involved: (a) exchanging information on disability awareness and subject-specific knowledge via a shared language; (b) discussing and identifying essential functions of the academic standards of the major, program, and course; (c) analyzing required tasks and expected outcome responses; (d) identifying strengths and potential challenges and barriers; (e) developing reasonable accommodations; (f) implementing accommodations; and (g) evaluating outcomes for necessary revisions. The process is similar to that of the model promoted by disciplines requiring specialized skills (Laird-Metke et al, 2016; Sharby & Roush, 2009), for it emphasizes the partnership of the DSS specialist, the faculty, and the SWD. It also underscored the importance of the compatibility of the proposed accommodations, which considered the functional impact of the SWD’s conditions and how those circumstances interacted with the demands of the tasks (e.g., learning activities and course assignments) and the context (e.g., academic setting and program requirements).…”

“…Although such recommendations are based on a review of the student’s current diagnosis, the results of psychological testing, and the impact of current functioning, faculty members remain reactive and minimally involved. In recent years, the collaborative decision-making model that values the interaction between faculty and the DSS as well as the involvement of students has been proposed by disciplines requiring specialized skills, including those of allied health professionals (Laird-Metke, Serrantino, & Culley, 2016; Sharby & Roush, 2009). To determine effective accommodations, the model emphasizes faculty input in identifying the technical standards of the discipline and analyzing criteria for learning activities, as well as students’ participation in the development and evaluation process.…”

“…To determine effective accommodations, the model emphasizes faculty input in identifying the technical standards of the discipline and analyzing criteria for learning activities, as well as students’ participation in the development and evaluation process. To ensure the compatibility of the accommodations, the needs of the students, the task demands, and the context, special attention is given to how the functional impact of students’ conditions interacts with the academic setting, program requirements, and course assignments (Laird-Metke et al, 2016).…”