Instructor Guide

Purpose of This Guide

This guide accompanies the Flexibility Accommodation Implementation Form (Flex Form) and is intended to support instructors in evaluating and implementing flexibility accommodations in a manner that maintains essential course requirements and academic integrity. The completed form becomes the course-specific framework for how approved flexibility accommodations will operate.

Understanding Flexibility Accommodations

Flexibility accommodations are designed for students with documented disabilities that may result in episodic flare-ups, unpredictable disability symptoms, or temporary functional limitations. These accommodations do not eliminate course requirements or guarantee unlimited flexibility. They allow reasonable adjustments while preserving essential learning objectives.

• Flexibility is disability-related and does not apply to non-disability-related situations such as illness.
• Flexibility should not fundamentally alter essential course elements.
• Flexibility is not retroactive unless instructor discretion is exercised.
• Students remain responsible for meeting course requirements and completing all essential learning objectives.
• The accommodation has already been approved through the Student Disability Resource Office; instructors should not require additional medical documentation when disability-related flare-ups occur.

Attendance Flexibility Considerations

When determining appropriate flexibility for attendance, consider whether in-class presence is essential to achieving core learning outcomes.

• Is participation a fundamental learning objective (e.g., labs, performance-based learning, clinical practice)?
• Does absence significantly disrupt peer learning or group work?
• Can missed material be accessed in an alternative format without compromising standards?
• Would allowing 1-3 additional absences maintain academic integrity?
• Are certain days, lessons, or activities more crucial than others (e.g., 3 absences for Mondays, 1 absence for Wednesdays due to in class discussions)

In courses where attendance is essential in most or all class meetings, flexibility may be limited and should be clearly defined on the Flex Form.

When completing the form, instructors should also consider:

How may a student access course content when absent due to disability?

• Can course materials be accessed through Canvas, recordings, instructor notes, peer notes, or other methods?
• Will instructor course notes be provided upon request?  
• Are peer volunteer notes provided on request? The instructor will identify a peer to take notes, and notes will be shared.  
• Can a one-on-one meeting allow for review and discussion of missed content following the absence? 

How may students make up missed participation and in-class engagement?

• Can participation points be earned through an alternative activity (e.g., written contribution, reading summary, submit missed in-class assignment at a later date)?
• Can the student participate in a one-on-one meeting to assess participation and/or proficiency?

How may students access equipment, material or other experiential learning aspects?

• Can missed labs, studios, fieldwork, demonstrations, or practical activities be completed through an alternative method or at another time?
• Are there accreditation, safety, or course-design requirements that limit flexibility?

Group Work

• Can the student be provided a set number of absences and still fulfill the group work requirements?
• Can group activities be completed through asynchronous participation?
• Can technology be used to facilitate participation outside of class?
• Can the instructor emphasize product over participation?
• Would alternative assignments or individual participation options maintain the intended learning outcomes?

Assignment Deadline Flexibility Considerations

Short-term extensions of 1-3 days are often reasonable when assignments can be completed independently, and extensions do not disrupt course progression. Appropriate timelines should be based on the nature of the assignment and course design.

When evaluating assignment flexibility, consider:

• Does meeting the original deadline constitute a learning objective?
• Would an extension prevent timely feedback necessary for future assignments?
• Would an extension disrupt group or sequential coursework?
• Can extensions be structured with defined limits (e.g., number per semester)?
• Are there assignments that cannot reasonably be extended because doing so would fundamentally alter course requirements?

Parameters established through the Flex Form should be clearly defined. Students should not expect recurring extensions on the same assignment beyond the agreed-upon accommodation framework.

Short-term or homework assignments extension examples

• There are no short-term assignment deadlines in this course / not applicable.
• 1 day extension 1 time per semester.
• 1 day extension 2 times per semester.
• 2 days extension 1 time per semester.
• 2 days extension 2 times per semester.

Long-term, cumulative, or project assignment examples

• There are no long-term assignments in this course / not applicable.
• 3 days extension 1 time per semester.
• 3 days extension 2 times per semester.

Group work examples

• Can the student be provided a set number of extensions (e.g., 24 hours, 2 business days) before next group meeting?
• Would alternative assignments or individual participation options maintain the intended learning outcomes?

When should the student communicate the need for a deadline extension?

• Prior to the assignment deadline. 
• No more than 24 hours after the assignment deadline. 
• No more than 48 hours after the assignment deadline.

Exam and Quiz Rescheduling Considerations

Rescheduling exams or quizzes should be considered in light of exam security, course pacing, and grading timelines.

• Is the assessment tied to subsequent instructional content?
• Can the assessment be administered within a reasonable timeframe (e.g., 1-7 days)?
• Would rescheduling compromise exam integrity or fairness?
• Are alternative assessment options appropriate if rescheduling is not feasible?
• Does the student need to reach out to the professor to request rescheduling prior to the start of the exam?

Any limits or procedures for rescheduling should be documented on the Flex Form.

Communication Expectations

Clear communication expectations help ensure that flexibility accommodations are implemented consistently and effectively.

When completing the Flex Form, instructors should identify:

• How students should communicate disability-related absences, extension requests, or missed exams/quizzes (e.g., email, Canvas, phone).
• The preferred contact information and communication method.
• Reasonable timelines for notifying the instructor of:
• Disability-related absences
• Assignment extension requests
• Missed exams or quizzes

While advance notice is encouraged whenever possible, instructors should recognize that flare-ups may occur unexpectedly and prevent immediate communication. Students should notify instructors as soon as reasonably possible.

Instructor Expectations and Responsibilities

• Instructors are not required to lower academic standards or waive essential course requirements.
• Instructors should not require additional medical documentation for disability-related flare-ups.
• Flexibility accommodations must be evaluated on a course-by-course basis.
• Concerns about reasonableness or potential fundamental alteration should be discussed with the student's disability specialist before denying implementation.
• The completed Flex Form should clearly define flexibility parameters, communication methods, and relevant timelines.
• Failure to complete the Flex Form does not remove the obligation to implement approved accommodations. Instructors should work with the student and disability specialist to establish reasonable parameters as soon as possible.

Collaboration and Communication

If concerns arise regarding implementation, instructors should contact the student's disability specialist promptly. The interactive process remains central to effective implementation of flexibility accommodations.

The goal of the Flexibility Accommodation Implementation Form is to create a clear, course-specific plan that supports access while preserving essential learning objectives, academic standards, and the integrity of the course experience.