Academic and clinical accommodations are customized to each student’s unique functional limitations and needs, rather than being linked to a specific diagnosis. These accommodations aim to provide equitable access to education. While Student Accessibility Services (SAS) wishes success for all students, it is important to note that accommodations do not guarantee success.
The most frequently requested academic accommodations include:
- Testing accommodations
- Extra time on testing: Students with disabilities may require additional time to process information, complete tasks, or manage anxiety during testing. Extra time helps ensure they can fully demonstrate their knowledge and skills without being rushed.
- Low-distraction testing environment: A quiet testing space minimizes distractions, allowing students with attention deficits, sensory processing issues, or anxiety to focus better on their work. This environment can lead to improved concentration and performance.
- Alternative testing formats: Some students may need tests in formats that suit their learning style, such as tests with larger print, to accommodate visual impairments or learning disabilities.
- Assistive technology: Students may benefit from using technology, such as screen readers or speech-to-text software, to assist with reading or writing tasks.
- Frequent breaks: Accommodations may include scheduled breaks to help students manage fatigue or anxiety, enabling them to maintain focus and perform better.
- Note-taking assistance: Allowing the use of a note-taker, audio recording, or technology to assist with capturing lecture content.
- Reduced course load: Allowing students to take fewer courses per semester to manage their workload and stress levels and stay up to date with assignments and deadlines.
- Clinical or internship accommodations are customized for each student and require consultation with the school department and the place of employment. These accommodations ensure that students can effectively engage in their clinical or internship experiences while addressing their individual needs.
Remote Attendance as an Accommodation
Students unable to attend campus for an extended period due to medical or mental health reasons may request academic accommodation. Such accommodations may include a request for a course incomplete, a medical withdrawal, or to attend classes remotely for a limited period.
Requests for remote attendance for courses originally designed to be delivered in a face-to-face format as a disability-related accommodation will be evaluated on a course-by-course basis. The evaluation process includes:
- Review of documentation: Student Accessibility Services (SAS) will review documentation from the student’s medical or mental health provider to confirm the student’s inability to attend face-to-face classes due to a disability.
- Interactive process: SAS will collaborate with each relevant department and professor for each course to assess whether modifying the course delivery to a remote format is feasible and reasonable. This includes evaluating whether the change would fundamentally alter essential course components or lower academic standards. The professor will be asked questions as described below under “Professor Guidelines for Evaluating Remote Attendance Requests.”
- Advisory Committee Review: The Accommodations Advisory Committee will provide guidance to SAS regarding the request.
If the request is deemed reasonable, SAS will notify the professor of the approved accommodation.
If the student does not provide documentation confirming they are unable to attend face-to-face courses, SAS will place the request on hold until proper documentation is submitted.
If the request is not deemed reasonable, SAS will work with the student to explore alternative accommodations, which may include approval for a medical or mental health withdrawal from their courses.
Additional Guidance
This process may take time, so students are encouraged to contact SAS as early as possible and submit detailed documentation from their provider to help expedite the process.
Students are also advised to consult their academic advisor to enroll in courses already designed for remote delivery or to explore whether similar courses are available remotely through another UNC System institution or outside the system.
If the need for remote attendance arises after the semester has begun, students should discuss their situation and options with their professors to help expedite the process.
Professor Guidelines for Evaluating Remote Attendance Requests
When a student requests remote attendance due to extenuating circumstances, professors should consider the following:
- Nature of the course: Determine whether remote participation is feasible based on course format, learning objectives, and engagement requirements.
- Reason for the request: Assess whether the request is due to a documented short-term medical condition, emergency, or another valid extenuating circumstance.
- Duration of the absence: Consider the expected length of time the student will be unable to attend in person and whether remote access can reasonably support their learning during that period.
- Available alternatives: Explore other options for supporting the student, such as recorded lectures, extended deadlines, or alternative assignments.
- Fairness and consistency: Ensure that decisions align with course policies and are applied consistently across similar situations while maintaining academic integrity and fairness.
Professors should discuss the implementation of this accommodation with the student. If you believe this accommodation will constitute a fundamental alteration or lower the academic standards of the course, please fill out the Fundamental Alteration Form (also available in the the Accommodation Notification Letter emailed to you).