1. Finding balance between academic requirements and accommodations

2. Presenter Carolyn Christie Coordinator Student Accessibility Services
Acknowledgements:
Brandy Usick, University of Manitoba
Dr. Barbara Roberts, Michigan State University

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

4. The University of Manitoba
Context

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

7. 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

8. Core Components

9. Changes in Policy

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

11. Changes in Articulating Academic Requirements

12. 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

13. 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.

14. 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

15. 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).

16. Changes to Service Provision

17. 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)

18. 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

19. 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

20. Education

21. 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.,)

22. 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?

23. Questions?