Step 1:
Best Practice
Faculty Scenarios: How Instructors Respond to Accessibility Challenges
How to Work Through the Faculty Scenarios
Go to Step 2
Step 2:
Identify Key Patterns Across Faculty Responses
Go to Step 3
Step 3:
Decide What You Will Change
Introduction
To understand how instructors navigate real-world accessibility challenges, we presented faculty with three common scenarios that require balancing student needs, course requirements, and institutional policies. Their responses revealed practical problem-solving approaches, areas of uncertainty, and the complex decision-making process faculty engage in when students need accommodations.
1 Review Each Scenario Carefully
Read each scenario as if it were happening in your own course. Note where you would pause, ask questions, or feel uncertain before deciding how to respond.
ADHD and Visual Processing Challenges in Field Lab
The Scenario
A student in a weekly 3-hour hands-on field lab discloses ADHD and visual-perceptual/visual-motor deficit.
- They struggle with processing visual information, particularly with hand-eye coordination and complex visual instructions.
- Maintaining focus for three hours is mentally exhausting.
- The student provides an accommodation letter recommending extended or more frequent breaks and flexibility in task completion.
- They request short breaks throughout the lab and the option for shorter lab sessions (2-hour maximum) when needed.
Prior Experience
Most faculty (Biology instructor, instructor, Psychology instructor, Clinical Skills Training instructor) had not encountered this exact situation before, though one mentioned dealing with similar needs for breaks.
Several noted they don’t teach 3-hour labs or their labs are shorter (1-1.5 hours), making the scenario somewhat hypothetical for their contexts.
Posing Questions
Faculty responses revealed a desire to understand specifics before implementing accommodations.
- The Biology instructor also noted they would Google “visual perceptual visual motor deficit” to better understand the condition, acknowledging gaps in their knowledge.
- Clinical Skills Training instructor wanted to know specific limits and whether components could be completed remotely later
- Another instructor identified a tension in requesting both shorter days AND more breaks, noting this might require additional lab modifications.
”What has been working for you? What parts have been OK? What parts have you struggled with most? When have you been most overwhelmed?
Biology Instructor
”What ‘complex visual instructions’ actually means (step-by-step instructions? Graphs? Physical demonstrations?). What their preferred way of receiving instructions is. What constitutes a ‘short break’ (5 minutes vs. 20 minutes?).
Social Work Instructor
Willingness to Accommodate
Breaks were universally accepted as easy to implement. Faculty agreed that 3-hour sessions should include breaks regardless of accommodation needs.
Shorter lab days proved more complex. Faculty expressed concerns about:
- Missing essential content or experiences
- Coordination with other students and schedules
- Meeting professional certification or licensing requirements
- Safety and supervision in field settings
Some faculty proposed creative solutions, such as identifying which weeks could accommodate shorter sessions and which could not, or completing some components virtually.
”I would just say great, absolutely, not a problem. And you know, for me personally, that lab is long enough. I could probably use a break too.
Psychology Instructor
”We would have to really think about, you know, how much of the lab could they miss? How much of the lab was really essential?
Biology Instructor
”Oh yeah, yeah, I don’t have any issue with that whatsoever…it seems kinda ridiculous not to have a break built in.
Biology Instructor
”In terms of shortening…that would just be harder to do…I can’t necessarily guarantee I’ll be free outside of that lab period…If we were to shorten it, I would worry that we wouldn’t have the time to meet all the goals of the lab.
Psychology Instructor
Disciplinary Differences
Biology instructor provided an interesting perspective that field labs might actually help ADHD students. This highlights how accommodation needs interact differently with various pedagogical contexts.
”I think the field labs might actually be easier for a student with ADHD than the lab in the building…there’s more freedom, shorter to-do lists, natural breaks built in. Some distractions in nature might be beneficial. It’s a less rushed environment.
Biology Instructor
Overall Approach
Faculty demonstrated a collaborative, problem-solving orientation, viewing the accommodation letter as a starting point for conversation rather than a rigid requirement. Most indicated they would work with the student to find solutions, though they acknowledged needing to balance flexibility with maintaining essential course components.
Chronic Health Condition and Attendance Concerns
The Scenario
In the third week of the semester, a student informally shares after class that they have a chronic health condition.
They don’t provide documentation or request formal accommodations but express concern about how their condition might affect attendance throughout the term. They’re currently doing well but explain this won’t be sustainable. The student seeks understanding and possible flexibility. 15% of the grade depends on in-class activities.
Prior Experience
This scenario was very common among faculty participants.
Several faculty specifically mentioned encountering cancer, fibromyalgia, kidney disease, and ulcerative colitis among their students.
”Yes, I have. Actually quite frequently…I actually have a student this semester who has come to me several times already.
Psychology Instructor
”This happens all the time, yeah. I’d say probably…two to three times a semester.
Political Science Instructor
”This happens every semester pretty much.
Health Science Instructor
The Policy vs. Compassion Spectrum
Faculty responses fell along a spectrum from strict policy adherence to flexible, trust-based approaches.
Policy-Focused Approach:
”I would direct them to our office of accessibility… I can’t do anything without the official letter… I personally think that’s really unfair to give certain students accommodations that other students might not be able to get.
Political Science Instructor
Compassion-Focused Approach:
”I would absolutely 100% work with them…I don’t need the letter…I’m going to take them at their word. I’m going to assume the best in them.
Instructor
”I think I would take the student’s word for it…I don’t think we need official documentation for everything.
Social Work Instructor
Middle Ground:
”I would tell them that I appreciate them coming to me…I would want them to go through the official channels, but I would also let them know that I’m willing to work with them in the meantime.
Biology Instructor
Practical Accommodations Offered
Faculty described various strategies for maintaining course integrity while supporting the student.
Alternative Participation:
- One-on-one meetings to discuss material instead of attending class
- Alternative assignments that meet same learning outcomes
- Asynchronous participation options
- Written reflections on readings
”I might just have them come to my office hours and we could talk through some things…or they could watch the recording and write me like a one-page reflection.
Psychology/Organizational Behavior instructor
”I build in like three or four days throughout the semester that are sort of makeup days or like extension days or work days.
Social Work Instructor
”I’ve had a situation where I had a student who had dialysis appointments…we just changed her assignments to not the participation…she could watch them and then respond with something that I could grade.
Psychology Instructor
The Documentation Debate
Faculty views on requiring official documentation varied significantly.
Documentation Preferred:
- Communicate early (Week 3 is good; earlier is better)
- Be specific about needs when possible
- Consider registering with disability services for protection
- Keep instructor updated
Trust-Based:
- Documentation processes can be barriers
- Mental health conditions especially hard to document
- Builds student-faculty relationship
”I understand the skepticism that people bring…but I haven’t felt burned enough times to where I think that every student is lying to me.
Instructor
Human Concern First
Regardless of their policy stance, nearly all faculty began with expressions of care.
”I would first ask them, you know, how are you doing? Like, are you okay? What support do you need beyond just the class?
English/Learning Support Director
”My first response would be to thank them for trusting me enough to share that information.
Stand-Up Comedy Instructor
”The first thing I would say is I’m really sorry you’re going through this.
Biology Instructor
Recommendations
Faculty offered advice for navigating this situation:
For Students:
- Communicate early (Week 3 is good; earlier is better)
- Be specific about needs when possible
- Consider registering with disability services for protection
- Keep instructor updated
For Faculty:
- Assume students are telling the truth
- Build flexibility into course design from the start
- Keep focus on learning outcomes rather than seat time
- Remember the person behind the student
”To get flexibility, give flexibility.
English/Learning Support Director
Mental Health Crisis and Graduation Deadline
The Scenario
A student attended weeks 1-4 but missed classes during weeks 5-8 of the fall term, including all assignments and a midterm.
At the end of Week 8, they email explaining they’ve been experiencing significant mental health challenges. They request the opportunity to submit all missed work by the final week of the semester, noting this is their final course requirement for graduation.
Prior Experience
This scenario was extremely common across institutions.
”Ohh yeah, more times than I would like. Most definitely…honestly, it happens probably every semester. Super common.
Sociology Instructor
”Yeah, often…they happened several, several times in every semester.
Library & Information Studies instructor
”Yeah. No. Yeah, I probably get this, you know, at least every quarter. I mean, it’s a very common scenario, unfortunately.
Health Information Technology instructor
Emphasis on Early Communication
Faculty consistently emphasized that earlier communication is critical. Waiting until Week 8 significantly limits options.
”The key phrase there is end of Week 8…that’s really late in the semester to be reaching out.
Psychology Instructor
”I wish they had come to me sooner…by Week 8, it’s almost impossible to catch up on four weeks of work.
Biology Instructor
”The timing is the biggest issue here. If they’d reached out in Week 5, we’d have options.
Health Sciences instructor
Range of Responses
From Denial to Full Flexibility
Cannot Accommodate
Some faculty indicated this would be too much to make up:
”I don’t think I could let them make up everything…that’s four weeks of content, four weeks of assignments, and a midterm. That’s basically half the class.
Health Information Technology instructor
”At that point, I think they need to withdraw and retake the course…there’s just too much missed.
Communication instructor
Conditional Accommodation
Most faculty fell in this category, willing to work with the student but with limits:
”I would allow them to make up some things but not everything…we’d have to prioritize what’s most important.
Psychology Instructor
”It would depend on the course…in some courses, four weeks is too much. In others, it might be doable.
Instructor
”I’d let them make up the midterm and maybe a couple key assignments, but not all of the daily work.
Biology Instructor
Full Flexibility
A few faculty indicated they would try to accommodate fully:
”If it’s their last course for graduation, I’m going to do everything I can to help them succeed.
Stand-Up Comedy Instructor
”I’ve had students in similar situations, and I’ve worked it out…it takes extra time, but it’s worth it.
Psychology Instructor
The Graduation Factor
The fact that this is the student’s final course created mixed reactions.
Added Pressure to Accommodate:
”That changes things…I wouldn’t want to be the reason someone doesn’t graduate.
Psychology/Organizational Behavior instructor
Doesn’t Change Standards:
”I feel for them, but graduation shouldn’t mean we lower the standards. They still need to demonstrate the learning.
Health Information Technology instructor
Raises Questions:
”If they’re graduating, they should know better than to wait this long…that concerns me.
Political Science Instructor
Mental Health Considerations
Faculty showed understanding about mental health but varied in how this affected their decisions.
”Mental health is real, and I take it seriously…but at some point, the student needs to decide if they’re ready to complete the work or if they need to step back and take care of themselves first.
Sociology instructor
”I would encourage them to talk to counseling services…they might need an incomplete or medical withdrawal rather than trying to push through.
Biology Instructor
”I’ve had my own mental health struggles, so I’m very sympathetic. I want to help them succeed.
English/Learning Support director
Practical Concerns
Faculty identified several logistical issues.
Grading Timeline:
”The end of the semester is crazy for faculty too…I’d need to grade all their makeup work on top of everyone else’s final work.
Psychology instructor
Grading Timeline:
”Can they really learn four weeks of material in the last two weeks? Will they be prepared for what comes next?
Instructor
Fairness to Other Students:
”I’ve had other students struggling too. If I give this student this flexibility, should I have offered it to others?
Political Science Instructor
What Faculty Would Do
Common action steps:
- Meet with the student to understand the full situation
- Connect them with resources (counseling, disability services, dean of students)
- Assess what’s truly essential to demonstrate course learning outcomes
- Consider an incomplete rather than trying to cram everything in
- Set clear deadlines with checkpoints if agreeing to makeup work
- Document everything for institutional record
”I would definitely meet with them in person or on Zoom…I need to understand what happened and whether they’re actually ready to do the work now.
Biology Instructor
”The first thing I’d do is refer them to disability services and counseling…this sounds like it needs more support than just academic accommodations.
Health Information Technology instructor
”I’d probably recommend an incomplete rather than trying to do everything in two weeks…that sets them up for failure.
Sociology Instructor
Recommendations
Faculty offered advice for navigating this situation:
For Students:
- Communicate immediately when problems arise (Week 5, not Week 8)
- Use institutional resources (counseling, medical withdrawal, incomplete options)
- Be realistic about workload and mental health capacity
- Understand that some accommodations have limits
For Faculty:
- Build clear policies about missed work and late communication
- Connect students to resources beyond the classroom
- Consider incomplete options rather than compressed catch-up
- Remember that compassion and standards aren’t mutually exclusive
- Document decisions carefully
”The lesson here is communication, communication, communication. The earlier students reach out, the more options we have.
Psychology Instructor
2 Identify Key Patterns Across Faculty Responses
Review the numbered findings to see how other faculty approached similar situations. Pay attention to where responses align with or differ from your own instincts.
Faculty overwhelmingly adopt a trust-based approach when students request accommodations.
Interview participants consistently emphasized taking students “at their word” and viewing them as “experts on their own lives,” with one stating “9 times out of 10, the student…is being truthful and honest.”
Creating multiple content formats significantly increases faculty workload without institutional support.
Faculty noted that “providing three different formats for how you provide something…is going to be more work than doing one format” and called for institutions to reduce this burden through standardized accessible materials.
Professional development offerings are often poorly timed and inaccessible to faculty.
Multiple faculty reported that training workshops were “scheduled for like the whole university” at times when they were teaching, making participation impossible despite interest in learning accessibility strategies.
Faculty receive minimal communication from disability services offices beyond form letters.
Interviewees described accommodation notification as “very quick,” “not super in depth,” or feeling “very impersonal,” with one stating offices “don’t offer really any support, except for if you need an extension.”
Early-career faculty and junior colleagues serve as important sources of accessibility knowledge.
Several experienced faculty credited learning about “modern teaching strategies” and “grading procedures based more in fairness” from recently hired colleagues and assistant professors.
Faculty find enforcement of accessibility policies creates toxic classroom environments.
One faculty member abandoned technology policies because “if you have a policy, what do you have to do? You have to enforce it…you’re calling students out…it just makes it a toxic environment.”
Faculty desire semester-level communication reminders about accessibility resources and procedures.
Interviewees requested regular outreach like “semesterly communication or reminders” about accommodation processes, available resources, and where to direct questions, particularly for faculty without student affairs connections.
Faculty often do not know what support is available or how to request it.
Many faculty reported not knowing what accessibility tools, accommodations, or institutional supports already exist on their campuses.
Disabled faculty were more confident in putting accessibility into practice than their peers.
For faculty with disabilities, their lived experience provides valuable expertise that institutions could leverage in faculty development efforts.
3 Decide What You Will Change
Identify one policy, practice, or communication habit you can adjust this term. Set a clear trigger, such as missed classes or disengagement, that prompts early outreach or flexibility.
What Faculty Can Do:
Use student attendance data as a reason to touch base with students about accessibility and flexibility.
Consider practical strategies like offering makeup work days, providing assignments in multiple formats, conducting regular check-ins with struggling students, and connecting students with campus resources when their needs extend beyond your expertise.
Reach out proactively when students miss multiple classes or go silent rather than assuming they’ve given up or don’t care.
