The University Senate enacted General Education requirements to ensure that all University of Connecticut undergraduate students become articulate and acquire intellectual breadth and versatility, critical judgment, moral sensitivity, awareness of their era and society, consciousness of the diversity of human culture and experience, and a working understanding of the processes by which they can continue to acquire and use knowledge. A critical element of General Education is demonstrated competency in four fundamental areas –information literacy, quantitative skills, second language proficiency, and writing. The development of these competencies involves two thresholds: establishing entry-level expectations and meeting graduation expectations. In cases involving a significant disability, the graduation expectations for the quantitative skills and/or second language competency may be a barrier to degree completion. Academic adjustments are provided in limited cases involving a significant disability, where the graduate expectations for the quantitative skills and/or second language proficiency are a barrier to the completion of a degree.

Each academic adjustment will be based on an individualized, case-by-case assessment and should not compromise the academic integrity of the requirements for a specific major or degree. Academic adjustments may include an exception to an academic rule, such as allowing a student to complete a required course(s) on a pass/fail basis or substituting an alternative course(s) for a required course(s).

The following rules will apply:

• If the quantitative or second language competency is deemed an essential element of a program or course of study, then a substitution is not permitted. The question of “essential element” will be decided by the Dean or designee of each school or college.
  Academic adjustments will not reduce the number of courses/credits required to complete General Education requirements. Waivers of General Education requirements are never granted.
  If the student changes his or her school or college of enrollment, academic adjustments will be reviewed by the appropriate Dean’s office in the new school or college of enrollment.
• Academic adjustments will be subject to the eight-year rule.
• Students who plan to continue their studies beyond the baccalaureate degree should be advised that approved adjustments may not meet the requirements for admission to a graduate/professional school (e.g., law, medicine, etc.).
• Students requesting a course substitution based on disability should contact the Center for Students with Disabilities (CSD). The CSD will review the student’s request and supporting documentation about the nature of, and functional limitations imposed by the disability. If the student qualifies as a student with a disability, the CSD will then engage with them to determine if a substitution is warranted, using a deliberative, interactive process to establish appropriate academic adjustments in an individualized, case-by-case, course-by-course basis. The CSD will also engage with the Dean or designee from their school or college to determine if the requirements under consideration are deemed to be an essential part of the student’s program or course of study. As noted above, if this is the case, a substitution is not permitted. If a substitution is deemed appropriate, the CSD Disability Service Professional (DSP) will notify the student and the Dean of designee from their school or college to discuss appropriate course alternatives. The Dean or designee will be responsible for determining which course(s) will fulfill the degree requirement. The CSD will also notify the Registrar and the Provost of the adjustment at the end of each semester.
• At the end of each academic year, the CSD will submit a report on its activities to the General Education Oversight Committee (GEOC). The report will contain the number of cases reviewed in each category, and the outcome of each review.

Effective: December 11, 2006

Revisions proposed by the Senate Scholastic Standards Committee November 2017 and by the Senate Curricula and Courses Committee October 2017.  Approved by University Senate December 2017.

Revisions proposed by the Senate Scholastic Standards Committee December 2021 and by the Senate Curricula and Courses Committee January 2022.  Approved by University Senate February 2022.

• Students requesting an academic adjustment based on disability should register with the Center for Students with Disabilities (CSD) through MyAccess.
• The CSD will review the student’s request and supporting evidence about the nature of, and functional limitations imposed by the disability.
• If the student qualifies as a student with a disability, the CSD will then engage with them to determine if an academic adjustment is warranted.  The CSD will also engage with the Dean’s designee from the student’s school or college to determine if the requirements under consideration are deemed to be an essential part of the student’s program or course of study.  As noted above, if this is the case, an academic adjustment is not permitted.
• If an academic adjustment is deemed appropriate, the CSD Disability Service Professional (DSP) will notify the student and the Dean’s designee from their school or college to discuss appropriate alternatives.  The CSD and the Dean’s designee will be responsible for determining which adjustment will be appropriate to fulfill the degree requirements.
• Once an academic adjustment has been determined, the CSD will notify the Registrar and Provost, as well as the student’s academic advisor.
• If a Q and/or second language is deemed essential to a student’s program or course of study, an adjustment may not be indicated.  In this case, the Dean’s designee will work with the student to discuss alternative options for completing the requirement.