When necessary, a course modification agreement is a created on a course-by-course basis to provide a framework for the student, instructor and CSD around attendance flexibility. The U.S. Department of Justice has indicated to institutions of higher education that once approved for attendance flexibility, students cannot negotiate the coordination of this accommodation directly with their faculty. The CSD is required to engage each faculty member who has a student approved for attendance flexibility to determine: (1) the appropriateness of this accommodation in the course; (2) the nature of the course and how it is taught, including assessments/exams; and (3) flexibility in achieving learning outcomes or alternate opportunities to complete course requirements without fundamentally altering the course or compromising the technical standards of a program.

Participation modification means that the student cannot be penalized for absences within reasonable limits beyond what the course syllabus allows.  A disability-related absence is when a student is absent due to the direct impact of a documented disability.  Absences due to a disability may occur unexpectedly.  In these cases, the student’s grade should not be negatively affected solely based on an attendance, participation, or missed exam policy.  This accommodation does not apply to absences for other reasons.

No. The student is not required to present the professor with medical documentation verifying their disability-related absence. To protect faculty and staff from potential claims of disability discrimination, it is University policy that only CSD should receive and review disability-related documentation. CSD reviews and considers any necessary medical documentation prior to approving accommodations.

If attendance/participation can be justified as an integral part of how a course is taught and/or how learning is to be demonstrated and measured, there is a point at which disability-related absences cannot be reasonably accommodated.  It is not reasonable to expect instructors to:

Re-teach – It is reasonable to go over some of the missed materials with students during office hours or by appointment. However, instructors are not expected to re-teach the course to students who are absent.

Remodel - Instructors are not expected to reconstruct courses entirely for students who are absent. For example, a course that is lecture-style does not need to be reconstructed as an independent study or online course.

Adjust Course Rigor - Instructors should not alter the essential elements or the learning outcomes of the course for students who are absent.

A withdrawal from the course or incomplete may be considered if the student is unable to meet the standards/objectives of the course due to the rate of absences.

Instructors are responsible for working with the student and CSD to ensure approved accommodation(s) are coordinated. If after several attempts to contact the instructor, they do not respond to the CSD, the CSD will contact the department chair and/or Office of Institutional Equity for assistance in coordinating approved accommodations for the student in the course.

If at any point, you have questions or concerns about this accommodation, the Course Modification Agreement, etc., contact your DSP as soon as possible to collaboratively address the concerns and work to resolve them.

• A participation modification may not be necessary if the course is online and asynchronous, and the material is accessible to the student. Instructors are encouraged to review the guidelines provided below to assess how essential attendance/participation is to their course.
• According to the University Senate By-Laws, “…grades are not to be reduced merely because of a student’s absences…” (https://policy.uconn.edu/wp-content/uploads/sites/3519/2023/07/bylaws.20230627.final_.pdf).
• The instructor describes the computation of the grades and the relation between grades and attendance/participation at the beginning of the semester. Where grades depend on classroom participation, absences may affect the student’s grade. However, if a student were absent and the instructor reduced the grade, the reduction would be due to lack of class participation, not the student’s absence (https://catalog.uconn.edu/academic-regulations/grade-information/).
• Questions to help identify the role in-class participation has toward students meeting course requirements and learning objectives:
  • What does the syllabus state regarding attendance, participation, and deadlines? Have exceptions been made in the past?
  • What is the role of these course policies as it relates to the students’ final grades?
  • What stated learning objectives and course requirements involve class participation?
  • Is class participation factored in as part of the final course grade? If yes, how?
  • What is the percentage of the grade? Is this related to a program requirement?
  • Is there classroom interaction between the instructor and students, and/or among students?
  • Is the format of instruction primarily lecture or interactive? Does instruction and learning rely on specific elements from the previous session or assignment?
  • Does the course rely on student participation as a method for learning?
  • Is there content only offered in class?
  • Do student contributions constitute a significant component of the learning process? (e.g., discussion, presentations, role play)?
  • What is the impact on the educational experience of other students in the class if a student is absent or misses a deadline?
  • Do you review class assignments (that students are required to complete prior to a specific class date) during lecture or discussion? (For example, are problems or readings assigned during one class and then reviewed in the next class meeting?)
• Some courses involve both lecture-style delivery and in-class activities that require student participation. Instructors might consider if the absent student could participate in an alternate activity or assignment that would meet the same learning objectives.
• If the student reaches or exceeds the number of absences stated in the Course Modification Agreement or if there are any issues or concerns, instructors should contact CSD as soon as possible. A withdrawal from the course or incomplete may be considered if the student is unable to adhere to the Course Modification Agreement.
• Students are expected to abide by the syllabus policy for any absences unrelated to their disability (flu, work, death in the family, etc.). Instructors should not request documentation from the student for absences related to their disability.

• Please visit the CSD website at https://csd.uconn.edu/participation-modification/ for an additional course analysis guide.

• If all of your answers fall into the “in few sessions” or “N/A” categories, you should exercise a great deal of flexibility.
• If some of your answers fall into the “in few sessions” or “in some sessions” categories, a moderate amount of flexibility is recommended.
• If most of your answers fall into the “in most sessions” or “in all sessions” category, minimal flexibility is recommended. Consideration should be given to whether students can make up missed experiences through alternative assignments that would meet the same learning objectives.
• If attendance can be justified as an integral part of how a course is taught and/or how learning is to be demonstrated and measured, please contact the CSD to discuss whether attendance flexibility is an appropriate accommodation.