Faculty & Staff Resources

• Under ADA/504 laws, students registered with OARS have provided documentation from the appropriate practitioner (i.e. physician, psychologist, etc.) that addresses the disability and current functional limitations.
• Students will notify faculty of their approved accommodations with a faculty letter that is provided by an OARS counselor to the student for dissemination to their instructors.
• NOTE: If a faculty member has questions about a student’s accommodations they are encouraged to contact OARS

Students come to the office in a variety of ways. They may register in the fall of their first semester or anytime during their academic career. Many students have been served as a student with a disability in high school and, as such, may have some documentation to show a disability. Under ADA/504 laws students must have current documentation that shows a disability, and it must address current functional limitations that warrant an accommodation.

A student should submit a Welcome form through the OARS Portal to begin a connection with us. After submission, the student will be contacted by the OARS Staff.

At times students may need additional time to get paper work completed or submitted. OARS will work with students for one semester while they get the appropriate documentation as long as the student shows proof of an attempt to secure this documentation. These students are not protected under the ADA; therefore, faculty members are not required to serve them.

Each semester students are required to meet with OARS. At that time the student and OARS will review the accommodations based on the syllabus for each class.

Accommodations are based on the academic needs of the student, which are outlined in the documentation provided. The documentation must list functional limitations to the need for a specific accommodation.

Professors will receive an OARS letter of accommodation from the student at the beginning of each semester informing them of the student’s disability and what accommodations have been approved for them. Faculty are encouraged to speak to the student about these accommodations and, at any time, are encouraged to speak to OARS if they believe the requested accommodations fundamentally alter what is being taught and measured in the classroom.

Students with disabilities are expected to be evaluated in the same manner as students without disabilities. OARS can provide accommodations to make exams accessible to students with disabilities. In addition students with disabilities are expected to fulfill all of the course requirements, including attendance, for a class. See Class Modification Process above for information about attendance.

Accommodations are not made retroactively. Students are encouraged to disclose their disability early in the semester so that the necessary accommodations can be implemented, and it is the student’s responsibility to do so. Thus, you are not required to accommodate previous coursework that has been submitted for evaluation.

OARS can work directly with faculty members to help determine the accommodations needed for specific courses. Accommodations are determined on an individualized basis for each student and the documentation must link the functional limitations to the need for a specific accommodation.

Contact OARS and speak with staff regarding your concerns.

Contact OARS and speak with staff regarding a student you would like to refer.

Grades should be assigned based on merit, not disability status. If the student has requested and received appropriate accommodations in the course ensuring equal access, then the student’s disability status should not have an impact on the grade they receive in class. Please note that students with disabilities who apply to UNCG are expected to meet the same admissions criteria as students without disabilities.

Students with disabilities may have different learning styles than the traditional student. Therefore, accommodations provide equal access for students with disabilities to learn in the academic environment.

Essentially we have seven general categories for disability related services. They are: Blind/Visually Impaired; Deaf/Hard of Hearing; Learning Disability/Attention Deficit Disorder; Medical Impairment; Mobility Impairment; Psychiatric Disability; or Speech Impairment.

Students are eligible for services if they have a verified disability, either permanent or temporary, which requires accommodation, and are a registered UNCG student. Students must submit written documentation of their medical or other diagnostic documentation of disability. This should be done at least six weeks in advance of registration.

Disability Services on an average accommodates over 1000 students during an academic school year.  35% of the students have some form of learning disability and/or 29% have an attention deficit disorder, hearing impairments comprise 5% of our population, while 2% are visually impaired, 4% are mobility impaired, 14% have medical impairments, and 11% other health impaired.

• Keep it confidential.
• Put a statement on the syllabus regarding accommodations and modifications.
• Be mindful of the handouts, overheads and other teaching materials to be used in class.
• Changing syllabus in mid-course is usually confusing for everyone.
• Plan ahead to ensure assessments and other materials are accessible.

NOTE: If you see someone with a dog and want to determine if it is a service animal, at this time, there are only TWO questions that may be legally asked:

1. Is this a service dog needed due to a disability? 

a. If “YES,” you may not ask about the disability, nor for any verification.

b. If “NO,” you may continue with further questions, e.g., “Has this dog been approved to be in this location with you as an accommodation for a disability?” In this case, feel free to check with OARS for verification.

2. If YES to #1, then: What task is it trained to perform? (You may not ask for a demonstration.)

If it is obvious that the dog is a service dog (e.g., Guide Dog), no questions may be asked. A service dog is not required to wear identification as a service dog. Any such verification is not proof that the dog is a service dog and is not recognized by either the ADA or the DOJ.

• A Service Dog is a working animal. The service dog and its owner are a working team. A service dog remains with its owner while the service dog is working.
• Do Not Pet the service dog when it is working. Petting distracts the dog from its job and the owner could get hurt. Also, don’t call the service dog by name when it is working as this, too, is distracting.
• Do not offer the service dog food or other distracting treats without the owner’s permission.
• Service dog owners want dog lovers to know it’s not all work and no play for service dogs. There are times when it is okay to pet a service dog. Typically, the dog is considered on-duty if wearing a harness (although the dog may be on-duty and not wearing a harness; it may be leash or voice-controlled). When off-duty, the service dog is playing and is just an ordinary dog. However, please ask the service dog owner if it is okay for you to join in before you start playing with the service dog.
• Service dog owners do not want people to be afraid of their service dogs. Service dogs are well trained and under their owners’ command. Sometimes a service dog will make a mistake and must be corrected to maintain its training. This correction usually involves a verbal admonishment coupled with a leash correction. Service dog owners learn the appropriate correction methods to use with their dogs.
• Service dogs go where their owners go: inside campus buildings and offices, inside the residence halls and rooms, in classrooms, in public restrooms, and in the cafeteria, for example. When the student service dog owner is seated, the service dog will stay by the student’s side. The service dog will sit at the student’s feet, next to the student’s chair, or sometimes – if the service dog can fit – underneath the student’s chair. Occasionally, a service dog is trained to provide pressure therapy to the owner. In such cases, the animal may appear to jump on the student or need to jump on adjacent furniture to perform this task. Others may be small and carried in chest packs to be able to detect changes in insulin levels, heart rate, etc. 
• Service dogs will not interfere with introductions or friendships. Service dog owners learn to care for their service dogs: to feed, bathe, and clean up after them.
• Please contact OARS at 336/334-5440 if you have questions or concerns about service dogs at UNCG. Remember: don’t pet the service dog when it is working.
• Training organizations and people training a Service Animal have the same access rights as people with disabilities using a Service Animal but must be identified as a Service Animal in training. For additional information visit Disability Rights North Carolina: Legal Guidelines for Services Animals in NC.

1. Login to the OARS Portal with your UNCG credentials and review accommodations for each student.  

2. If there are concerns about how accommodations will be implemented, instructors should schedule time to meet with the student as soon as possible. This conversation can be in person, virtual, or via email. Document these conversations. If any accommodations need to be negotiated, consult with OARS.  

1. Occasionally, students may need instructors to modify course expectations and policies regarding assignment deadlines, exam dates, and class attendance requirements when the student has a disability that is typically chronic or episodic.  

2. The adjustments outlined in their letter from OARS may only be used when the student experiences a disability-related flare-up, preventing attendance or timely completion of work. If an MCE is in the accommodation letter, OARS has verified the need and documentation should not be requested from the student.  

It is not reasonable or expected for faculty to fundamentally alter, waive, or lower essential course requirements, academic standards, or educational experiences/outcomes when implementing accommodations. The Department of Education (DOE), Office of Civil Rights (OCR) requires that OARS be consulted regarding course-specific adjustments and before denying any accommodation. OARS: 336/334-5440 or via email at [email protected]. Things to consider include: 

1. Does the accommodation alter course objectives? 

2. Are there assignments or activities not eligible for an extension (e.g., in class activities, group projects, interactive discussion/discussion posts, etc.)?  

3. Is the student demonstrating adequate knowledge of the material and meeting essential objectives? 

4. Is the student completing work, even if late? 

5. Have any alternatives been considered that would meet objectives? 

When related to a disability, these occurrences should be without penalty, unless they result in a fundamental alteration. The Department of Education, Office of Civil Rights, requires that faculty consult with OARS to determine fundamental alteration status.   

1. Adjustments to policies/procedures are one way that the OCR determined disability offices may provide accommodations (unless they result in a fundamental alteration). The Department of Education, Office of Civil Rights, requires that faculty consult with OARS to determine fundamental alteration status.  

2. Instructors may be required to modify course expectations to disabled students that are beyond what non-disabled students are permitted under other circumstances. 

Example: If you generally allow students to miss four classes without a grade impact, allow six absences for a student with a 2-day attendance MCE.  

Yes, attendance and participation are important parts of learning class material. Unlimited and excessive absences may not be reasonable to obtain course objectives. Class grades based on attendance may be impacted, even with an MCE, if class participation is a fundamental requirement. The Department of Education, Office of Civil Rights, requires that faculty consult with OARS to determine fundamental alteration status.   

Please communicate with OARS immediately to discuss any academic adjustments that would impede a student’s ability to achieve the course objectives. UNCG is not required to make adjustments that would “fundamentally alter” the curriculum. The Department of Education, Office of Civil Rights, requires that faculty consult with OARS to determine fundamental alteration status.   

Yes, it is allowed. Please communicate with OARS and the student when the student is approaching the maximum allowed absences so that OARS can reinforce the attendance requirements and help the student develop strategies to meet the expectations for your course.  

Please communicate with the student and OARS prior to initiating the withdrawal.   

Class grades based on attendance may be impacted even with an MCE. Attendance and participation are important parts of learning class material. Missing classes may prevent participation in activities that cannot be made up and critical information may be missed. Missing vital class activities or several class sessions may result in a grade reduction. For some classes (such as labs, activities, speakers, etc.), attendance may be a fundamental requirement. If an MCE would result in a fundamental alteration of course requirements, for which there is not a reasonable alternative, the accommodation may not be reasonable.  

1. Discuss with students about any percentage of the course grade that may be based on active participation and consider any alternatives that would meet the objectives.  

2. For some classes, excessive absences may result in the need to seek an incomplete (if the work can be made up) or a withdrawal from the course.  

3. The Department of Education, Office of Civil Rights, requires that faculty consult with OARS to determine fundamental alteration status. 

Assignments may be in the syllabus on Day One, but students may not have access to all the material needed to complete the assignment until later in the semester. For example, if a 5- page paper is listed in the syllabus and due two months later, yet the topic/materials aren’t presented/available in class until a week before it’s due, this accommodation would allow the student another three (3) days to complete the paper if they experienced a flare-up of their disability. Likewise, an assignment given Monday and due Friday, may also result in a need for an additional three (3) days to complete it.  

The Department of Education, Office of Civil Rights, requires that faculty consult with OARS to determine fundamental alteration status. 

The DOE/OCR requires that the process affirms the following:  

1. The decision is made by professionals who are knowledgeable and experienced in the subject area. The decision makers should consider: 

1. Classroom interactions  

2. Does the type of course and student participation constitute a significant component of the learning process?  

3. Does the course’s fundamental nature rely on student participation as an essential method for learning?  

4. To what degree does a student’s failure to attend constitute a significant loss to the educational experience of other students in the class?  

5. Is this addressed on the course description and syllabus as part of the grade?  

2. The decision makers considered any reasonable alternatives as essential requirements. 

3. The conclusion resulted from a careful, thoughtful, and rational review of the program requirements.  

To read a case study example, explore this link – Office of Civil Rights Fundamental Alteration Case 

Students and/or instructors must consult OARS when concerns arise about any accommodation or its implementation.