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University Accessibility Center

Faculty FAQs

Answers to Frequently Asked Questions from Faculty

  • Answer:
    For instructions regarding how to access accommodation letters in CougarAccess, please see https://access.byu.edu/professor-instructions.

  • Answer:
    The wording reflects an effort to ensure that instructors and the university are in compliance with federal law. Students with disabilities are protected under civil rights laws, like Section 504 of the Rehabilitation Act of 1973. We also strive to live the spirit of the Americans with Disabilities Act, as amended. For more information, see Accommodation of Persons with Disabilities at BYU Policy and Accommodation of Persons with Disabilities at BYU Procedures. Accommodations are legally binding and should not be dismissed or adjusted without the appropriate process (see Essential Functions Review Procedure). 

  • Answer:
    We understand that you want to create the best learning environment for all your students, and sometimes accommodations may present challenges. However, it's important to note that when an instructor independently determines that accommodations can't be implemented, there’s a risk of not complying with federal disability laws, which can affect the university, departments, and individual instructors. So, as indicated in the accommodation letter, if you have a concern about the application of a student's accommodation in the class, please contact the student's Accessibility Center coordinator.  Often accommodations for a student are able to be implemented within existing course structures with minor adjustments.  

  • Answer:
    You are right! The number of students with disabilities is growing at BYU. This increase reflects the nationwide trend (https://nces.ed.gov/fastfacts/display.asp?id=60) and is consistent with a rise in mental health issues among college students (https://www.insidehighered.com/news/2022/05/03/more-students-report-psychological-disabilities), technological and medical advancement, and other factors. Nationally, the average percentage of university students with disabilities is 12-15%, with some reports as high as 20%. The percentage of students at BYU who are connected with the Accessibility Center fluctuates towards the low end of that range.  

  • Answer:
    The process begins with a meeting between the student and the Accessibility Center coordinator, the designated agent on campus who works closely with the student to understand their unique needs. During this time, the coordinator will: (a) verify if the student’s condition meets the definition of a disability, (b) explore how the condition impacts the student's daily activities, and (c) discuss possible accommodations that can provide access for the student to participate in the educational environment.   

    Once a decision is made, the Accessibility Center ensures the relevant people on campus are informed and works collaboratively to address any concerns that arise.   

    If the assessment concludes that a student’s condition doesn’t meet the criteria for a disability, the student is guided toward other helpful on-campus or community resources that may assist them. 

  • Answer:
    Accommodations are not retroactive, meaning you are not required to accept late assignments if you were not informed of the accommodation when those assignments were due. Even if the student had provided the letter earlier, they would still need to communicate with you in advance about any extensions needed for specific assignments.  

    Instructors have the discretion to accept late work based on the circumstances. While fairness and consistency in grading are important, instructors are encouraged to use their judgment in balancing academic standards with student support.

    Consider how you would handle similar requests, such as those due to illness or personal emergencies. If you typically grant extensions in those cases, you should apply the same flexibility to this student. If you have additional questions, please feel free to reach out to the student’s Accessibility Center coordinator.

  • Answer:
    It’s completely understandable to be concerned about a student using these accommodations frequently. The intention behind leniency-related accommodations, like flexible assignment and exam deadlines, is that students will use them on an as-needed basis, specifically related to their disability, and they should request them when necessary.   

    The Accessibility Center encourages students to be mindful and use these accommodations sparingly to avoid falling behind in their coursework. However, if a student does need to rely on them more often, it’s important that they continue to take responsibility for staying on track with the material.   

    If you’re noticing a pattern that seems to indicate the student is using accommodations in a way that might be counterproductive to their progress, or if you have concerns about how they’re managing their work, please contact your student’s Accessibility Center coordinator.  You may also want to refer the student to other campus resources (e.g., CAPS, Y-Serve Tutoring, etc.)  

  • Answer:
    There are similarities in the accommodation letters, especially since many of them are based on common conditions. While some accommodations, like those for anxiety, depression, or ADHD, are more frequently requested, each letter is carefully tailored to reflect the specific needs of the individual student.   

    The Accessibility Center works closely with each student to ensure that their accommodations are thoughtfully aligned with their unique circumstances. While the accommodations themselves might appear similar in some cases, the process is designed to be as personalized and responsive as possible to best support each student’s access. If you ever have any questions or concerns about a particular accommodation, please don't hesitate to reach out to the student’s Accessibility Center coordinator— we're here to work together in supporting our students!  

  • Answer:
    No, students are not required to meet with you before accommodations are implemented. Once a student has submitted their accommodation letter, you should provide the approved accommodations as specified in the letter, even if the student does not directly request them for each instance. For example, if a student has the accommodation of time and a half on timed exams and quizzes, you should automatically set up their exams with extra time, regardless of whether the student specifically asks for it.  

    However, accommodations related to flexibility with assignment or exam deadlines require prior communication with the student to arrange new deadlines. In those cases, the student does need to reach out to you in advance of each deadline in order to negotiate a new deadline.  

    If you’d like to encourage students to meet with you about their accommodations, you can invite them to do so either through a general invitation in class or by including a note in your syllabus. You can also send a personal email to students who have submitted accommodation letters, which can help create an open line of communication. You can find students’ contact information in the "Opened Letters" section of CougarAccess (cougaraccess.byu.edu). 

    • Answer:
      It’s a great idea to encourage students to send their accommodation letters as early as possible, and the beginning of the semester is a perfect time to do so. You can make a general announcement to the entire class encouraging students with disabilities to submit their letters as soon as they can, and you can explain how doing so will help you be better prepared to support their needs. Letting students know that sending the letter early ensures that a plan is in place, even if they don’t end up needing accommodations, can help ease any worries they might have.   

      You can also reassure them that submitting their accommodation letter will not result in any negative judgments—it’s simply a step toward accessing the educational environment.   

      Of course, it’s important to recognize that some students may not be able to send their letters early. They may not have received a diagnosis yet, might be waiting for documentation, or may not realize they need accommodations until later in the semester. So, while encouraging early submission is helpful, flexibility and understanding will always be appreciated as we work to support students throughout the semester.   

      Your proactive approach in creating a welcoming environment for accommodations makes a big difference. 

    • Answer:
      Managing accommodation letters for large classes can definitely feel overwhelming, but we’ve designed a few tools to make the process easier. In CougarAccess (https://cougaraccess.byu.edu/), we’ve separated previous semester letters from current ones, so you can focus on the most relevant documents. The system also allows you to sort by headings, helping you group classes together, and you can easily search for specific students by name or netID.   

      If it’s helpful, you can download the electronic accommodation letters and store them on your computer for quick reference.   

      Additionally, if you’re working with teaching assistants (TAs), they can be a great support, especially when it comes to coordinating testing accommodations. You can share the accommodation letters with them, either by downloading, printing, or emailing, so they’re up-to-date on the needs of the students.   

      If you are having any issues, please contact the student’s Accessibility Center coordinator, with whom you can explore options for your particular situation. We’re here to help you navigate this process and ensure that all students receive the accommodations they need without adding extra stress. 

    • Answer:
      Yes, if it is unclear whether the student’s need for an extension is disability related, you may ask them. A question such as “Is this related to your disability?” would be fine. However, we suggest that you avoid inquiring for details about their disability. Accommodation letters do not specify the student’s particular disability, so it’s best not to ask students directly about their condition or make assumptions. If you have concerns about how a student is using their accommodations, please contact the student’s Accessibility Center coordinator.

      • Answer:
        Time limits for online exams/quizzes can be adjusted through Learning Suite, Proctorio, and other online platforms. For assistance with online exams/quizzes, please contact the Center for Teaching and Learning at ctl@byu.edu, (801) 422-8180. If your test is through Canvas, you may need to call the Office of Information Technology (OIT) at 801-422-4000 or email the BYU Canvas Team at canvas_team@byu.edu. Please note that you can adjust the time limits for the entire semester (which saves you time)!

        • Answer:
          After you have arranged an initial extension, you are not required to give an additional extension, though you would have the discretion to do so based on the circumstances. Consider how you would handle similar requests, such as those due to illness or personal emergencies. If you typically grant additional extensions in those cases, you should apply the same flexibility to this student. If you have additional questions, please feel free to reach out to the student’s Accessibility Center coordinator. 

          • Answer:
            When a student with the flexible attendance accommodation is absent, they are still accountable for all materials and topics covered in class, and it is their responsibility to make arrangements to obtain the material. While you are not required to offer one-on-one sessions to help them catch up, there would need to be a way for them to access the missed material—for example, by visiting you or your TA during your office hours or by reaching out to a classmate.

            If, when a student misses a class, they also miss an in-class quiz, it would likely be at your discretion as to whether you would allow them to make up the quiz. However, if it was a planned (versus a pop) quiz and the student also had the accommodation of flexibility with exam and quiz deadlines, the student could potentially contact you prior to the class period they were going to miss in order to negotiate a new due date for the quiz.

            If you have any questions or concerns about how to implement the accommodation of flexibility with attendance in a particular situation, please feel free to reach out to the student’s Accessibility Center coordinator.