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Guidance on Class Participation Accommodations

Introduction

From the Hum 110 conference room to the oral defense of the senior thesis, active student participation is a hallmark of the Reed education. However, engagement in class looks different in every course.

There are many kinds of participation that may be expected of students. For example: speaking in conference, giving presentations, leading class discussion, working in groups, speaking in a new language, talking individually with faculty (in office hours or paper conferences), acting/performing on stage, dancing/choreography, writing at the board, peer editing, executing lab procedures, participating in online discussions (moodle posts), using the chat feature in online settings, etc.

Some of these expectations contain barriers for students. There are two mutually helpful options here: faculty can attempt to remove barriers for all students, taking cues from the Universal Design for Learning movement, or faculty can administer a series of individualized accommodations to help particular students overcome specific barriers related to their disabilities.

Barriers for Students

1. A student experiencing a depressive episode is attending class, but with a reduced capacity for active engagement.
2. A student with anxiety is overwhelmed when called on unexpectedly in class. This causes them to freeze up and withdraw from further class discussion.
3. A student struggling to understand social nuances due to an autism spectrum disorder often makes communication errors with new people. Writing/acting/lab partners change every week, leading to frequent misunderstandings and stress.
4. A student with ADHD sees improved focus when using a fidget toy or similar (knitting, doodling, etc.) but these behaviors are not permitted in your class.
5. A student with anxiety comes to you with concerns about an upcoming assignment that includes a presentation or requires them to lead class discussion.

Note: It is not uncommon for students to experience barriers related to multiple diagnosed or suspected conditions.

Universal Design for Learning Solutions

1. Make space for everyone to participate by offering multiple opportunities and modalities for engagement, both synchronous and asynchronous. Examples:
   1. Incorporate different levels of group work, such as small groups, working in pairs, and larger class discussions.
   2. Include lower-stakes/lower-effort opportunities to participate, such as clickers and straw polls.
   3. Invite or require offline written input/reflection and/or participation in online discussions.
2. In addition to the above, avoid cold-calling students or otherwise putting students on the spot. Allow participation to be voluntary.
3. Only require students to change partners when there is a pedagogical basis for doing so. Whenever possible, allow students to choose whether to work independently or together. Invite students to let you know if their groups are not working out, or collect anonymous feedback on partners/groups.
4. Provide opportunities for students to explore the note taking styles, fidget habits, and in-class behaviors that support their learning. Acknowledge that distractions take many forms and encourage respectful dialogue about what students need from each other in order to focus.
5. Consider whether the assignment should evaluate a student’s mastery of course content, or to determine their skill in public speaking. If the performance component is not essential, consider an alternative option for any student who prefers that. If the presentation aspect is essential, but memorization is not, encourage students to use notes. Also consider: Could students record their presentation ahead of time and show it in class? Could there be a smaller audience for the class discussion?

Note: A basic component of Universal Design for Learning is that non-disabled peers benefit from the broader inclusion these practices entail. Those also benefiting might include: students with a native language other than English, students experiencing a temporary (non-disabling) illness, students experiencing hardships or significant distractions that reduce their capacity for typical performance, and students who do not yet realize their situation would qualify for accommodations.

Possible Accommodations

1. Allow the student alternative means of "participation" at times, such as submitting a reflection paper or an additional discussion post, for days when the student cannot participate in class.
2. Agree not to cold-call this particular student.
3. Make a special arrangement so that this student can work alone. Or, if working with a partner is one of the learning objectives in the course, make a careful choice of partner and check in with the pair (or group) to see how it’s going.
4. Make an exception to your "no knitting or fidget toy" policy for this student so they are allowed to knit (etc).

Note: There is not a predetermined set of accommodations to match each diagnosis; each student’s presentation and needs are different. Once an accommodation letter has been issued, you should meet individually with students to establish a shared understanding of the adjusted participation expectations. You are also encouraged to check in with your student a few weeks later and/or to consult with DAR as needed. If you are unsure of your student's individual needs, please contact DAR as soon as possible.