The purpose of academic accommodations is to provide an equal opportunity to learn by ensuring access to the learning environment and course content. Accommodations are designed to ensure access, not to provide an unfair advantage or to ensure success. The Office of Student Affairs (OSA) thoroughly reviews all information provided by the student, supporting documentation, and academic requirements when making accommodation recommendations. Additionally, OSA considers the academic integrity of Relay’s curriculum, state and regulatory requirements, availability of Relay resources, and issues of equity. While we endeavor to provide access to all of our students, all accommodations requests may not be granted as submitted. Instructor and campus input is appreciated and may be sought out when there are questions about course requirements. Commonly recommended accommodations are explained below; however, the list is not exhaustive. There are times when a more individualized accommodation is justified. Please feel free to contact the Office of Student Affairs by emailing studentaffairs@relay.edu.
Extended testing time
Students with processing deficits, physical impairments, and/or psychological disorders may require additional time for taking exams and completing in-class or online assignments. The additional time ensures that a student’s performance demonstrates a mastery of the material rather than their speed. The amount of additional time required may vary but is generally up to 10 business days. The student is expected to take primary responsibility in communicating with the instructor of the course, in which they are requesting an extension and making the necessary arrangements for timely submission of the assignment. Please note extensions cannot conflict with end-of-term dates and NO assignment, regardless of the extension, cannot be submitted once a term closes, unless an incomplete is granted.
Consideration for absences
Students, with physical/health impairments, psychiatric illness, or other limitations may require flexibility in attendance requirements. Flexibility does not mean that attendance policies do not apply. Rather, it requires the institution to consider the function of attendance for the program, in which the student is enrolled, and make a reasoned decision for the requirement. To ensure we are in compliance with the U.S. Department of Education regulations (§ 668.43(a)(5)(v) and § 668.43(c)), enrolled individuals must meet the educational requirements for educator licensure in the states we serve. Educational requirements include coursework and clinical experience tied to coursework. Therefore, attendance becomes an essential function of the program, and absences will interfere with the student’s (and other students') educational experience.
The Office of Student Affairs will work to provide students access by discussing the potential implications of missed classes, encouraging close communication with their instructors, and informing students of withdrawal dates and other academic options (Leave of Absences, Withdrawals, and Incompletes, etc).
Hearing impairment services
Students with hearing impairments may require the combination of a variety of accommodations, such as preferential seating, the use of a sign language interpreter, or captioning/transcription services. At this time, Relay can work to arrange captioning for asynchronous materials when necessary.
Access to PowerPoint or other class presentation materials
Students with learning, attention, or memory difficulties may not capture all necessary information during a lecture and/or require frequent review of materials. They may request that course presentation materials be available for preview or review. While instructors are not required to create new materials to meet this request, it is reasonable to either post available materials via email, Canvas, Google, Nearpod, etc.
Permission to take breaks or move about in class
For students with chronic health problems or physical/psychological disabilities, sitting and/or remaining in the same position for the duration of synchronous sessions can exacerbate symptoms of the disability. They may also require time to attend to medical needs or medications. It is reasonable to allow these students permission to briefly leave or move about in order to alleviate problems and increase their ability to concentrate. The student is encouraged to discuss seating arrangements or “off-camera” in the virtual setting and the timing of breaks with the instructor so that learning is not interrupted and disruptions to the rest of the class are minimized.