How to Determine Appropriateness:

We have measured appropriateness for case scenario responses on a continuum from “inappropriate” to “most appropriate.” What constitutes degrees of appropriateness are artificial anchor points based on 3 important domains: 1) knowledge of law (compliance), 2) knowledge of procedure (rights and responsibilities), and 3) receptiveness to student needs (creating a welcoming classroom climate that fosters learning). Basically, the best guide for choosing most appropriate answers is to understand that disability law is equivalent to civil rights law. What applies to individuals of varying race, ethnicity, gender, and religious background also applies to individuals with disabilities.

Here is a breakdown of response rating and criteria for how to rate responses. Use this as a ROUGH guide. Remember, each case scenario is different and each student has different needs; what works in one situation may not work in another because of contextual differences.

“Inappropriate” Response – may include, but is not limited to, any of the following:

Precludes the possibility of appropriate accommodations.
Violates federal and/or institutional law or policy.
Is insensitive to the point of being offensive or creating a cold learning environment for the student.
One’s position of power is used to discourage a student to use available services.
Instructor takes on a role that is outside of his/her purview or area of expertise.

“Least Appropriate” Response – may include, but is not limited to, any of the following:

There is minimal legal compliance, but encouragement and receptiveness of the student’s needs are decidedly absent.
Attitude is present that the student’s needs or requests are burdensome and/or inconvenient.
Decisions do not involve the student in, or point the student towards, the correct (and collaborative) process on campus for addressing accommodations or accommodation disputes.

“Somewhat Appropriate” Response – may include, but is not limited to, any of the following:

Instructor points the student in the right direction, so to speak, to obtain accommodations, but the response lacks a critical element of proactive problem-solving. Instructor chooses a passive role in the accommodations process.
Instructor does not assume a reasonable degree of personal responsibility in providing accommodations or creating a welcoming classroom climate for the student that is conducive to learning and academic success.
Instructor conveys that he/she is willing to fully accommodate a student and has some knowledge of proper procedure, but the situation at hand is not fully addressed. There is an issue that warrants further action or discussion with the student that is noticeably absent from the instructor’s response (e.g., course grading policy, classroom attendance, etc.), making it less comprehensive and less powerful in creating an environment conducive to learning.

“Most Appropriate” Response – may include, but is not limited to, any of the following:

Instructor conveys that he/she is willing to fully accommodate a student, has some knowledge of proper procedure, and is willing to participate actively and collaboratively with the student and/or Disability Support Services (DSS) in the accommodations process.
Instructor is willing to assume a reasonable degree of personal responsibility in providing accommodations and creating a welcoming classroom environment for the student that is conducive to learning and academic success.
Instructor fully addresses the situation at hand and is able to recognize and examine critical issues affecting learning and accommodations (e.g., course grading policy, classroom attendance/participation, equitable treatment of the student in comparison with other students, etc.)


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			How to Determine Appropriateness: We have measured appropriateness for case scenario responses on a continuum from “inappropriate” to “most appropriate.” What constitutes degrees of appropriateness are artificial anchor points based on 3 important domains: 1) knowledge of law (compliance), 2) knowledge of procedure (rights and responsibilities), and 3) receptiveness to student needs (creating a welcoming classroom climate that fosters learning). Basically, the best guide for choosing most appropriate answers is to understand that disability law is equivalent to civil rights law. What applies to individuals of varying race, ethnicity, gender, and religious background also applies to individuals with disabilities. Here is a breakdown of response rating and criteria for how to rate responses. Use this as a ROUGH guide. Remember, each case scenario is different and each student has different needs; what works in one situation may not work in another because of contextual differences. “Inappropriate” Response – may include, but is not limited to, any of the following: Precludes the possibility of appropriate accommodations. Violates federal and/or institutional law or policy. Is insensitive to the point of being offensive or creating a cold learning environment for the student. One’s position of power is used to discourage a student to use available services. Instructor takes on a role that is outside of his/her purview or area of expertise. “Least Appropriate” Response – may include, but is not limited to, any of the following: There is minimal legal compliance, but encouragement and receptiveness of the student’s needs are decidedly absent. Attitude is present that the student’s needs or requests are burdensome and/or inconvenient. Decisions do not involve the student in, or point the student towards, the correct (and collaborative) process on campus for addressing accommodations or accommodation disputes. “Somewhat Appropriate” Response – may include, but is not limited to, any of the following: Instructor points the student in the right direction, so to speak, to obtain accommodations, but the response lacks a critical element of proactive problem-solving. Instructor chooses a passive role in the accommodations process. Instructor does not assume a reasonable degree of personal responsibility in providing accommodations or creating a welcoming classroom climate for the student that is conducive to learning and academic success. Instructor conveys that he/she is willing to fully accommodate a student and has some knowledge of proper procedure, but the situation at hand is not fully addressed. There is an issue that warrants further action or discussion with the student that is noticeably absent from the instructor’s response (e.g., course grading policy, classroom attendance, etc.), making it less comprehensive and less powerful in creating an environment conducive to learning. “Most Appropriate” Response – may include, but is not limited to, any of the following: Instructor conveys that he/she is willing to fully accommodate a student, has some knowledge of proper procedure, and is willing to participate actively and collaboratively with the student and/or Disability Support Services (DSS) in the accommodations process. Instructor is willing to assume a reasonable degree of personal responsibility in providing accommodations and creating a welcoming classroom environment for the student that is conducive to learning and academic success. Instructor fully addresses the situation at hand and is able to recognize and examine critical issues affecting learning and accommodations (e.g., course grading policy, classroom attendance/participation, equitable treatment of the student in comparison with other students, etc.)