OAS has been designated by the University to facilitate access by reviewing requests to determine whether a student has shown a qualifying disability and approving reasonable accommodations so the student may equitably access courses, programs, and activities at Georgetown Law. The student discloses one or more disabilities, submits appropriate documentation to OAS, and participates in an intake meeting. If accommodations are approved, the student shares a letter with the professor if\/when they would like to use their accommodation(s) in a particular course.<\/p>\n
If a student requests a disability related accommodation for a particular course, the faculty member should <\/span>ask for the student\u2019s accommodation letter<\/strong> (provided by OAS) to ensure consistency of practice, equity and fairness across similar classes and similar disabilities. T<\/span>he student initiates communication with the faculty member <\/span>by presenting the accommodation letter. No action is needed from the faculty member <\/span>until the student shares an accommodation letter.<\/p>\n After reviewing the letter, faculty <\/span>s<\/span>hould <\/span>implement the accommodation(s) listed in the letter<\/strong> unless an accommodation would: a) fundamentally alter the nature of the course, program, or activity (e.g. by lowering academic standards or requiring substantial modification to the program); or b) significantly compromise the essential requirements (e.g. by lowering academic standards or requiring substantial modification to the program).\u00a0<\/span>Faculty may email <\/span>accessibilityservices@georgetown.edu<\/span><\/span>(This link opens in a new tab)<\/span><\/span><\/a> with questions, particularly if they believe that an accommodation listed in a student\u2019s letter may fundamentally alter the pedagogy of a particular course.\u00a0<\/span><\/p>\n Faculty should clearly <\/span>document the core learning objectives and essential requirements for the course by addressing the following questions:<\/span><\/p>\n UDL is a teaching framework that removes learning barriers by providing multiple ways for students to engage, to learn, and to demonstrate what they have learned. When a faculty member applies UDL principles to course design, the course is more accessible for all students. UDL also reduces the need for individual student accommodations by designing a course that is accessible to diverse learners. <\/span><\/p>\n We encourage professors to implement one or more of the following adjustments to make their course more accessible:<\/p>\n\n
Universal Design for Learning (UDL) <\/strong><\/span><\/h2>\n