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Quick Guide – Attendance Leniency Accommodation

Who is Eligible?

Some students have medical conditions or other disabilities that warrant the Attendance Leniency Accommodation.

Conditions may include Crohn’s Disease, Sickle Cell Anemia, Seizure Disorders, Lupus, Chronic Pain, Cancer, etc. This accommodation may also apply to certain psychological disabilities when there is an exacerbation of symptoms.

This accommodation is determined by the SAS office and is based on a review of the documentation from a health professional and an interview with the student. Federal laws require CFCC to consider reasonable modifications of class attendance policies if required to accommodate a disability.

What Happens?

When a student who has been approved for this accommodation, is absent from class, they are required to contact SAS regarding the absence.

Faculty will then receive an email from the SAS office if the student’s absence qualifies for the Attendance Leniency Accommodation.

It is the student’s responsibility to contact the instructor regarding make-up work and deadlines. Absences not related to the student’s documented disability do not apply to this accommodation.

Class Procedures

This accommodation does not mean unlimited absences, and in some situations, a course withdrawal may become necessary.

Assignments and make-up work deadlines are determined by the instructors and must be adhered to by the student.

If attendance is considered essential to the course, this accommodation may not apply. If faculty feel that modification of the attendance policy results in a fundamental alteration of the course, faculty should reach out to SAS for consultation.

OCR Guidelines

The Office of Civil Rights (OCR) has provided the following guidelines to consider when determining if attendance is essential to the class:

  • What does the course description and syllabus say?
  • What elements of the class experience are used to calculate the final grade?
  • What are the classroom practices and policies regarding attendance?
  • To what extent is there classroom interaction between the instructor and student and among other students?
  • Do student contributions constitute a significant component of the learning process?
  • Does the fundamental nature of the course rely on student participation as an essential method for learning?
  • To what degree does a student’s failure to attend constitute a significant loss to the educational experience of other students in the class?
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