EXTENSIONS ON ASSIGNMENTS

For some students, the nature of their disability may occasionally affect their ability to complete assignments by the assigned due date. This accommodation is approved by the student’s Accessibility Consultant, based on their disability documentation and history.   The date the assignment extension accommodation is reflected on their Accommodation Letter will be dependent on when the student connects with Accessible Learning Services (ALS).  Therefore, it is possible that a student may have already missed a deadline for course work.

This accommodation is applicable to individual assignments/projects, and typically, does not extend to group work.

Due to the nature of some disability-related conditions, a reduced course load or support with time management may not eliminate the need for extensions. As such:

• The assignment extension accommodation is included in the Accommodation Letter.

• Students provided with this accommodation should not be penalized for requested and negotiated extensions.

The assignment extension accommodation is not meant to be used for extended absences. Students who have been absent for an extended period of time and will likely demonstrate difficulty meeting course learning outcomes will require support to explore possible alternative options. In these situations, students should connect with their faculty and Accessibility Consultant.

Assignment Extension Accommodation Procedure

1. The student will meet with an Accessibility Consultant to discuss the impact of their disability with respect to course work. The Consultant will determine if the student requires access to extensions as an accommodation. This will include a review of relevant documentation and the disability history.

2. When an extension is deemed to be an appropriate accommodation, the Accessibility Consultant designates “Infrequent extensions on individual assignments/projects, without academic penalty” on the Accommodation Letter and reviews the procedure for using and requesting extensions with the student.

3. At the start of the semester, the student should discuss with faculty their assignment extension accommodation and agree on the best way to contact faculty to inform them of a required extension, if needed.

4. Extension requests should be made in writing (via email, Courselink/Blackboard) in advance of the due date, where possible. The communication should include a plan to complete the work and the anticipated submission date (within a few days to one week of the original due date). Students are not required to inform faculty of the specific nature of their disability and are encouraged to reference their Accommodation Letter.

5. Faculty should accept the initial request for an assignment extension in good faith and agree upon a revised due date. If the revised due date is not met, faculty should engage in further negotiation with the student on a case-by-case basis. Faculty may use their discretion giving careful consideration to the student’s request, while balancing stated program guidelines and academic standards.  Please contact the student’s Accessibility Consultant with any concerns about granting a further extension.

Appropriate Use

• Given the variability in assignment formats, it is difficult to quantify the length of an extensions that may be granted. Typically, an extension from a few days up to one week for an assignment is a reasonable level of accommodation. In situations where an extension beyond one week is requested, faculty should consider the essential requirements of the course and whether granting a longer extension would compromise these requirements.

• If further and/or multiple extensions are required, the student or faculty may contact the Accessibility Consultant to discuss the situation. Unless otherwise agreed to by faculty, standard late penalties may apply beyond the agreed upon extension.

• Students should use this accommodation only when unable to complete assignments for disability-related reasons.

• Requests for extensions should be made in advance of an assignment due date. In certain circumstances (e.g., hospitalization), when the student is unable to request an extension in advance, requests should be dealt with on a case-by-case basis.

Strategies for Students

Students are encouraged to consult with their regulated health professional and access academic support services to develop strategies for managing the impact of their disability.

Students with the assignment extension accommodation may wish to apply the following academic strategies:

• Review course outlines at the start of the semester to determine what the workload and course demands are. (Course outlines can usually be found on Blackboard or Courselink. If specific due dates for assignments are not included, students should connect with their faculty). Once due dates and assignment details are given, students should develop a plan in advance, that is suited to the nature of their disability, to complete each assignment within the stated deadline.

• Priority should be given to group assignments, as extensions are not typically available for group work. The nature of group work usually involves a mutually shared participation and responsibility to complete assignments for submission by a specified due date. Engage in early and frequent communication with your group members throughout the assignment process in order to remain on track for projected deadlines.

• Seek clarification on assignment details as early as possible.

• Well before the due date, break assignments into smaller sections and work on them consistently.  In the event of an unanticipated set back and an extension is needed, a portion of the assignment can be provided for submission.

• Submit completed assignments early, where possible.

• If an assignment(s) extension is required, students should develop a plan to complete the assignment(s).

Strategies for Faculty

Faculty may wish to consider the use of the following teaching strategies to support students in meeting assignment due dates:

• Offer assignment completion reminders in class or on Blackboard/Courselink.

• For larger assignments, suggest targets for progress. These targets can be included on the course learning plan, indicated on Blackboard/Courselink, or on the assignment outline. For example, if students have four weeks to complete an assignment suggest they have a rough outline done by week one, their research completed by week two, a draft completed by week three and by week four a final draft to check against the assignment rubric.

• Break assignments into smaller portions and request students submit each section for your review. While grades do not need to be provided, feedback on each portion about how the student is progressing is valuable.

• Anticipate that students who have this accommodation may require additional support. Offer opportunities for students to discuss assignments with a peer or faculty to support more effective time management.

• Supply an exemplar of the assignment to demonstrate the breadth, depth and scope of the work. This will help students to more accurately gauge the time they will need to complete the assignment.

• When setting assignment deadlines, expect extension requests from the get-go. Students with disabilities often require structure with some flexibility.

• Some programs at Humber use a voucher system allowing all students an opportunity for late submission of an assignment without penalty. This creates a choice for students and promotes self-management of deadlines.

If you have questions or concerns about a student’s extension accommodation or request, please connect with their assigned Accessibility Consultant.  The name and contact information of the Accessibility Consultant can be found at the bottom of the student’s Accommodation Letter.