The group work accommodation is approved by the student’s accessibility consultant (AC). For more information on determining academic accommodations, please see the Academic Accommodations FAQ. Group work accommodations may be helpful to allow the student to work in a manner that fosters meaningful interaction with course materials and to work at their own pace based on their functional limitations.
If a student, already registered with Accessible Learning Services (ALS), is experiencing challenges with group work and does not have a group work accommodation in place, they should be referred to their AC.
View the ALS Guidelines & Process Manual
Confidentiality
Maintaining student confidentiality, privacy, and dignity is important when implementing this accommodation. There is no need to disclose a student’s accommodation to class members as this is a confidential arrangement with the student, professor, and ALS. If asked why a group has an altered assignment, possible responses could include: “I am exploring different ways of doing this assignment, and some groups have received slightly different instructions. I would love your feedback about how it worked.”
Group Work as an Identified Learning Outcome
Students are generally required to master the essential academic requirements of the course’s curriculum; however, it may not be a stated learning outcome that they demonstrate this knowledge through group work. The student can discuss an accommodation for group work with faculty if group work is not a learning outcome of the course.
When group work is an evaluated learning outcome, it is important for faculty to clearly state the subset of skills (e.g. teamwork, critical thinking, professionalism, etc.) that students are expected to demonstrate in order to explore an alternative approach.
Group Work Accommodation Procedure
Student provides ALS with relevant documentation to support the need for group work accommodation.
Accessibility consultant adds “group work” accommodation to the accommodation plan and discusses options for group work with the student.
At the start of term, the student meets with faculty to discuss the group work accommodation and agree on a suitable alternative (see below).
Student and faculty are asked to review and discuss alternatives 1-5 outlined below, as relevant.
Group Work Alternatives
The following are examples of how group work accommodations could be implemented. This is not an exhaustive list, and faculty and students are encouraged to explore other alternatives to group work.
1. Extension of time for entire group based on student’s need.
For group assignments/projects that are difficult to recreate and require all group members to meet a deadline (e.g. – studio and media courses, group performances), faculty may consider extending the deadline for some parts or the entire project based on student’s confidential need. Faculty will communicate the extension to all group members.
2. Extension of time for student within the group.
The professor can divide the group project and assign specific parts to each student in the group. The student may have the opportunity to extend the deadline of their section, as needed, while maintaining their confidentiality.
The professor can request student to submit the work they have completed to-date. This is to ensure student remains on track with the project and receive feedback to continue completing the assignment.
3. Alter the nature of the group work.
Student can participate in group work virtually or asynchronously.
Provide option for student to work in a group with fewer members, i.e., paired with one other student versus group of several members, while maintaining student’s confidentiality.
Replace group work with an independent assignment, while maintaining student’s confidentiality where this does not impact the learning outcomes of the course. Workload should be comparable and/or reflect the workload contribution of an individual team member.
4. Support a student in forming or joining a group.
Support student by permitting them to self-select group members.
Support student by assigning group members instead of having them self-select. Faculty to match student with group members who are open to supporting student with group dynamics. Student could participate in this selection process by identifying a list of preferred group members in advance of professor assigning groups.
5. Third-party provider
In certain circumstances a student may access a Third-Party Service Provider, such as a Class Assistant, to support them with group-work interaction.
Group Work Strategies for Faculty
Faculty may wish to consider the use of the following teaching strategies to support students in participating in group work:
- Provide direct instruction and resources assisting students in establishing group norms, identifying roles and responsibilities, setting timelines and giving feedback. For additional faculty training and support, check out the Teaching and Learning Exchange (TLX).
- Help develop a group contract that clearly outlines each group member’s role and provide a sample contract.
- Early in the term work with the student to create a plan to complete group work tasks. Refer student to connect with a Learning Strategist in ALS for ongoing support.
- Rather than rotating group members, keep student in same group throughout term to develop trust and rapport with classmates, where possible and agreed upon by all parties.
- Provide check-ins with groups to help monitor progress with the assignment/project.
- Check in with the student with group work accommodation to see how it is working.
- Recognize challenges with group format by allowing choice in group selection or foregoing mandatory group work, where possible.
- Create assignments that allow students to work in a group or on their own to complete it.
Group Work Strategies for Students
Students may wish to consider the use of the following strategies when participating in group work:
- Work collaboratively with professors to arrive at an alternative that is mutually agreeable.
- Seek support from faculty for guidance on how to address any challenges that may occur within the group.
- Seek support from the LS to help with academic skills, i.e. – time management, organization, breaking down tasks, etc.
- Check in with faculty for feedback on progress with assignment/project.
Additional Support
Students and faculty can connect with Accessible Learning Services to discuss the implementation of this accommodation. Please contact the Accessibility Consultant listed in the student’s accommodation plan.
These guidelines have been prepared by Accessible Learning Services in consultation with faculty members. We value your ongoing feedback! If you have any questions, concerns or suggestions regarding these guidelines, please contact the Senior Manager, Accessible Learning Services.
