Flexible Assignment Deadlines

Supporting Academic Success through Flexible Deadlines

WSU Vancouver is committed to providing an accessible learning environment that accounts for the diverse needs of our student body. Flexible Assignment Deadlines serve as a vital accommodation for students whose disabilities may create unpredictable barriers to meeting standard course timelines. This flexibility ensures that academic performance is measured by mastery of material rather than the impact of chronic or episodic health conditions.

By implementing these accommodations, WSU Vancouver fosters an inclusive campus where students with fluctuating conditions, sensory processing needs, or reliance on assistive technologies can thrive. This process is a collaborative effort between the student, faculty members, and Student Accommodations & Disability Resources to maintain the rigorous standards of our curricula while removing unnecessary obstacles.

Purpose of the Accommodation

Flexible Assignment Deadlines are designed for students whose disabilities impact their ability to meet standard deadlines. This includes students with chronic, episodic, or unpredictable conditions. The goal is to prevent unfair penalties for disability-related barriers that occur despite effective time management or ongoing care.

Eligibility Criteria

A wide variety of disability-related experiences may qualify a student for this accommodation, including:

• Chronic illnesses or fluctuating mental health conditions.
• Concussions, brain injuries, or conditions affecting stamina and concentration.
• Needs for frequent rest periods or shorter work intervals.
• Reliance on adaptive technology (such as screen readers or speech-to-text) that may increase the time required to complete tasks.
• Reading disabilities or executive function impairments that require additional processing time.

Evaluating Reasonableness

Determining the extent of flexibility requires a case-by-case analysis. Accommodations should be implemented unless they fundamentally alter a core element of the course. Instructors should consider the following:

1. Syllabus Policies: What is the established late work policy?
2. Grading Structure: How heavily are assignments weighted, and are there existing “drop” policies?
3. Consistency: Have exceptions been made for other reasons, such as athletics or religious observances?
4. Assignment Purpose: Is the task a prerequisite for a fast-approaching exam or discussion?
5. Course Sequencing: Does the material build sequentially week-to-week?
6. Class Content: Are assignments used as the basis for immediate in-class participation?
7. Answer Keys: Does the release of an answer set impact the ability to grant an extension?
8. Alternative Options: Are there other lab sections the student could attend?
9. Teamwork: Would a delay compromise the educational experience of peers?

Implementation Considerations

• Set Clear Limits: Extensions are not a “free pass.” Specific, limited timeframes should be agreed upon.
• Standard Penalties: If a student fails to meet the new agreed-upon deadline, or misses a deadline for non-disability reasons, standard late penalties apply.
• Privacy: Students are not required to provide doctor’s notes to instructors to justify the use of an approved accommodation.
• Non-Retroactive: Instructors are not obligated to adjust grades for work submitted before the accommodation was formally established.

Access Center Responsibilities

Student Accommodations Advisors will:

• Review documentation and meet with students to determine eligibility.
• List Flexible Assignment Deadlines on the Faculty Notification Letter when appropriate.
• Consult with faculty to determine how to implement flexibility without compromising essential course elements.
• Provide ongoing support and mediation for both students and faculty.

Faculty Responsibilities

Upon notification, instructors should determine how much flexibility can be granted without altering learning objectives.

Important: Instructors should never unilaterally deny an accommodation. If you believe an extension is unreasonable, contact the Student Accommodations Advisor immediately to discuss the pedagogical impact.

Action Steps for Faculty:

• Engage in a dialogue with the student regarding communication preferences and typical grace periods.
• Capture agreements in writing using the Flexible Assignment Deadlines Agreement Form.
• Work in good faith to set new deadlines when a student notifies you of a need for flexibility.
• Maintain signed copies of the agreement for your records.

Student Responsibilities

Students must take an active role in managing their accommodations:

• Initiate Contact: Send the agreement form and request a meeting at the start of the term or as soon as eligibility is confirmed.
• Collaborate: Discuss the specific parameters of the accommodation with each instructor.
• Timely Notification: Notify the instructor as soon as possible when a disability-related extension is needed.
• Maintain Objectives: Students are still expected to meet all course learning objectives.
• Clear Communication: Understand that extensions are not automatic; they must be requested and clarified for each specific instance.