4.1 Introduction

Academic accommodations at the post‑secondary level continue to evolve to reduce barriers for students with disabilities and exceptionalities, supporting equitable access to course activities and assessments. ACES has observed an increase in requests for alternate evaluation methods related to in‑class presentations, particularly from students with mental health–related disabilities such as social anxiety.

While presentations are a common assessment tool, some students may experience disability‑related limitations that significantly interfere with their ability to present in front of a full classroom. Alternate evaluation may be appropriate in such cases, provided it does not compromise academic integrity or alter essential course learning outcomes.

These guidelines outline the responsibilities of ACES, the student, and the instructor when alternate methods of evaluation for presentations are requested.

4.1.1 Definition of Alternate Evaluation to Presentations

Alternate Evaluation to Presentations refers to a modification of the presentation format to reduce disability‑related barriers. Possible examples include:

• Presenting to the instructor only
• Presenting to a smaller group of peers
• Adjusting the presentation environment or format while maintaining learning outcomes

This accommodation cannot be implemented if:

• The presentation itself is a required learning objective, or
• The alternate format compromises academic integrity.

All requests are evaluated on a case‑by‑case basis. 

4.2 Process for Requesting Alternate Evaluation

4.2.1 Process

1. Students must provide ACES with documentation that clearly states that an alternative form of evaluation to in-class presentations is necessary. The documentation must clearly outline the functional limitations preventing the student from presenting in the classroom environment.
2. The student must identify potential/alternative evaluative options. 
3. ACES will forward the accommodation letter to appropriate faculty members with the caveat that they can deny this request if this accommodation compromises the integrity of the respective courses learning outcomes.

6 Denial of Alternate Evaluation to Presentation Request

4.2.2 Student Initiation

Students must initiate the request through ACES. Students should not approach instructors directly before consulting ACES.

4.2.3 Mental‑Health‑Based Requests

ACES may recommend that a student who requests alternate evaluation due to mental illness (e.g., social anxiety) attend the Anxiety Group facilitated by Counselling and Psychological Services (CPS).
Information:
https://mun.ca/grenfellcampus/student-life/accessibility-services/skill-development-support/

If the respective student participates in the Anxiety Group, CPS will notify our office on whether alternate evaluation remains appropriate. If so, CPS must provide written confirmation to ACES.

4.2.4 Instructor Authority

Instructors may refuse this accommodation when:

• Presenting in class is an essential course learning objective; or
• Alternate evaluation conflicts with academic integrity.

ACES will ensure students understand that instructor approval is not guaranteed.

4.2.5 Collaborative Planning

If the instructor approves the accommodation, ACES, the student, and the instructor will collaborate to determine an appropriate alternate presentation method that preserves essential learning outcomes.

4.3 ACES Responsibilities

4.3.1 Documentation

ACES will collect and secure the student’s documentation.

4.3.2 Intake

ACES staff will discuss the accommodation of Alternate Evaluation to Presentations and identify options for the respective student. ACES will ensure the student understands that they must accept an alternative form of evaluation (i.e. present to instructor only, record a presentation, replace presentation with another form of assignment).

4.3.3 Procedure

ACES staff will insist that the student make an appointment to discuss this accommodation with all of their faculty members. ACES staff will also ensure that the student reviews their course syllabus to confirm whether an alternate form of evaluation is already available, as some faculty member may provide this option to their class.

4.3.4 Limitations

ACES will explain to the student that this accommodation may not be an option to them on the grounds of academic integrity.

4.3.5 Resources

ACES will refer the student to potential resources and groups that are available through CPS.

4.4 Student Responsibilities

4.4.1 Appropriate Use

Students must understand that alternate evaluation is intended for disability‑related barriers only—not for preference‑based requests.

4.4.2 Communication with ACES

Students must notify ACES early in the semester to allow sufficient time to process documentation and discuss the accommodation request.

4.4.3 Communication with Instructor

Once ACES recommends the accommodation (and CPS documentation is received when required), the student must meet with their instructor to finalize an appropriate alternate evaluation plan.

4.4.4 Completion of Course Requirements

If the instructor denies the request on academic integrity or learning‑outcome grounds, the student must complete the original presentation requirement.

4.5 Instructor Responsibilities

4.5.1 Timely Response

Instructors are responsible for meeting with the respective student to discuss this accommodation request.

4.5.2 Privacy Protections

Instructors must not request disability details, diagnoses, or personal medical information from the student.

4.5.3 Decision-Making Authority

Instructors have discretion to deny alternate evaluation requests when:

• Presentations are essential learning outcomes,
• Academic integrity would be compromised, or
• The alternate format would not meet required competencies.

NOTE: The accommodation letter will state, Alternate evaluation to presentations (e.g., student may present to a smaller group, present only to instructor, etc.), as long as it does not conflict with academic integrity

4.5.4 Collaboration

Instructors, who approve alternate evaluation, should work collaboratively with ACES and the student to determine an accessible, yet academically valid, evaluation method.

4.6 Denial of Alternate Evaluation to Presentation Request

 

Students have the option to appeal a faculty members decision not to accommodate an alternate evaluation to presentation request. Information about the appeals process can be found here.

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Email Template for Requesting Alternate Evaluation to Presentations

To: [Instructor Name]
Subject: COURSE CODE – Request for Alternate Evaluation to Presentation

Hello [Professor Name],

My name is [Your Name], and my student number is [Student Number]. I am in your [Course Name, Number, Section] class.

As per my accommodation letter from the Accessibility Centre Education Support Office (ACES), I have the following accommodation:

• Alternate evaluation to in‑class presentations, where appropriate and when it does not conflict with academic integrity or essential learning outcomes.

Due to disability‑related reasons, I am requesting an alternate method of evaluation for the upcoming presentation:
Presentation Title/Assignment Name: [Insert Name]
Original Presentation Date: [Insert Date]

If possible, I would like to complete one of the following alternate options (or another option you feel is appropriate):

• Presenting to you individually
• Presenting to a smaller group
• Another accessible modification that maintains the learning outcomes of the assignment

Thank you in advance for your time and consideration. Please let me know if an alternate evaluation is possible and whether you would like to discuss options further.

Sincerely,
[Your Name]