Determining Essential Course Requirements
The term, ‘essential requirement’, has a specific meaning in the field of human rights legislation and is defined as that which cannot be adapted without compromising the basic objective of the task; it cannot be done in another way without significantly altering what is intrinsic to the task or activity.
- You are responsible for identifying and evaluating course requirements you consider essential including skills, knowledge, and attitudes.
- Course objectives and learning outcomes should be included in this process.
- Evaluation for a subsequent purpose such as those of a licensing body or for potential workplace requirements should not be considered. The focus must be on meeting the requirements of a specific course or university program.
- What are students expected to know, do, or value at the completion of this course?
- Are the methods of instruction negotiable?
- What are the core outcome goals for all students?
- How will class standards be communicated to students?
- How will variable outcomes (excellent to poor) be assessed?
- Are variable outcome measurements negotiable?
- Are there alternative outcomes that could be offered to all students?
- What information about learning goals or prior experiences do I gather from students at the beginning of the course, what feedback do I gather as the course progresses, and what evaluations do I collect at the end of the course?
- How do I prepare students to meet the assignment expectations?
- How do my strategies for assessment reflect key learning goals?
- How do I factor in individual differences?
Source: Faculty Development and Universal Instructional Design
What are the learning objectives?
- What is the purpose of this course? (Scott and Maniltz, 2000, p. 35).
- Would elimination of the skills/knowledge/attitude alter the learning objectives of this course/program? (Blacklock, 2001).
- Is the competency integral to the learning of this course? (Wales, 1997).
- Are the skills/knowledge/attitudes an integral part of the learning objectives of the course? (Blacklock, 2001).
- Does the ability or skill necessarily need to be performed in a prescribed manner? Why?
- Was this course created to teach any of the skills/knowledge/attitudes? (Blacklock, 2001).
- Would these accommodations require a fundamental alteration in the nature of the program, service, or activity? (Blacklock, 2001).
- What is the purpose of the program?
- What are the outcome variables that are absolutely required of all participants?
- What academic skills can be demonstrated?
- What percentage of subject area knowledge must be mastered?
- What specific knowledge, principles or concepts must be mastered?
- What methods of instruction are non-negotiable? Why?
- What methods of assessing outcome variables are absolutely necessary? Why?
Can an alternate method be used?
- Is there only one way for the skills/knowledge/attitudes to be demonstrated? (Blacklock, 2001).
- Is there an alternative way to do the same work?
- Academic Adjustment: Substituting Exam Methods
- Is the exam methodology specifically designed to test the particular course material? (Hicks, Morley, 2000, p.27)
Is demonstration of a skill required?
- Will the student have to transfer the skill to different settings (i.e., Field placement)? (Wales, 1997).
- Does the student have to be physically able to perform this skill [themselves]? (Wales, 1997)
- Source: The Role of Disability Service Professionals in Determining Essential Requirements at the Post-Secondary Level
- Source: Stanford University: Determining Essential Requirements for Courses/Programs
Will there be undue hardship if accommodated?
- Would there be any significant* consequences if this skill were performed at varying levels of competency?
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- Does it put the student or others in danger?
- Does it make a difference to the field acquisition of unique approaches or philosophies?
- Does it make a big difference to the student's life or future? (Wales, 1997)
- Would there be any significant consequences if the skills/knowledge/attitudes were not learned? (Blacklock, 2001).
- Will accommodating the individual needs pose a risk to personal or public safety?
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