Access & Accommodations in Group Projects

A varied approach to instruction can enhance student engagement and support diverse skills and strengths. Thoughtfully designed group projects promote collaborative learning and help students develop communication, problem-solving, time management, and organization skills. 

Group projects can be used as a form of engagement and/or as a way to meet an essential course requirement of collaborative learning. Instructors should consider their essential requirements carefully before designing group projects.

Along with reviewing essential requirements, the instructor needs to take an active role in the group project development and implementation. Instructors should set up accessible and inclusive practices from the beginning and consider accommodation needs as they arise. 

Accessible and Inclusive Practices for Group Work

Intentional group work design can help students bring forward their strengths and can reduce potential access barriers that can emerge when working with others. Group projects can present unique challenges for students with disabilities, including attitudinal barriers from peers when requesting informal access support. Implementing inclusive design strategies helps normalize accessibility and supports all learners.

The following practices for designing, launching, and supporting groups may facilitate access for students in your course:

  • Align the group project and assignment learning objectives with the course essential requirements.
     
  • Include the learning objectives and clear criteria about how to meet the objectives in the project description that you share with students.
     
  • Provide a structure for a clear and realistic timeline for group work.
    • Support project progression by building in project milestones, due dates or checkpoints.
    • Provide time for groups to coordinate schedules to work with one another.
    • Provide verbal and written reminders about due dates, upcoming periods for feedback, and how to submit group work. Ask groups to contact you as early as possible if they anticipate any barriers to the due date and/or mode of project submission.
    • If final presentations are a required component of the project, share presentation dates early and encourage groups to schedule their presentation proactively. Include information about the presentation makeup date.
       
  • Build in flexibility to the project structure and outcomes.
    • Consider whether the project could have flexible timelines. This could include buffer periods for late submissions, backup presentation dates, or due-date windows (e.g., 1-2 weeks) for groups to choose when to submit their work.
    • Consider whether flexibility can be built into what materials or outputs the group creates. For example, could the final product be a presentation, video, or paper? If presentations are required, are there other roles students can have that do not require verbal participation?
    • Consider whether flexibility can be integrated into how students work together. For example, can the project be designed to allow students to engage synchronously and asynchronously, as a group and individually, etc.
    • Use the buffers that you have built into the project timeline to provide extensions to groups when needed to accommodate life circumstances and other access issues that may arise near the end of the project. When possible, provide the extension to the full group.
       
  • Create structure for groups.
    • Use CEI’s resource on Forming Teams.
    • When possible, design your groups by intentionally partnering students. For example, you may consider designing groups with a mix of majors, familiarity with course content, strengths, or communication styles.
    • Assigning students to groups reduces delays and pressures for students to find a group.
    • Avoid grouping students by accommodation needs. 
       
  • Discuss the possible roles that students might take on in the group. Ideas include:
    • Scheduling and/or facilitating group meetings, finding and integrating research and citations, organizing and editing content for consistency, designing templates or outlines for group materials, organizing content into a presentation, verbally presenting material, etc.
    • Dedicate time for group members to discuss their strengths, communication styles, and what roles they would be interested in taking for the group project.
       
  • Create opportunities for feedback and revision. For example:
    • Consider providing dedicated office hours or time during class for groups to check in with you about questions or to get feedback.
    • Discuss the project during one of your class sessions and allow students to ask questions. Consider documenting the questions and your response and posting them to the course site.

Accommodations and Group Work

Students may have disability accommodations directly related to group work or that affect aspects of the work a student is expected to complete in a group project. Encourage students to privately share group work accommodation needs with you. Accommodation information should remain confidential. This section outlines both types of accommodations, as well as considerations for the implementation of accommodations.

Accommodations Related to Group Work

Some students have accommodations that directly support aspects of group work. Here are a few examples of accommodations related to group work: 

  • Instructor assists a student with finding a group.
  • If presentations are a component of the group work:
    • Student may select presentation order.
    • Student may present in front of a smaller group.
    • Alternative assignment for presentation: in a group project, can a student be responsible for other aspects of the project, such as creating the presentation?
  • Alternative assignments for group work: Student may work independently if it does not 

compromise the essential learning outcomes of the assignment. 

Accommodations that Intersect with Group Work 

  • Flexibility with attendance and deadlines: When students experience disability-related flare-ups, additional flexibility with group meeting times and in-class project work may be needed. Make-up options for missed group sessions should be considered when possible. Built-in flexibility for all students may support those navigating this accommodation with their peers.
  • Seating accommodations: if group work is completed in class, accessible seating may need to be provided for the group. For example, a student may need an accommodation to sit near the instructor, at the front of class, or in a quiet area to work.
  • Interpreting services, captioning, or access assistants: students who use these accommodations in the classroom may also use them in group work.
  • Communication-related accommodations: students may need information provided by the instructors and peers verbally repeated or captured in a written format.

Further Resources

For students:

  • EffectiveU’s Tutorial on Group Projects
  • The Office for Digital Accessibility provides resources to help students create accessible project materials, especially if materials will be distributed to the class.
  • Student Conflict Resolution Center’s DIY Group Projects resource is a proactive tool for groups to use to get to know each other, establish roles, and develop structure for working together.
  • The Student Conflict Resolution Center can also support students if group members are experiencing conflict.
  • CCAPS resource on Group Work/Projects provides helpful communication tips for effective group work.

For instructors: