Ghosted in the Classroom: A Discussion Regarding Flexibility with Attendance & Deadlines Accommodations

In addressing requests for flexibility with attendance and deadlines, our goal is to appropriately accommodate students while being mindful of course requirements and expectations. We will share a process that moves the conversation from reactive to proactive, highlights consistency and communication as well as describes a standard.


Cheryl Jobe

Access Advisor, University of Missouri Columbia

Cheryl JobeCheryl Jobe began her work as a Case Manager for the Department of Mental Health in New England. She has worked in school systems with underrepresented populations as well as developing treatment goals for families with children that have Disabilities. She has her Masters level certification in the State of Missouri as an ASL Interpreter and practiced for 10+ years in the community. All of these things have led to her passion for work on empowerment and advocacy for individuals with Disabilities.

Her degree work includes a B. S. in Psychology from Worcester State University. She is currently pursuing a Masters In Social Work from the University of Missouri. She has worked at the Disability Center at Mizzou for a little over two years.

Becca Terry

Access Advisor, University of Missouri Columbia

Becca Terry HeadshotBecca Terry developed a passion for advocacy while working with children who are Deaf and their families.  She then began work with the Disability Center at Mizzou where, over the last 7 years, she has gained great experience in assisting students with Disabilities including those with autism to navigate their higher education career and develop their advocacy skills.

Her degree work includes a B.A. in General Studies from the University of Missouri and is currently pursuing a Masters in Social Work from the University of Missouri.