Part I: Accommodations
What is Meant by Accommodations?
Instructors are faced with the challenge of fulfilling their teaching
responsibilities toward all of their students, including students with
disabilities. Students with disabilities expect to meet the same
standards in pursuing their academic program. They are Brock students
because of their abilities, not their disabilities.
Accommodations are alterations made in the way information is presented,
in the deadlines students have to complete requirements, or in the
manner in which their knowledge of course material is examined.
Accommodations are recommended to enable students with disabilities to
demonstrate their knowledge, without the interference of their
disability, to the extent that this is possible.
Accommodations are meant to create a fair academic setting for students
with disabilities, not to provide advantages for the students who use
them. For students with disabilities, when compared to the others in
their classes, fair does not always mean equal, and they need
accommodations to be able to learn and to demonstrate their knowledge.
Thus, accommodations to remove barriers of communication and to
facilitate academic participation can make a difference in the student's
ability to fulfill course requirements.
Instructional Accommodation Suggestions
There are many things you can do within the classroom that will benefit
the majority of your students, including students who have disabilities.
The accommodations recommended for a student are not meant to alter
fundamental course or departmental structure or requirements. Faculty
members should, however, ask themselves the following questions
regarding program, course, and instruction to determine what
accommodations are needed for each individual student (
Scott, 1990).
- What academic skills must be demonstrated?
- What specific knowledge, principles or concepts must be mastered?
- What skills will be needed in the field after graduation?
- What methods of instruction are non-negotiable? Why?
- What alternate methods of instruction could be used to present
essential program or course components which involve different
perceptual or cognitive abilities?
- In what ways might auxiliary aids (tape recorders, word processors,
microphones, calculators, etc.) be used during instruction?
Some general guidelines to consider are:
- treat the student as you would any other student, recognizing the
need for adjustments in classroom practices (e.g., verbalizing
overhead information for visually impaired students).
- when possible, talk to students about their needs, what they think
might be difficult for them, and adaptations that have worked for
them in the past.
- use a multi-modal approach to teaching. Everyone has a modality of
information processing that is best for them. Combine lecturing with
visual reinforcements, demonstrations, concrete examples or personal
anecdotes. Be sure to explain overheads or diagrams used.
- make sure that course outlines clearly state all expectations,
including assignments, due dates, readings, and the breakdown for
grading. It can be crucial for some students to have access to
outlines before registration so that they can make a more realistic
judgment about their courses and course load. Since some students
need several months' advance notice to order texts and readings on
tape, please be sure that you do not change editions or required
readings at the last minute.
- give students hand-outs or copies of overheads before lecture, so
they will have time to process the information.
- avoid unnecessary movement during lectures, especially if you have
students who are easily distracted, are taping your lecture or are
lip-reading. If you talk while you are writing on the board, make
sure that you restate this information once you turn around.
- when possible, reinforce main ideas. Give cues to the student that
this information is important. Review key concepts frequently to
ensure that they are understood.
Evaluation Accommodation Suggestions
The critical factor in providing reasonable evaluation accommodations is
determining the essential evaluation components of a course and the
extent to which modifications are appropriate for a student with a
disability. To determine this, the following questions may be asked.
- What methods of assessing performance are absolutely necessary?
Why?
- What alternate methods of evaluation could be considered for
assessing essential outcome variables?
- Can the student meet all essential requirements of the
course/program in spite of his or her learning disability, when given
accommodation (Scott, 1990)?
Some general guidelines to consider are:
- maintain the same course standards or requirements for all students,
but be flexible in determining how those standards are demonstrated;
for example, consider alternate assignments as a substitute for
course requirements where necessary and tailor requirements to
individual abilities.
- ensure that critical information about course requirements,
deadlines, scheduling and tests is conveyed in an accessible format
i.e., written, oral (cassette), computer disc.
Examination and test accommodations are determined on an individual
basis. Accommodations do not provide an advantage for the student;
rather, they help the student compensate for the effects of his/her
disability so that examinations and tests are equitable for all
students. Special Needs staff evaluate each student's needs and make
recommendations regarding test/examination accommodations. These
accommodations are then presented to the students' professors in the
letters of introduction that are either sent at the beginning of the
semester or brought in person by upper year students. Accommodations
may be provided by the faculty member, where possible, or by the Special
Needs Unit . Students must notify the Special Needs Unit if they have
an upcoming test or examination for which they will be requesting
accommodations through that office. Faculty members are also free to
make their own accommodations for students, as they see fit.
The most commonly-used examination accommodation is extra time.
Students may receive extra time if it takes them longer to read, write
or process the test material. Some students with medical or physical
problems may need the extra time to take breaks.
Other frequently-used examination accommodations include the use of a
word processor for students who have difficulty with spelling,
organizing their ideas in writing, or the physical process of writing.
Students with visual or physical impairments or severe learning
disabilities may need a reader or scribe to assist them in completing
the test questions. It is important to note that the reader or scribe
does not assist the student other than by reading the questions aloud or
copying down what the student dictates to them. Some students may also
require writing tests in isolation, if they are easily distracted or
need to be able to move around or take frequent breaks.
Depending on their individual needs, students may benefit from alternate
examination formats or may need other unique accommodations such as test
on tape or disc.
It is helpful for students writing at the Special Needs Unit to have the
opportunity to clarify a question or ask questions of either faculty
members or TAs while they are writing, if this can be arranged.
Laboratory Accommodation Suggestions
Since laboratory situations can be particularly challenging for a
student with a disability, some accommodations are identified here
(The American
Association for the Advancement of Science, n.d.).
- Label equipment, instruments and chemicals in large print or Braille
for the visually impaired.
- Assign the person with a disability a lab partner or buddy.
- Arrange for an orientation to the lab layout in advance of the
session, particularly for visually impaired students.
- Ensure that your face is visible to the hard-of-hearing or deaf
student when you're giving explanations or demonstrations; consider
use of a mirror if directly facing a student is difficult in this
situation.
- Providing accessible lab and computer equipment may require an
adjustment of table heights.
- The student may require specially-adapted equipment. Consult the
Special Needs Unit regarding such a requirement.
- Provide lab manuals and other materials in advance in print,
audio-tape, or manual form as required by the student.
- Accompany demonstrations by detailed descriptions.
Identification of a Disability
Students are urged to self-identify their disabilities for services and
program accommodations prior to beginning studies. The next section will
highlight the different disabilities. It is the responsibility of
students with disabilities who require accommodations to make initial
contact with the Special Needs Unit. It would also be helpful, however,
for faculty members to make an announcement to this effect at the
beginning of the class and to advise students to contact the Special
Needs Unit.
Up to Contents
Continue to Part II: Guidelines
URL of this document:
http://www.cosc.brocku.ca/Faculty/Radue/disabilities/accommodations.html
Revised: 27 September 1995
Responsible for the HTML conversion: Jon Radue
(c) copyright 1995 Brock University