ACCOMMODATIONS FOR FULL INCLUSION OF ALL STUDENTS IN
TEACHING AND LEARNING ACTIVITIES
BEFORE THE COURSE
When possible, have a detailed course syllabus available prior to
registration. Identify in the syllabus whether or not the course is
being offered in an accessible classroom facility.
BEGINNING THE COURSE
Accommodation procedures should be discussed with
all students at the earliest opportunity. Course syllabi
should include a written statement explaining accommodation procedures
for disabled persons. For example, the following statement may
"I wish to fully include persons with disabilities
in this course. Please let me know if you need any special accommodations
in the curriculum, instruction, or assessments of this course
to enable you to fully participate. I will try to maintain the
confidentiality of the information you share with me."
Clarify, orally and in written form, course expectations
(i.e., grading, material to be covered, due dates).
Encourage all students with special needs to contact
the McBurney Disability Resource Center, 905 University Avenue
(3-2741) if they have questions about campus disability related
policies and services.
CURRICULUM and INSTRUCT ION MODIFICATIONS
The following institutional tips will be helpful to students with
disabilities who may be enrolled in your class.
Start each lecture with an outline of material to
be covered that period. At the conclusion of class, briefly summarize
Speak directly to students, and use gestures and
natural expressions to convey further meaning.
Present new or technical vocabulary on the blackboard,
overhead, or use a student handout. Terms should be used in context
to convey greater meaning.
Give assignments both orally and in written form
to avoid confusion.
Announce reading assignments well in advance for
students who are using taped materials. It takes an average of
six weeks to get a book tape-recorded.
Facilitate use of tape recorders for note-taking
by allowing students to tape lectures.
Allow taped textbooks.
Allow note takers and tape recordings of lectures.
Based on student need, allow priority seating in
the classroom, particularly when audiovisual equipment such as
an overhead or VCR are used.
When possible, select a textbook with an accompanying
study guide for optional studentuse.
Encourage students to use campus academic support
In general, be flexible in terms of assignments,
tests, etc., depending on the needs of students.
The McBurney Disability Resource Center offers resources to assist
with alternative testing (3-2741). Depending on the needs of the students,
other options may include:
Extend time, up to time-and-a-half or double time,
or unspecified time limits for tests.
Allow access to private, distraction-free room.
Allow access to a laptop computer, print enlarger,
typewriter, or brailler.
Allow a tape recorded version of the exam accompanying
the print version.
Allow oral exams or access to a dictaphone.
Use short answers, essay questions or multiple choice
format, as appropriate.
Allow projects and/or take-home projects.
Allow open book or open notes.
Allow calculator, scratch paper, and speller's dictionaries
Allow for a proctor to record answers for student(s).
Allow for a proctor to read test to student(s).
Provide special lighting when necessary.
Provide study questions for exams that demonstrate
the format, as well as the content of the text. Explain what constitutes
a good answer and why.
Provide adequate opportunities for questions and
answers, including review sessions.
Students suspected of having a learning disability can
receive a comprehensive assessment of abilities and learning styles,
for a fee, through the New Assessment and Diagnostic Services for
Students, Department of Educational Psychology, Psychoeducational
Clinic, 3rd Floor Educational Sciences Building, 5-6120.
Additional questions regarding disability and accommodation
should be brought to Tina Gislason at 263-7400 or by email: email@example.com