ACCOMMODATIONS FOR FULL INCLUSION OF ALL STUDENTS IN
TEACHING AND LEARNING ACTIVITIES

1. 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.

2. BEGINNING THE COURSE
   

   1. 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 be useful:
         "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."

   2. Clarify, orally and in written form, course expectations (i.e., grading, material to be covered, due dates).

   3. 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.

3. CURRICULUM and INSTRUCT ION MODIFICATIONS
   The following institutional tips will be helpful to students with disabilities who may be enrolled in your class.

   1. Start each lecture with an outline of material to be covered that period. At the conclusion of class, briefly summarize key points.

   2. Speak directly to students, and use gestures and natural expressions to convey further meaning.

   3. Present new or technical vocabulary on the blackboard, overhead, or use a student handout. Terms should be used in context to convey greater meaning.

   4. Give assignments both orally and in written form to avoid confusion.

   5. 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.

   6. Facilitate use of tape recorders for note-taking by allowing students to tape lectures.

   7. Allow taped textbooks.

   8. Allow note takers and tape recordings of lectures.

   9. Based on student need, allow priority seating in the classroom, particularly when audiovisual equipment such as an overhead or VCR are used.

   10. Allow interpreters.

   11. When possible, select a textbook with an accompanying study guide for optional studentuse.

   12. Encourage students to use campus academic support services.

   13. In general, be flexible in terms of assignments, tests, etc., depending on the needs of students.

4. ALTERNATIVE TESTING
   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:

   1. Extend time, up to time-and-a-half or double time, or unspecified time limits for tests.

   2. Allow access to private, distraction-free room.

   3. Allow access to a laptop computer, print enlarger, typewriter, or brailler.

   4. Allow a tape recorded version of the exam accompanying the print version.

   5. Allow oral exams or access to a dictaphone.

   6. Use short answers, essay questions or multiple choice format, as appropriate.

   7. Allow projects and/or take-home projects.

   8. Allow open book or open notes.

   9. Allow calculator, scratch paper, and speller's dictionaries as needed.

   10. Allow for a proctor to record answers for student(s).

   11. Allow for a proctor to read test to student(s).

   12. Provide special lighting when necessary.

   13. 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.

   14. 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: tgislason@vc.wisc.edu

File last updated: January 22, 2003
Feedback, questions or accessibility issues: comments@news.wisc.edu
Copyright © 2002 The Board of Regents of the University of Wisconsin System.