It is the responsibility of students to meet with you, preferably in your office during office hours or by appointment, to discuss accommodations to assist with their successful completion of the course. These accommodations may include in-class supports. Listed are some common accommodation types and general best practices to follow.
Where possible, instructors should always follow principles of Universal Instructional Design. See the MacPherson institute for more information.
This resource is specific to common course requirements and assignments. It does not address course textbooks or broader course planning. Please refer to the MacPherson Institute or Student Accessibility Services for more information on Universal Instructional Design and course planning.
The following list of academic accommodations are common examples of what an instructor might expect to receive for any given student.
Instructors should not independently implement any of these accommodations for any student, without first receiving a formal Student Accessibility Services accommodation notification.
The following examples of common course requirements and assessments are not organized by any degree or field of study.
This is not an exhaustive list of possible assessments or course requirements; nor is this an exhaustive list of possible accommodations.
These examples of common accommodations are not dictated by a particular disability; individual students may require accommodations not listed here.
The University has a duty to accommodate students. Instructors should plan to accommodate students; students should not be required to forgo other academic requirements in order to meet a specific course expectation (e.g. miss a class, have another instructor change their test time).
All accommodations directly below apply to undergraduate, graduate, AND continuing education courses unless otherwise specified.
Tests and Exams
Scheduling of extra time for test/exam
Scheduling of one test/exam per day
Scheduling a day break between test/exam sittings
Use of technology (e.g. computer with adaptive software)
Use of ergonomic equipment (e.g. chairs)
Small group room
Sensory adjustments: modified lighting, noise-cancelling headphones, earplugs, listening to music
Alternate time of day for test/exam sitting
Use of a reader or scribe
Accessible format (e.g. text format, Kurzweil, test copy printed on coloured paper
In alignment with Universal Instructional Design, consider alternate forms of evaluation in lieu of class participation (e.g. submission of discussion questions, written reflections based on tutorial discussion or readings)