Common Accommodations (Instructors)

• Scheduling extra time for a test or exam
• Scheduling one test or exam per day
• Scheduling a day break between tests or exams
• Assistive technology
• Individual or small group room
• Sensory adjustments (i.e., modified lighting, noise-cancelling headphones, earplugs, music devices)
• Alternate time for a test or exam
• Accessible formats (i.e., text format, Kurzweil, test copy printed on coloured paper)
• Group exams: Allowing a student to write individual test components before joining group components

Online quizzes:

• Scheduling extra time for the quiz
• Scheduling one test or exam per day
• Scheduling a day break between tests or exams

Pop quizzes:

• Scheduling extra time for the quiz
• Advance notice of quiz

Note: Test and exam accommodations may also apply.

• Extended time based upon individual student confidentiality
• Allowing a student to complete work or project individually based upon individual student confidentiality
• Specific or structured components assigned to each student in the group
• Advanced communications with the instructor
• Invitation to students with accommodations to discuss group work accommodations

• Extensions (or an alternate lab with different questions if an extension is not permissible)
• Breaking up or “chunking” the lab activities
• Online labs (where possible)
• Consideration of the physical environment (i.e., height-adjustable lab benches, alternate furniture)
• Assistance from a lab partner or attendant
• Preferred location with proximity to required lab equipment (i.e., sink, fume hood)
• Emergency evacuation and safety plan

Note: Group work/projects accommodations may also apply.

Participation:

• In alignment with universal instructional design, consider alternate forms of evaluation in lieu of class participation (i.e., discussion questions, written reflections based on tutorial discussion or readings)
• Distributing discussion questions in advance

Attendance:

• Note-taking service or note-taker
• Echo360 platform for asynchronous participation
• Distributing slides and handouts in advance
• Alternate form of evaluation in lieu of class attendance (may include evaluating in-class response systems)
• ASL or CART services

• Distributing questions in advance
• Providing structured notes to use during the presentation
• Using videos in lieu of live presentations
• Written evaluation in lieu of presentation
• Closed format (i.e., private meeting with the instructor)

• Adjusting the start or end time and providing extensions as needed
• Providing breaks as needed
• Designated site selection for specific disability-related reasons
• Exclusion from lottery
• American sign language (ASL) services
• Personal attendant support
• Transportation assistance
• Quiet environments, assistive technology, ergonomic furniture
• Specific, regular and advanced notice for scheduling
• More frequent check-ins with supervisors, preceptors, etc.
• Advanced accommodations planning

• Individualized plans for specific accommodations
• Closed sessions or individual offerings (i.e., individual objective structured clinical examination)
• Breaks where necessary
• For performances, video recordings of performances
• Consideration of scheduling (i.e., time, number of assessments per day, breaks between assessments)
• Separating written and practical components on different days
• Time extensions
• Receiving questions in advance (not typically applied to objective structured clinical examination or bell-ringers)

• Individual plans for specific accommodations
• Extensions
• More frequent feedback
• Alternate presentation methods (i.e., digital or hard copies)