Commonly Utilized Accommodations

For Visual Impairments

• Electronic copies of notes, handouts, overheads, or chalkboard notes
• Use of a scribe or note taker
• Seating locations (close to the chalkboard or screen)
• Tape-recorded lectures
• Taped textbooks
• Alternate test format: oral, Braille, or large print
• Use of a computer with voice input or output software computer along with word processing software
• Extended time and alternate locations for examinations
• Use of a closed-circuit enlargement system CCTV description
• Enlarged textbooks, notes, tests, handouts
• Electronic textbooks

For Motor Impairments

• Relocation of the class to a more accessible location
• Provide space among the desks for a wheelchair or a wheelchair accessible desk/table
• Provide advanced notice if the class activity will be held elsewhere
• Reduce the writing load through the use of handouts, supplementary texts, etc.
• Use of a note taker or tape recorder
• Reasonable consideration for lateness due to difficulties in the location of classroom or schedule
• Extended time for testing
• Use of a computer for written work
• Use of a scribe for testing
• Oral or taped test responses
• Provision of instructor's notes, overheads, chalkboard notes, and handouts when appropriate to reduce the need for writing (electronic copies of above may be preferred)

For Hearing Impairments

• Use of a sign language interpreter or real time captionist
• Use of a note taker
• Use of a tape recorder
• Instructors using a lapel microphone for an assistive listening device
• Seating location
• Providing a written sheet of "new" terms is helpful
• Use visual aids when possible
• Provision of instructor's notes, overheads, chalkboard notes, and handouts when appropriate (electronic copies of above may be preferred)

For Speech Impairments

• Increased writing, decreased speaking tasks
• Use of a voice output computer or other speech-generated technology
• Provide individual sessions to allow the student to clarify information presented in the lecture since the student may be reluctant to speak in class

For Learning Disabilities and Attention Deficit Hyperactivity Disorder

• Seating location
• Use of a note taker or tape recorder
• Extended test time
• Alternative location for a test
• Use of memory aids such as a calculator, thesaurus, spell checker, or formula cards
• Directions and deadlines given both orally and in writing
• Use of visual aids when possible
• Use of a word processor to take a test
• Reduce the writing load through the use of handouts, supplementary texts, etc.

For Psychological Disabilities

• Reasonable consideration for absences and lateness
• Reasonable consideration for fluctuating performance
• Assist in developing a study schedule
• Use of a note taker or tape recorder
• Alternate test location to reduce anxiety and provide freedom from distractions
• Special seating (e.g., next to the door, in the back of the room)
• Extended time on testing and some assignments
• Establish a signal to indicate when behavior is inappropriate