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DPS

Reasonable Accommodation


WHAT ARE SOME "REASONABLE ACCOMMODATIONS" I CAN MAKE FOR STUDENTS WITH SPECIFIC DISABILITIES?


What the individual student will actually need will vary with the nature of the class, the degree of disability, and the personality of the student. Here are examples of a few of the disabilities encountered at Chaffey and suggestions for accommodations:

Strategies that could be employed by instructors in mainstream classes to manage student success include:

General
  • Provide students with a detailed course syllabus, prior to registration week.
  • Clearly spell out course expectations (e.g., grading, material to be covered, due dates).
  • Start each lecture with an outline of material to be covered that period. At the conclusion of class, briefly summarize key points.
  • Speak directly to students, and use gestures and natural expressions to convey further meaning.
  • Present new or technical vocabulary on the board or use a student handout. Terms should be used in context to convey greater meaning.
  • Give assignments in oral and 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.
  • Allow students to tape lectures.
  • Provide study questions for exams that demonstrate the format, as well as the content, of the test. Explain what constitutes a good answer and why.
  • If necessary, allow LD students to demonstrate mastery of course material using alternative methods (e.g., extended time limits for testing, oral exams, taped exams or individually proctored exams in a separate room).
  • Permit use of simple calculators, scratch paper, and spellers' dictionaries during exams.
  • Provide adequate opportunities for questions and answers, including review sessions.
  • If possible, select a textbook with an accompanying study guide for optional student use.
  • Encourage students to use campus support services (e.g., pre-registration, assistance in ordering taped textbooks, alternative testing arrangements, specialized study aids, peer support groups, diagnostic consultation, study skills, development training or academic tutorial assistance)

LEARNING DISABILITIES

A learning disability is a hidden disability. It is critical to remember that a student with a learning disability has average to above average intelligence. Also, this disability is not the result of some character defect (laziness, etc.) or lack of educational opportunities.

Dyslexia (Reading Difficulty)
  • When typing a multiple-choice test, capitalize the A, B, C, and D, etc. choices.
  • Don't grade on spelling unless that is the point of the class.
  • Allow taping of lectures.
  • Allow extended time on tests.
  • Allow DPS personnel to read tests to students.
Dysgraphia (Writing Difficulty)
  • Allow taping of lectures.
  • Allow students to record essays. At least allow them to think on the recorder and then transfer what they have recorded to paper.
  • Allow DPS to provide note-takers or help the student recruit note-takers from among the other students in class.
  • Allow students to use computers for in-class essays.
  • Allow DPS personnel to actually write out the essay answers the student dictates.
Dyscalculia (Math Difficulty)
  • Allow calculator use in all math classes or classes such as economics that may have a major math component.
  • Allow extended time on any tests containing math (in classes such as economics, etc.)
Sensory Overload
  • Reduce unnecessary distractions-visual, auditory, etc. When selecting texts try to pick one that is less visually cluttered.
  • Allow extended time on tests.
  • Allow the student to take the tests in distraction-reduced settings such as the DPS Center.

PHYSICAL DISABILITIES

Acquired Brain Injury
  • Allow taping of lectures.
  • Allow extended time on tests.
  • Allow the student to take the tests in distraction-reduced settings such as the DPS Center.
  • Present information in a concrete and straightforward manner.
  • Use direct statements.
  • Be Specific.
  • Have the person repeat the information.
  • Use a list format instead of a paragraph format when giving written directions.
  • Provide directions in a consistent manner.
  • Have the students demonstrate their understanding of the directions.
  • Print information instead of using cursive.
  • Suggest academic skill remediation.
  • Give immediate feedback when learning new concepts (It is important that instructors do not wait to tell students whether or not they are doing a task correctly).
Epilepsy
  • Allow taping of lectures.
  • Allow extended time on tests.
  • Do not place the student in a situation where there are strobe lights or any other type of flashing lights. Many epileptics have seizures that are triggered by flashing lights (in this situation a reasonable accommodation would be to excuse the student from this activity).
Blind & Visually Impaired
  • Allow taping of lectures or a peer note taker.
  • Tests can be Brailled, taped or dictated by DPS staff (please remember that not all visually impaired students know Braille).
  • Explain in as much detail as possible remember s/he may not be able to see what is on the board. "Talk through" what you are writing on the board. Avoid using pronouns such as "this" and "that".
  • Use good diction.
  • Give full descriptions, mentioning colors, amounts and other specific details.
  • Use overhead and opaque projectors to enlarge lecture materials.
  • Allow those with limited vision to sit at the front of the classroom.
  • Allow DPS to provide note-takers or help the student recruit note-takers from among the other students in class.
  • Get handouts, tests, etc. to the DPS office ASAP and they will arrange for enlarging the type, recording, brailling, or whatever the particular student needs.
  • Don't rearrange the room. Once a blind student has the paths in mind it is very disconcerting to have everything move.
Deaf & Hearing Impaired
  • Do not face the board while lecturing.
  • Allow student to sit in the front row.
  • If a sign language interpreter is being used, be sure to put the interpreter at the front.
  • Try to pace your lecture with the interpreter. Also, try to provide the interpreter and the student with a list of key technical terms in advance to help them both keep up.
  • Give students more time to respond to questions or participate in class discussions because there is an interval between the moment the instructor stops talking and the interpreter finishes signing.
  • Involve the student in classroom discussions, address the student, not the interpreter.
  • Put as much as possible on the board or in handouts (a student who is lip reading tends to get only part of the information). When dealing with a deaf student, remember that English may be their second language (American Sign Language being the first), and these students often have ESL-Iike problems in writing.
  • Speak naturally - do not exaggerate the lip movements.
  • Avoid speaking with windows behind you this adds glare problems and may throw shadows on your face.
Speech Impaired
  • Be patient. If you cannot understand what the student is saying, ask them to please repeat it.
  • Most students understand your problem and they will try to help.
  • If a student's speech is impaired to the degree that oral communication is difficult, the instructor may want to make other arrangements for activities such as oral presentations.
Wheelchair Users
  • If speaking for an extended time with a person in a wheelchair, sit in a chair.
  • This will make it much easier for that person to see you.
  • Please be understanding if the student is sometimes late. It is very difficult to negotiate the Chaffey campus in a wheelchair. If the student is being transported by the DPS program it may be our fault that s/he is late.
  • Remember that labs may need modification for the use by students in wheelchairs - call the DPS program for assistance.
  • Field trips can be a special problem. The college must provide transportation if it is being provided for all students.
  • Classrooms and lab should be arranged to meet the needs of students in wheelchairs.
Cerebral Palsy
  • Allow the student to type tests and papers even multiple choice tests if s/he can.
  • Allow taping of lectures or peer note takers.
  • Please understand if the student is occasionally late. Even if the student is not in a wheelchair his/her progress across campus may be rather slow.
  • Some students with mobility or manual impairments may have an animal helper with them in class. These animals are specifically trained to perform tasks to assist the student.
Other physical disabilities
  • Students with many different types of disabilities may need to tape lectures, take tests with extended time limits, and/or require more than ten minutes to get between classes.
  • Examples of these disabilities might include heart conditions, digestive disorders, cancer, lupus, renal disease, asthma, sickle cell anemia, hemophilia, leukemia, diabetes, and AIDS.
  • Students who have chronic or acute health problems may display a low tolerance for prolonged physical activity and may appear lethargic or hyperactive due to medication.

PSYCHOLOGICAL DISABILITIES

ADD and ADHD
  • Allow taping of lectures.
  • Reduce outside distractions as much as possible.
  • Remember the student will "check out" frequently it's not that s/he is not trying.
  • Allow extended time on tests.
  • Allow distraction reduced testing environment.
Other psychological disabilities
  • Avoid overly dramatic or very loud presentations. These can be seen as threatening.
  • Surprises can be very intimidating for these students.





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(JUNE & JULY)
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Friday
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Rev. 12/18/13


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