Key Principle

The key principle underlying teaching students with learning disabilities is to provide opportunities in the intact modality for input and output of information, while allowing the use of accommodations to compensate for the impaired modality or processing deficit(s).

Accommodations

Accommodations and aids that are mandated by law as determined individually by a student's educational limitations include:

• extended time on tests (including in-class essay tests and quizzes)
• use of adapted computer on tests
• shared notes
• use of tape recorder in class

Other accommodations may not be mandated by law but would be beneficial and may be negotiated:

• Allow demonstration of knowledge in a non-standard way (i.e. oral tests, take home tests or projects occasionally in lieu of written tests, or written work in lieu of oral presentations).
• Provide outlines of lectures with key vocabulary words noted; include vital visuo-graphic material when possible (graphic organizers).

For specific examples of how to assist the student in optimizing his/her opportunity to use strengths while compensating for limitations, go to the following page(s):

• Creating an Accessible Learning Environment (for teaching faculty)
• Creating an Accessible Learning Environment (for non-teaching faculty)

Student Responsibility

To understand how students have to analyze which accommodations and strategies are appropriate for different classes, one may go to the planning worksheets for students with learning disabilities, acquired brain injuries and psychological disabilities.

Thank you for contributing to student success by creating accessible learning environments.