Taking tests can be particularly challenging for students with disabilities. Difficulties vary greatly, depending on the disability and the type of test. Individual students and disability service personnel are the best source of information about successful testing accommodations.
General accommodation strategies for testing students with disabilities include:
Some students with disabilities face challenges in large lectures. Because the types of difficulties vary, individual students are the best source of information about their specific needs.
There are general teaching strategies for lectures that benefit all students, including those with disabilities. These strategies include:
Some students with disabilities face challenges participating in group discussions and other interactive activities. Specific needs vary greatly. However, there are general teaching strategies for group discussions that benefit all students, including those with disabilities. These strategies include:
One of the most common arguments in favor of distance learning is to increase access to more students. However, these "access" arguments usually focus on people separated by distance and time; they do not always include consideration of students with disabilities.
Simply put: Computer labs need to be accessible to all users. Students with disabilities need equal access to the lab’s building/facilities, lab staff, physical space and printed materials, computers and software, and electronic resources.
For students with disabilities, participating in academic activities may be challenging. Some students may need multiple accommodations to meet requirements in various lecture, lab, and discussion activities. Flexibility and effective communication between students, parents, support staff, and instructors are the keys to implementing successful accommodations.
Most teachers are responsive to the pedagogical needs of all students. However, some students with disabilities have unique educational challenges. Although teachers may receive direction regarding academic adjustments and accommodations through Individual Education Plans (IEPs) and Section 504 plans for specific students, it is good to be thinking about the broad range of abilities, disabilities, and other characteristics of potential students as you design your curriculum.
