See the AT (Adaptive/Assistive Technology) page on this site.
Direct link: sites.google.com/site/helpdeskaccessibility/assistive-technology
See the Universal Design page on this site
Direct link: sites.google.com/site/helpdeskaccessibility/universal-design
Information about Disability Services in the University of South Carolina System on the Accessibility in Higher Education page on this site.
Direct link: sites.google.com/site/helpdeskaccessibility/accessibility-in-higher-education#TOC-Disability-Services-in-the-University-of-South-Carolina-System
Accommodations, Modifications, and Adaptations are three words that are often used interchangeably. Technically, there is a difference, but the key is that, as the DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Glossary defines it, an accommodation is:
"An adjustment to make a program, facility, or resource accessible to a person with a disability." From http://www.washington.edu/doit/glossary-disability-related-terms
Related Term: Auxiliary Aids and Services
Under titles II and III of the ADA, includes a wide range of services and devices that promote effective communication or allows access to goods and services. Examples of auxiliary aids and services for individuals who are deaf or hard of hearing include qualified interpreters, notetakers, computer-aided transcription services, written materials, telephone handset amplifiers, assistive listening systems, telephones compatible with hearing aids, closed caption decoders, open and closed captioning, telecommunications devices for deaf persons (TDDs), videotext displays, and exchange of written notes. Examples for individuals with vision impairments include qualified readers, taped texts, audio recordings, Brailled materials, large print materials, and assistance in locating items. Examples for individuals with speech impairments include TDDs, computer terminals, speech synthesizers, and communication boards. (From https://askjan.org/links/adaglossary.htm)
Many college students with disabilities have learned which accommodations they need from their instructors or others to be successful. Some students have learned to make accommodations for themselves and need very little from the instructor.They work with the Student Disability Resource Center to make sure the needs of these students are communicated to their instructors each semester.
Quick Links: General Accommodations
For Faculty and Staff [USC Disability Resource Center] http://sc.edu/about/offices_and_divisions/student_disability_resource_center/for_faculty_and_staff/index.php
Accommodations [University of Illinois at Urbana-Champaign] http://disability.illinois.edu/academic-support/accommodations
Instructor Information [University of Illinois at Urbana-Champaign]http://disability.illinois.edu/academic-support/instructor-information
Strategies [University of Illinois at Urbana-Champaign] http://disability.illinois.edu/strategies
ERIC Search = Accommodations (Disabilities) http://eric.ed.gov/?ti=Academic+Accommodations+(Disabilities)
You can often meet the needs of your students by making changes to the way you present course materials or the physical environment. Many of these modifications and adaptations can benefit all the students in your class.
Use multiple examples
Summarize the main ideas
Provide important information - vocabulary, instructions, due dates, etc - in both written and auditory formats
Reduce distracting elements on the course materials; reduce auditory and visual distractions in classroom
Provide breaks during long presentations or activities to optimize students' attention
Offer non-public ways for students to ask questions immediately after a presentation - handwritten notes, anonymous Q&A in a discussion board, etc
Model and discuss strategies for organizing the course concepts and information
Provide resource sheets and/or study guides with vocabulary and other key information to reduce errors when note-taking
Provide graphic organizers (such as concept maps) that the student can complete while taking notes
Provide templates and/or outlines for data in tables, graphs, the writing process, etc.
Review how the textbook is organized
Demonstrate how to use publisher materials, web tools, and other material you expect them to use
Provide frequent feedback
Use frequent assessments (graded or un-graded) to help students gauge their level of understanding and help you determine if you need to re-teach something
Offer practice tests
Provide clear directions for all class activities, including a clear description of the scoring criteria
For long-term projects, identify the goals, discuss priorities, and provide project organizers to help the students keep track of tasks
Set clear guidelines for group work
* Some ideas started from Appendix D: Strategies to Consider http://www-tc.pbs.org/teacherline/courses/math165_40/session3/session3a_reading.pdf#page17 - no longer available
Work with Student Disability Resource Center and with the student for specific accommodations, but in general, students with disabilities may benefit from fairly simple changes:
Adjust the amount of time student can take on a test or assignment
Reduce the complexity of tasks by breaking up the amount of work into smaller tasks and have appropriate due dates for each
Work with student to set up an organizational system that works for him or her
Offer to review student notes with him or her, especially early in the semester, to make sure they are identifying key points
Offer tools such as highlighters, note cards, sticky notes, etc to all students
Be supportive of the use of technology accommodations such as tape recorders, overhead projectors, portable keyboards, calculators, and software programs
Extended time on tests or for turning in assignments
Test proctoring
Alternative versions of textbooks and other readings
Personal calendar with due dates
Use of audio recorder
Notes taken by a note taker
Sitting in a certain part of the classroom
A desk that is adjustable for a wheelchair
A specialized chair in each classroom (ex. larger, one with or without arms, no wheels)
Additional time to get to class (or leave a class early, depending on his or her schedule)
See the Special Populations page on this site
Direct link = https://sites.google.com/site/helpdeskaccessibility/specific-populations
Accommodations by Disability Type [USC Disability Resource Center] http://sc.edu/about/offices_and_divisions/student_disability_resource_center/request_accommodations/accommodations_by_disability_type/index.php
New links that I find but have not yet looked at closely enough to add to my lists.
.