Creating a classroom where students are reflected most accurately in assessment begins with the instructor. Students often feel "singled out" by requesting accommodations. If you notice a student struggling, initiate the conversation and give informed suggestions. Go beyond reading the note syllabus and telling students you are available, and instead show them you are available and want to help them succeed. Being approachable, flexible, and offering specific resources will create a space where students feel comfortable self-advocating.
Some accommodations, while well intentioned, create additional and unnecessary barriers. For example, one available accommodation is having a foreign language requirement waived due to having a disability. Ask if the student is truly incapable of participation or if the institution doesn't feel prepared to accommodate them. Another example is test taking in a separate room. While this allows the student space and control over their environment, in can prohibit them from asking the instructor clarifying questions or put them in an unfamiliar space which can be overwhelming.
Second language learning has, in large part, moved away from rote vocabulary memorization and grammar drills. The move toward measuring fluency and functional communication is one that is in line with the ideals of neurodiversity. However, some assessments still rely on outdated standards such as simply repeating memorized vocabulary. Review and evaluate your assessment materials before using to see if they are in line with how you teach in the classroom. Remember that even with accommodations, assessments are not perfect. As Randez and Cornell (2023) state, “If the assessment creation process never considered a test taker with ASD, no accommodation can retroactively make it applicable to that test taker.”
According to Randez and Cornell, 2023 (see Recommended Reading), inadequate assessment is the leading cause of gaps in services for disabled students. Therefore, a student's level cannot be assumed based on previous assessments or by tracking courses in the transition from high school alone. Always assume a student is capable of a task and adjust based on their response. What you may think is meeting them at their level may actually be below their needs. Teaching below an appropriate level is not accommodation, but exclusion.
The current generation of learners is "fluent" in technology. Therefore it is an assistive service to them and creates ease of access of resources. An example of this is online testing, which allows for a student to control their own environment and self-accommodate as necessary. Each individual can have completely unique accommodations without any burden for the professor. Further, doing things like posting classroom slides for access outside of class is essential for learners who may process differently or who need to change font sizes and formatting.
When teaching a concept, aim for the simplest way you can explain something. It is often assumed that something that is difficult to understand by using elevated vocabulary and dense formatting, it is somehow at a higher level of intelligence. However, if you use a model that emphasizes concepts and progress over results, it allows for the teaching of level-appropriate concepts with plain vocabulary. This way, a student is more likely to incorporate their knowledge outside of class.
Personalized and direct feedback is essential for creating an accurate assessment. Seeing how a student responds and adjusts after giving a correction is invaluable in documenting their comprehension and engagement with the material. Providing clear rubrics with explanations beyond a number grade helps every student to grow throughout the semester or year.
Several students in your class may require accommodations but not have official documentation due to financial, institutional, or societal barriers. The neurodiversity models allows you to view "accommodation" as something that is provided to every student, not just those with disabilities. Maintaining a small class size, providing in-class reading materials ahead of time, and allowing opportunities for movement and sensory play in the classroom are changes that benefit every student and accommodate for neurodivergent students without requiring documentation.