__Academic Accommodations:  Suggestions for the Classroom, 
Laboratory, 
Examination, and Fieldwork__ 
 
The student with a disability is the best source of information 
regarding 
necessary accommodations. In post-secondary settings it is the 
student's 
responsibility to request special accommodation if desired, but a 
faculty 
member can make a student comfortable by inquiring about special 
needs. 
 
Classroom 
-Include a statement on the class syllabus inviting the student 
to discuss 
academic needs with you. For example, "If you have a documented 
disability and 
wish to discuss academic accommodations, please contact me." 
-When talking with the student, inquire about special needs in 
classroom, in 
labs, in field work, and on field trips. Work with the student 
and Disabled 
Student Services to determine and provide appropriate 
accommodations. 
-Select course materials early.  Distribute syllabi, assignments, 
and reading 
lists in advance and in electronic format (e.g. disk, network) to 
facilitate 
translation to audio-tape, Braille, and large print. 
-Face the class when speaking. Repeat discussion question. Write 
key phrases 
on the blackboard. Hand out assignments in writing. Provide 
written summaries 
of demonstrations in advance and use captioned films if you have 
a hearing 
impaired student in class. 
-Verbally describe visually aids if there is a student with a 
vision 
impairment in class. For example, you might say, "The 3 inch long 
steel rod", 
rather than "this." 
 
Laboratory 
-Discuss safety concerns with the student and Disabled Student 
Services. 
Ensure that safety equipment is adapted with Braille or large 
print labels, 
lengthened pull-chains, and visual or auditory warning systems 
depending on 
the disability. 
-Assign group lab projects.  Group formats allow all students to 
contribute 
according to their abilities. 
-Arrange lab equipment so that is easily accessed. Give oral and 
written lab 
instructions. Provide raised-line drawings and tactile models of 
graphic 
materials for visually impaired students. 
-Work with student, Disabled Student Services, and engineering 
department to 
identify, modify, and provide appropriate lab equipment. Examples 
of adaptive 
lab equipment include adjustable tables, ramps, talking 
thermometers and 
calculators, liquid level indicators, large print and tactile 
timers, and 
computers. 
 
Examination and Fieldwork 
-Measure knowledge and comprehension rather than physical 
performance of a 
task when testing a student's understanding of material. 
-Allow extra time to complete exams. If you give double time on a 
two hour 
test, consider giving the student half of the test on two days. 
-Ask student how s/he might be able to do specific aspects of 
field work. 
Attempt to include student in field work opportunities, rather 
than 
automatically suggesting non-field work curriculum alternatives. 
-Plan field trips in advance and arrange for accessible transport 
vehicles. 
 
Examples of Accommodations 
 
Low Vision 
-Large print course and lab handouts 
-Large print lab signs and equipment labels 
-TV monitor connected to microscope to enlarge images. 
-Computer equipped to enlarge screen characters and images. 
-Class assignments made available in electronic format. 
 
Blindness 
-Audio-taped or Brailled lecture notes, handouts, and text 
-Raised-line drawings and tactile models of graphic materials 
-Braille lab signs and equipment labels 
-Adaptive lab equipment (e.g. talking thermometers, calculators, 
light probes, 
and liquid level indicators) 
-Computer with optical character reader, voice output, Braille 
screen display 
and printer output 
-Class assigments are available in electronic format to low 
vision, blindness 
and hearing loss 
 
Hearing Loss 
-Interpreter, FM system, notetaker 
-Face turned toward student when speaking; use of visual aids 
-Written assignments, lab instructions, demonstration summaries 
-Visual warning system for lab emergencies 
-Use of electronic mail for class and private discussions 
 
Learning Impairment 
-Notetaker and/or audio-taped class sessions 
-Extra exam time 
-Visual, aural, and tactile demonstrations incorporated into 
instruction 
-Computer with voice output, spellchecker, and grammar checker 
 
Mobility Loss 
-Notetaker/attendant to assist with lab work; group lab 
assignments 
-Classrooms, labs, and field trips in accessible locations only 
-Adjustable tables; lab equipment located within reach 
-Class assignments made available in electronic format 
-Computer equipped with special input device (e.g., voice, Morse 
code, 
alternative keyboard) 
 
Health Impairment 
-Notetakers 
-Flexible attendance requirements and extra exam time 
-Assignments made available in electronic format; use of email to 
facilitate 
communication 
 
Reprinted with permission from "Working Together:  Faculty and 
Students with 
Disabilities," DO-IT, University of Washingto