**Make sure to convey that these are just examples and this is not an all inclusive list. In all cases, the instructor should refer to the accommodation letter that the student provides. Contact the department listed under ‘resources’ for more information about specific accommodations.

Add an intro statement: Often you will not know about the disability that your students have. You will know about their accommodation. If a student comes to you and tells you about a disability, refer to this list for…

Who needs an accommodation:

Deaf and hearing impaired students

• Sign language interpreting and CART (computer aided real-time transcription)
• caption video
• transcript for videos and podcasts
• Use a document camera
• Create accessible PDFs, Word Documents, etc
• Assistive listening device
• Follow standard protocols for laboratories with safety hazards when dealing with service animals
• Refer to accommodation letter for specific accommodations
• Provide preferential seating

Blind and vision impaired students

• Accessible websites
• Create accessible PDFs, Word Documents, etc
• Make scientific materials (that cannot be put into an accessible pdf) into an accessible format, such as braille or live reader.
• Note takers for classes
• Provide readers/scribes for examinations
• Communicate with students to get him/her to ask questions
• Provide powerpoint slides and other in class materials ahead of time in an accessible format
• Provide a verbal or written description of visual content
• Provide tactile access to visual or spatial content (using raised line drawing with paper and pen, pictures in a flash by Freedom scientific) -- useful in science or visual art class.
• Follow standard protocols for laboratories with safety hazards when dealing with service animals
• Refer to accommodation letter for specific accommodations
• Provide accessible textbooks and written course materials available electronically
• Let students digitally record lectures
• Provide preferential seating     

Students with mobility impairment

• Check path of travel
• Height-adjustable desk
• Consider line of sight to cont
• Be aware of furniture and layout of the classroom and optimize it for the disabled student(s)
• Consider mobility impairment when designing learning activities that require students to move around the classroom.
• Provide a trained assistant where needed in laboratory and if necessary, extra time
• Follow standard protocols for laboratories with safety hazards when dealing with service animals
• Refer to accommodation letter for specific accommodations
• Provide preferential seating
• Use physically accessible clickers/response systems   

Students with learning, ADHD, TBI, and psychological disabilities

• Provide a transcript for videos and podcasts
• Create accessible PDFs, Word Documents, etc
• Refer to accommodation letter for specific accommodations
• Lecture capture
• Podcasts
• Extra time on exams and quizzes

Provide accessible textbooks and written course materials available electronically

• Live scribe pens, or allow students to record
• Let students digitally record lectures
• Provide preferential seating

Students with medical disabilities

• Provide breaks as needed (medication, eating,
• Refer to accommodation letter for specific accommodations
• Let students digitally record lectures
• Provide preferential seating