Guidelines for Accommodations for Students with Learning Disabilities

The sole purpose of a specific accommodation is to allow the student with a learning disability to learn and be evaluated on a level playing field with other students. At the same time the accommodation cannot jeopardize the integrity of the course of study, or modify the requirements in any way.

Requests for a specific accommodation must “match up” with an identified deficit (impairment) given that the area of disability is to be alleviated by the accommodation. Recommendations must be tied to specific test results and must include a rationale, and a description of the disability on academic functioning. Test scores must be provided using standardized measures.

The following Accommodations available at DSA include, but are not limited to:

·         extra time to write tests and exams: Where clearly supported by the documentation, DSA provides time and one-half for writing tests and exams. In some rare cases, double time may be justified. However, we do not support unlimited time for writing tests and examinations.

·         quiet exam space: DSA will provide a space in which students with learning disabilities may write tests and exams in a quiet space.

·         use of a computer for exams: Computers that function as word processors may be used for exams with a written language component. As a result, they do not have access to the internet. Printers are available for use by staff to print student responses.

·         spelling accommodation: The most common method of accommodating deficits in spelling is through the use of spell checking software. However, other methods may be considered as agreed upon between the student and the instructor.

·         use of a non-programmable calculator: Where appropriate a non-programmable calculator for basic calculations may be recommended.

·         alternate exam formats: Alternate format exams may include use of a scribe or tape recorder to record answers; a reader or taped exam to process exam questions.

·         question clarification during tests and exams: Test and exams questions cannot be reworded or clarified by teachers, or definitions given for content specific vocabulary. Any form of clarification of test and exam questions, must be negotiated between the student and the instructor prior to the test or exam.

·         note taking support: Note taking support may include copies of peer notes, hard copies of overheads, instructor’s.

·         extensions to assignments: In most cases, students with learning disabilities are expected to begin assignments early in the semester with the understanding that they may require extra time to complete the assignment by the deadline.

A note about reduced course load. From our experience, many students with learning disabilities choose to take a reduced course load in order to allow additional time to complete assignments and process course material.