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Some students with attention deficit disorder, Tourette’s syndrome, some types of learning disabilities, some psychological disorders, clinical depression, chronic health problems, some types of brain injuries, or seizure disorders may experience attention, concentration or memory challenges. Students with these challenges may have difficulty following lectures, reading under timed conditions, or taking timed tests. Instructional accommodations include:
Some students with hearing impairments or deafness, some types of learning disabilities, and some types of brain injuries may have difficulty with the information presented in an oral format. Deaf students may use sign language interpreters or CART note-takers. Other students may have difficulty discriminating between certain words and sounds. Instructional accommodations include:
Students with attention deficit disorder, dysgraphia and dyslexia, seizure disorders, and some types of brain injuries may experience problems with spatial orientation (e.g. difference between right and left). They may experience challenges sequencing information properly or processing information in a given length of time. Instructional accommodations include:
Students with mobility or motor control impairments (e.g. arthritis, muscular dystrophy, multiple sclerosis, cerebral palsy, brain injury, paraplegia, or paralysis) may have challenges with stairs or travelling long distances on campus. They may have problems with handwriting or using standard laboratory equipment. Instructional accommodations include:
Students who are deaf or hard of hearing, have some types of learning disabilities and some types of brain injuries, have a speech impediment or have a respiratory disorder may have challenges with one or more of the following: pitch, loudness, fluency, articulation or syntax. Courses requiring oral presentations and class discussions may be problematic for these students. Instructional accommodations include:
Students with some types of learning disabilities, some types of brain injuries and deaf students have challenges writing assignments or essay questions. They may make numerous spelling or grammar errors or may omit words or word endings. Instructional accommodations include:
Students with some types of learning disabilities, some types of brain injuries, low vision or blindness may have difficulty with the material presented visually. They may find it difficult to separate the background from the foreground, may have difficulty with some colours, or may not be able to comprehend printed information. Instructional accommodations include:
Some students with some types of learning disabilities, Tourette’s syndrome, seizure disorders, and some types of brain injuries may act inappropriately because they are not detecting subtle social cues (e.g. facial expressions or tone of voice) from others. They may speak more loudly than usual, ask off-topic questions or make unusual comments in class, or use your office hours inappropriately. Instructional strategies include: