Access needs and accommodations
based on types of skills and activities
First, let's think about accommodations and universal design by what medical professionals
might call "functional limitations" of what students are able to do and how their disabilities affect them.
Consider all the components of your course.
What do students need to do?
Think about what is required for your course academically,
but also your expectations for students,
what they may need to demonstrate for success in your field,
and your tolerance for certain behaviors (like being late) or personality traits (like immaturity).
Select one or two items from the list below to explore further.
The link will take you to handouts with lists of possible accommodations students may need
and adjustments to universally design your course.
You can find one or two things to try next semester, or use the handout as a reference guide.
If you would like to see a list of all the handouts, click here.
might call "functional limitations" of what students are able to do and how their disabilities affect them.
Consider all the components of your course.
What do students need to do?
Think about what is required for your course academically,
but also your expectations for students,
what they may need to demonstrate for success in your field,
and your tolerance for certain behaviors (like being late) or personality traits (like immaturity).
Select one or two items from the list below to explore further.
The link will take you to handouts with lists of possible accommodations students may need
and adjustments to universally design your course.
You can find one or two things to try next semester, or use the handout as a reference guide.
If you would like to see a list of all the handouts, click here.
- Read textbooks, handouts, PDFs, and other printed materials
- Have sustained attention and focus for significant periods of time.
- Memorize large amounts of information.
- Listen, hear, or learn through auditory information.
- Walk, move, hike, or do other physical activity, including moving to different stations within the classroom.
- Be able to sit or stand for long periods of time.
- Lift, push, or pull things.
- Reach things that are high or work at elevated work stations.
- Handle emotionally difficult material.
- Be able to see or process visual information.
- Communicate effectively in writing.
- Communicate effectively with speech.
- Have fine motor skills with writing, manipulating lab equipment, doing art, or other activities.
- Attend every class.
- Be on time.
- Attend classes in-person.
- Give oral presentations
- Participate in online courses or use online materials.
- Take pop quizzes.
- Write reports or essays.
- Take exams.
- Deal with high-pressure situations.
- Do mathematical work.
- Work with groups.
- Demonstrate maturity, social skills, or certain personality traits.
- Be able to do scientific experiments.
- Participate in field placements or fieldwork.
- Group work.
- Oral presentations.
