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Disability Accommodations
- Providing Services and Equipment for
Students with Disabilities -
Each post secondary institution (university, community college,
and private career college) in Nova Scotia is covered by a Disability
Resource Facilitator (DRF). A DRFs responsibility is to ensure
that any student on the campus who has a permanent physical
and/or learning disability is provided with the necessary goods
and services to ensure that they are successful. Goods can be
computer systems while services usually include tutoring and/or
notetaking.
Please find below a chart to list SOME of the possible accommodations
that are common with each disability. This list may not cover
all accommodations as it can often depend on the type of adjustments
that a student is used to receiving from high school.
Visual Processing Disability Short
term memory loss
Auditory Processing Disability ADD/ADHD
Visual
| Disability |
Possible Accommodations |
Visual Processing
Disability
This type of disability does not reflect the eyes ability
to receive the material. The problem lies in the fact that
the brain does not know what to do with the information
once it is received. |
-Oral tests
-Extra time for tests
-Allowing the use of a computer in class to write tests,
etc.
-Recording lectures, labs, etc
-Use different colored chalk/markers when writing on the
board to help the student distinguish important information
-Reading written instructions out loud
-Having at least one space between each of the questions
on a test
-Someone to take notes for them in class
-A tutor to help them determine what is important information
and what is not
-A private less stressful environment to write the tests |
Auditory Processing
Disability
This type of disability does not reflect the ears ability
to receive the material. The problem lies in the fact that
the brain does not know what to do with the information
once it is received. |
-Extra time for tests
-When talking to a student talk at a slower pace
-Provide instructions (when ever possible) orally one at
a time
-Provide the instructions in written format
-Allow a note taker
-Eliminate as much background noise as possible
-Encourage the student to sit up front in the class during
lectures and close to the television for any presentations
of that format
-Use different colored chalk/markers when writing on the
board to help the student distinguish important information
-Use images, charts, graphs, etc. to reinforce material
-A private less stressful environment to write the tests |
Visual
Disabilities of this types can be cataracts, glaucoma, retinitis
pigmentosa, macular degeneration, albinism, lasting effects
from cancer treatment |
-Someone to take notes
-Scanned textbooks
-Enlarged print for test, handouts, and assignments. OR
provide the above listed in a digital format and allow the
student to bring a lap top to class.
-Oral tests
-Extra time for tests
-Allow appropriate seating
-Ensure that all activities have been adapted in the appropriate
manner |
| Short term memory
loss |
-Recording of lecture and labs and/or someone taking notes
-Extra time for tests
-A private room for tests to reduce distractions
-Allow the student small breaks during long classes and/or
labs to relax their brain
-A tutor to review the material constantly with the student |
| ADD/ADHD |
-Extra time to write tests
-Someone to take notes in class
-A private, quiet area to write tests
-Allow someone to take notes in class for the student
-Encourage the student to sit up front to reduce distractions
-Vary the tasks during each class
-Develop a secret signal between you and the student to
allow you to let them know that they are off task |
You can visit the Post-Secondary Disability Services site
here for Canada Student Loan and Canada Access Grants
for students with Permanent Disabilities.
For more information about disability services, please contact
Dara MacCallum.
Dara MacCallum
Special Cohort Coordinator
902 - 896 - 2463
dmaccallum@nsac.ca
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