This approach enables a student in need of special educational arrangements to have her or his needs met. It also removes the need of the student having to explain the array of issues to each teacher multiple times.
Tips
- Once a student has met a special needs teacher or a student counselor and the need for special educational and digital arrangements has been clarified, the arrangements the student would benefit from are listed.
- A document template or an app can be developed for this purpose.
- The list gives the arrangements the student needs.
- When the student starts a new course, s/he can present the list to the educator in charge of the course. The educator then knows by studying the document what arrangements will need to be seen to so that the student can be successful and benefit from the course to the fullest.
- The list should not give any diagnoses.
The special arrangements can include:
- Time:
Upon request, certain students are given an extended time limit for assignments or online examinations (e.g. dyslexic students may be given extra time for online examinations). - Room/space arrangements:
A student is given an opportunity to utilize campus spaces or special arrangements for assignments and examinations (e.g. improved lightning for vision impaired; quiet room for students with attention disorders). - Technology:
A student is given an opportunity to use special devices for assignments and examinations (e.g. software for dictating machines; special screens). - Materials:
Access to audio books, course resources made available to the student(s) prior to them being covered in a class. - Mode:
Oral exams over written exams (a possibility to complement an exam in speaking) or any other arrangements that will see the student flourish in studies.