Accommodations necessary for ensuring complete access to and full participation in the educational process do not require the instructor to adjust evaluations of academic performance. Rather, the accommodations make it possible for a student with a disability to receive the material presented and for an instructor to fairly evaluate the student's understanding of the material.

The most challenging aspect of modifying classroom policies or practices for students with disabilities is that it requires thought and some prior preparation. The difficulty lies in the need to anticipate needs and be prepared in advance. The actual modifications themselves are rarely substantive or expensive. Some examples are rescheduling classes to an accessible location; early enrollment options for students with disabilities to allow time to arrange accommodations; substitution of specific courses required for completion of degree requirements; allowing service animals in the classroom; providing students with disabilities with a syllabus prior to the beginning of class; clearly communicating course requirements, assignments, due dates, grading criteria both orally and in written form; providing written outlines or summaries of class lectures, or integrating this information into comments at the beginning and end of class; and allowing students to use notetakers or tape record lectures. Modifications will always vary based on the individual student's needs. Modifications of policies and practices are not required when it would fundamentally alter the nature of the service, program, or activity.

Examples of some accommodations are:

Priority seating in the classroom
Change of classroom
Faculty member standing facing the class when speaking
Assistance in identifying a note-taker
Tape recording of lectures
Use of scribes
Use of sign language interpreters
Providing copies of overhead demonstrations and lecture notes
Reduced course load
Captioning or transcription work
Enlarged print on exam questions or class materials
Readers
Use of computers in taking tests
Alternative test formats
Alternative access to material if covered in a field trip
Advanced copy of syllabus, textbook, & course materials
Extra time on tests, exams, and quizzes
Flexible attendance policies
Tape-recording exam questions
Tape-recording exam answers

Information shared from Middle Tennessee State University ( http://www.mtsu.edu/ada/facres.php ) and Pacer Center ( http://www.pacer.org/publications/adaqa/504.asp ).