Accommodation Plans
Presenting Accommodation Plans to Instructors
The biggest difference between high school and college for students with disabilities is student responsibility for informing teachers of their disabilities and arranging for
accommodations--modifications to provide equal access to education. In high school, the special education
teacher is usually the case manager in charge of talking to classroom teachers and arranging for
appropriate accommodations. Accommodations may include extra time on tests, a quiet
testing center, a scribe, a reader, or the use of a computer or electronic speller on written
assignments.
At Pellissippi State, the student meets with a staff member in Services for Students With
Disabilities to develop an accommodation plan (similar to an
IEP in high school). Then the
student is responsible for giving the plan to his/her instructors. Unless the student presents
the information, the instructor will not be aware of the disability and cannot make
accommodations. Services for Students With Disabilities does not give out this information.
One way of delivering this information is outlined below.
- Meet with your instructors individually to give them the accommodation forms.
You may want to call the instructor to make an appointment or come in during posted open office
hours. If possible, this should be done before classes start. If you can't get in to see the
instructor before classes begin, present the plan on the first day of class. Follow up
immediately by scheduling an individual appointment with the instructor. When you meet,
discuss the accommodations listed on the form. This gives the instructor a chance to get to
know you and your needs and will help avoid future misunderstandings.
- Become an expert at explaining your accommodation needs in plain language.
Be able to answer any questions that the instructor may have about your disability or
accommodations as it relates to the class. For example, a student with dyslexia might say, "I
have difficulty reading and use books on tape to get information form textbooks. Because of
my disability, I will also need extra time to complete tests and a quiet testing area." You are
not required to tell a instructor the exact diagnosis of your disability or other information you
feel is personal or confidential. If you feel that the instructor is invading your privacy or
asking questions unrelated to classroom accommodations, simply say, "I'd prefer not to
discuss that." Your purpose in meeting with the instructor is to establish clear understanding
of the accommodations you need and how the instructor plans to meet them.
- Be sure to discuss specifics.
If the accommodation plan lists, "extended time on
assignments", discuss what this means in this instructor's class. Reach an agreement on how
this accommodation will be handled. You may want to have the instructor write the specifics
of the accommodation on the "Comments" portion of the form and both keep a copy.
If "extended time on tests" is an accommodation for you, be sure you both know what that
means. Will it mean that you take tests in the testing center or somewhere else? If elsewhere,
who will proctor the test? These details should be taken care of before the first test.
- Remind a instructor each time an accommodation issue arises.
For example, before a test or when an assignment is given and you require additional time or
equipment, etc. remind the instructor of the accommodations you need. This is the time to
request forms for the testing center, etc.
If you have difficulty receiving accommodations from an instructor contact Services
for Students With Disabilities immediately. The sooner the office is contacted the sooner
the issues can be resolved.