List of Disability Types and Accommodations

The information below introduces faculty to a general listing of accommodations provided by DSS to support students with disabilities. It is important to note that there is no specific pattern on how accommodations are provided, as they are based on need that is discussed through an interactive process. This means that two students with the same disability may require different accommodations, depending on their specific educational limitations.

Please note that under the category of Technology / Auxiliary Aids, students with disabilities may use any of these tools for support. These tools may include digital note-taking, text to speech, speech to text/voice recognition, alternate media format, and audio recordings.  For digital note-taking in the classroom, students may use either a mobile device, tablet, or a laptop during lecture. For support with time and study management, DSS highly recommends students utilize time management apps and/or calendars.

If you notice that a student may benefit from any of these accommodations, then please ask student to contact their DSS Counselor or refer to DSS at 408-864-8838 or DSS RSS Rm 141.
 
DSS highly recommends that instruction faculty contacts Online Education for CANVAS training, accessibility, instructional design, and UDL.

List of Disability Types and Accommodations

ADHD

Common academic barriers:

  • Attention
  • Distractibility
  • Time-management
  • Organization

Typical classroom/testing accommodations:

  • Extended testing time
  • Reduced-distraction  

Technology / auxiliary aids:

DSS recommends students utilize time management apps or calendars and organizational software and note-taking software, if needed

Notes:
Challenges related to executive functioning

Autism

Common academic barriers:

  •  Sensory overload
  • Social interaction
  • Difficulty with change of routine

Typical classroom/testing accommodations:

  • Clear structured syllabi
  • Concrete and detailed expectations
  • Advance notice of changes
  • Reduced-distraction testing
  • Preferred seating
  • Breaks are provided infrequently
  • Extended time on exams
  • Reduced distraction

Technology / auxiliary aids - Depending on need:

  • Reading software
  • Note-taking software
  • Dictation software
  • Noise cancelling headphones or ear plugs

Notes:
 Structured routines
 Clear, direct, and concrete communication

Blind / Low Vision

Common academic barriers:

  • Print materials
  • Information only offered as a visual modality
  • Videos
  • Paper handouts

Typical classroom/testing accommodations:

  • All books and handouts in digital/electronic format
  • Verbal or digital descriptions of visual media such as charts and graphs;
  • availability of access technology
  • Preferred front-row seating
  • Exams in alternate formats
  • Font size for access for low vision students
  • Extended time on exams
  • Note-taking

Technology / auxiliary aids:

  • Screen readers
  • Magnification tools / software,
  • Braille
  • Large print
  • Audio description for videos, charts / graphs, and images description,
  • Accessible digital formats

Instruction strategies / tips:

  • During lecture describe images
  • Provide actual reference point instead of using this or that
  • May require verbal or word document,
  • PDF, MP3 description of visual content,
  • Tactile models,
  • Note-taking software;
  • Pictures and images cannot be copied and pasted to an exam or article
  • All information on page must be original document

https://udlguidelines.cast.org/   
https://www.deanza.edu/online-ed/     

Notes:

  • Timely provision of accessible materials is critical;
  • Build in lead time for advance access to materials for conversion
  • Students are responsible to request their alternate media materials asap, preferably immediately after registering for class so that all course material is ready by the beginning of term

Chronic health conditions (e.g., diabetes, migraine)

Common academic barriers:

  • Fatigue
  • Pain
  • Flare-ups
  • Stamina
  • Unexpected health exacerbation
  • Other medical symptoms

Typical classroom/testing accommodations:

  • Extended time on exams
  • Reduced distraction
  • Possible short breaks, if needed  

For students with seizure disorders:

  • Avoid flashing/strobing >2Hz or <55Hz
  • No bright flashing elements

Technology / auxiliary aids:
Depending on disability student may use one or more of the following:

  • Reading software
  • Note-taking software
  • Dictation software
  • Adapted furniture

Notes:

  • Interactive process is key, as based on specific individual needs
  • Medical documentation for flare ups

Deaf and Hard of Hearing

Common academic barriers:

  • Oral lectures
  • Class discussions
  • Audio/video content

Typical classroom/testing accommodations:

  • ASL interpreters
  • CART/Real-Time Captioning
  • Captioned videos
  • Preferential seating
  • Written instructions
  • Note-taking

Technology / auxiliary aids:

  • Assistive listening devices/FM systems
  • Text based communication tools
  • CART/real-time or remote captioning,
  • Captioned videos, YouTube, CANVAS lectures, etc.
  • Note-taking software
  • ASL interpreters

Notes:

  • Faculty should face the class during lecture
  • Repeat questions
  • Avoid talking while writing on the board
  • Speak directly with the student, not with interpreter

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Learning Disabilities (LD)

Common academic barriers vary based on the type of LD, which may include challenges with:

  • reading
  • Writing
  • Spelling
  • Math
  • Processing information
  • Attention
  • Memory
  • Processing

Typical classroom/testing accommodations:

  • Extended time on exams
  • Reduced-distraction
  • For Math LD: use of basic calculator
  • For Memory or Processing:  use of memory aid and/or tests in alternate format

Technology / auxiliary aids:

  • Reading software
  • Note-taking software
  • Dictation software

Notes:
Students with LD are to meet the same class standards and expectations as other students

Mental Health

Common academic barriers:

  • Concentration
  • Fatigue
  • Medication side effects
  • Motivation

Typical classroom/testing accommodations:

  • Extended test time on exams
  • Reduced-distraction
  • Preferred seating
  • Breaks

Technology / auxiliary aids - Student may use one or more of the following:

  • Reading software
  • Note-taking software
  • Dictation software

Notes
In certain cases, it is student’s responsibility to communicate with DSS, when hospitalized or incapacitated

Physical/mobility impairments 

Common academic barriers:

  • On-campus access
  • Writing
  • Prolonged sitting or standing
  • Possible pain

Typical classroom/testing accommodations:

  • Extended time on exams
  • Adapted furniture
  • Mobility services
  • Preferred seating

Technology / auxiliary aids:

  • Note-taking software
  • Dictation software
  • Reading software
  • Access to Cal Lab

Notes:
DSS coordinates with facilities for adapted furniture

Traumatic brain injury (TBI)

Common academic barriers:

  • Memory
  • Attention
  • Processing speed
  • Fatigue
  • Visual sensitivity
  • Executive function

Typical classroom/testing accommodations:

  • Extended time and reduced-distraction for testing
  • Breaks during class/exams
  • Memory aid

Technology / auxiliary aids:

  • Note-taking software
  • Reading software
  • Writing software
  • DSS recommends time management software and use of specialized DSS tutors

Notes:
In general, needs can resemble ADHD plus concussion-related fatigue

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Apply for DSS

 Office Contact

Kim Fukuyama
Administrative Assistant I

 Disability Support Services

dss@deanza.edu

(408) 864-8838

Registration and Student Services Bldg., RSS 141

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