Requirements of an assignment should be given in writing as well as orally to ensure that students know what is expected. Recognize that proofreaders, if used, are simply assisting the student in producing a more readable, satisfactory copy, not in completing the assignment. When possible, give advance warning of assignments so that the students can budget their time appropriately. If possible, remind students of upcoming assignment deadlines. Examination Accommodations Allow extended time to accommodate for the student's decreased speed of information processing, language retrieval, thought organization or reading comprehension.
Extra time can improve the results of students with disabilities.
Try to use the same vocabulary or phrases as used in class, to help the student retrieve information. Avoid using double negatives and complex sentences. Consider allowing the student to circle the correct answers directly on the examination paper and having it hand-scored. Due to information or language-processing difficulties, the student's perception of what is being asked may not be correct. Some students may benefit from frequent tests or examinations rather than a major test at the end of term.