student accommodation presentation

Presentation Accommodations: Understanding, Types, and Implementation

Are you tired of struggling to deliver presentations due to lack of accommodations? Do you find yourself feeling anxious and overwhelmed when trying to communicate your ideas effectively? Presentation accommodations are here to revolutionize the way you present. With tailored support, these accommodations ensure that your unique needs are met, allowing you to shine in any professional or academic setting. Say goodbye to unnecessary stress and hello to a seamless presentation experience. So, let’s dive in and discover a world where presenting becomes effortless.

Key Takeaways

• Understanding presentation accommodations is crucial for creating an inclusive learning environment that meets the needs of all students.
• Identifying the specific needs of students for presentation accommodations is essential for effective implementation.
• Implementing presentation accommodations effectively involves clear communication, collaboration with students and their support network, and regular evaluation and adjustment.
• Common presentation accommodations include providing additional time, modifying the format or delivery of information, and offering alternative assessment options.
• Presentation accommodations for students with disabilities may include assistive technology, such as text-to-speech software or captioning services.
• Four key types of presentation accommodations for student success are visual supports, auditory supports, organizational supports, and interactive supports.
• Adaptive technologies can play a significant role in supporting students with presentation accommodations, providing them with tools to access and engage with educational content effectively.

Understanding Presentation Accommodations

Presentation accommodations play a crucial role in enhancing the learning experiences of students with diverse needs. These accommodations modify the way information is presented to cater to individual learning styles. By providing different modes of presentation, such as visual aids, auditory supports, and alternative formats, presentation accommodations ensure that all students can access and engage with the educational content.

The importance of presentation accommodations cannot be overstated. They are essential for ensuring equal access to education for all students. By implementing these accommodations, schools promote inclusivity and create a supportive learning environment where every student feels valued and included. When students receive information in ways that align with their unique learning preferences, they are more likely to be engaged and perform better academically.

Research has consistently shown that presentation accommodations have a positive impact on student learning outcomes. This is because these accommodations recognize that different students have different ways of processing information effectively. By providing multiple modes of presentation, educators increase comprehension and retention of information among their students.

For example, some students may learn best through visual aids like charts or diagrams, while others may benefit from auditory supports such as recorded lectures or verbal explanations. Alternative formats like braille materials or closed captions can also make educational content accessible for individuals with specific needs.

Types of Presentation Accommodations

Instructional varieties.

Different instructional strategies can be used to accommodate diverse learners. By employing various instructional methods , educators can cater to different learning styles and promote active engagement among students. One example of an instructional variety is the use of multimedia presentations . These presentations incorporate visual aids, such as images, videos, and graphics, along with auditory elements like narration or background music. This combination appeals to both visual and auditory learners, enhancing their understanding and retention of the material.

Another effective instructional strategy is hands-on activities . These activities provide students with opportunities for kinesthetic learning, allowing them to engage physically with the subject matter. For instance, science experiments or art projects require students to actively participate in the learning process by conducting experiments or creating artwork. This hands-on approach not only reinforces conceptual understanding but also fosters creativity and critical thinking skills.

Interactive discussions are a valuable instructional variety that encourages student participation and collaboration. In these discussions, students have the chance to express their thoughts, ask questions, and engage in dialogue about the topic at hand. By encouraging active involvement from all participants through group work or class debates, educators create a dynamic learning environment that supports different communication styles.

Adaptive Technology

Presentation accommodations can also be facilitated through the use of adaptive technology tools. These tools help individuals with disabilities access educational content effectively by removing barriers related to presentation formats. Examples include screen readers , which convert digital text into synthesized speech for visually impaired individuals; captioning software , which provides written captions for videos so that deaf or hard-of-hearing students can follow along; and speech-to-text applications , which enable individuals who have difficulty writing manually to dictate their responses using voice recognition technology.

Identifying Needs for Accommodations

Individual student assessment.

Assessments play a crucial role in identifying the needs of students. By evaluating the effectiveness of different accommodation strategies, educators can tailor their approach to meet each student’s specific requirements.

Individualized assessments allow for a comprehensive understanding of how students respond to various presentation methods. This knowledge enables teachers to make informed decisions about which accommodations will best support their learning experience. Regular evaluation ensures ongoing support and improvement in student learning outcomes.

For example, if a student has visual impairments, an assessment may reveal that they benefit from larger text size or audio descriptions during presentations. Armed with this information, teachers can provide appropriate accommodations such as using enlarged font on slides or incorporating auditory cues into their lessons.

Setting Description

Presentation accommodations are not limited to traditional classroom settings; they can be implemented across various educational environments, including online platforms and tutoring centers. The setting itself should be conducive to effectively implementing different accommodation strategies.

Flexibility within the setting allows for personalized adaptations based on individual student requirements. For instance, in an online platform where students have access to digital materials, teachers can provide alternative formats such as screen reader-compatible documents or closed captioning for videos.

Implementing Accommodations Effectively

To ensure the effective implementation of presentation accommodations , it is crucial to establish clear procedures. This involves developing a plan that outlines the specific accommodations to be used and how they will be implemented. By having a well-defined plan in place, educators can provide consistent support to students with diverse learning needs.

Regular communication with students, parents, and other educators is essential for successful implementation. By keeping everyone informed about the accommodations being provided, it becomes easier to address any concerns or make necessary adjustments as needed. This open line of communication helps create a collaborative environment where all stakeholders are actively involved in supporting student success.

For example, let’s consider a student who requires extra time during presentations due to processing difficulties. The teacher can establish a procedure where the student receives additional time without feeling rushed or pressured during their presentation. By clearly communicating this accommodation with both the student and their parents/guardians, everyone involved can work together towards achieving better outcomes.

Common Accommodations for Success

In-class strategies.

In order to accommodate different learning styles, teachers can incorporate various in-class strategies. One effective strategy is the use of visual aids such as charts, diagrams, and illustrations. These visual representations can help students better understand and remember information. Another helpful tool is the use of graphic organizers, which provide a structured framework for organizing ideas and concepts. By using graphic organizers, students can visually see how different pieces of information are connected.

Peer collaboration and group work are also valuable in accommodating diverse learners in the classroom. When students work together on projects or assignments, they have the opportunity to learn from each other’s strengths and perspectives. This promotes active learning and allows students to engage with the material in a more meaningful way.

Alternative Settings

Presentation accommodations are not limited to traditional classroom settings. There are alternative settings that can provide personalized accommodations for students with diverse needs. Online platforms offer flexibility by allowing students to access materials at their own pace and providing additional support through virtual resources.

Homeschooling environments also offer individualized accommodations as parents or guardians have more control over curriculum design and teaching methods. They can tailor instruction based on their child’s specific needs, ensuring that they receive the necessary support.

Tutoring centers are another option for presentation accommodations outside of traditional classrooms. These centers often employ experienced educators who specialize in working with students who require extra support or adaptations in their learning environment.

Accommodations for Students with Disabilities

Suggestions for implementation.

There are several strategies that can be effective. Providing professional development opportunities is one way to ensure educators have the knowledge and skills necessary to implement these accommodations effectively. By participating in workshops or training sessions, teachers can learn about different types of accommodations and best practices for their implementation.

Creating a collaborative environment is another important aspect of successful implementation. Educators should have the opportunity to share their experiences, resources, and ideas with colleagues. This collaboration allows them to learn from each other and discover new ways to support students with disabilities through presentation accommodations.

Technology tools and software can also play a significant role in streamlining the implementation process. For example, accessible learning services offer various digital resources that can enhance accessibility for students with disabilities. These tools may include text-to-speech software, braille displays, or captioning options for videos.

Four Types for Student Success

Presentation accommodations are essential for meeting the diverse needs of students in educational settings. These accommodations involve modifying the way information is presented to cater to individual learning styles. By implementing presentation accommodations, schools and educators can promote inclusivity, engagement, and academic success among their students.

There are four main types of presentation accommodations that can be used to support students in their learning journey:

Visual Accommodations : Visual accommodations focus on enhancing the visual aspects of information delivery. This may include providing visual aids such as charts, diagrams, or graphs to help students better understand complex concepts. Using larger font sizes or high contrast materials can assist visually impaired students in accessing information more easily.

Auditory Accommodations : Auditory accommodations prioritize delivering information through sound or spoken words rather than relying solely on written text. For example, teachers might provide audio recordings of lectures or use text-to-speech software to convert written material into spoken words for students with reading difficulties.

Multisensory Accommodations : Multisensory accommodations engage multiple senses simultaneously during instruction. This approach recognizes that different individuals learn best when they have opportunities to process information through various sensory channels like sight, hearing, touch, and movement. For instance, hands-on activities or interactive simulations allow students to actively participate and experience concepts firsthand.

Organizational Accommodations : Organizational accommodations aim to improve how content is structured and presented systematically for better comprehension and retention by all learners. Teachers may create outlines or provide study guides that break down complex topics into smaller manageable sections with clear headings and subheadings.

By incorporating these presentation accommodations into classroom practices and instructional materials, educators can effectively address the diverse learning needs of their students while fostering an inclusive environment where every student has an equal opportunity to succeed academically.

Adaptive Technologies in Detail

Various tools and software can assist in implementing presentation accommodations effectively. These technologies are designed to enhance accessibility and provide additional support for students with diverse needs.

One example of a tool that can be used is multimedia presentation software . This type of software allows students to create engaging presentations using a combination of text, images, audio, and video. By incorporating different media formats into their presentations, students can cater to different learning styles and make the content more accessible for all learners.

Another important tool is screen readers , which are designed to read aloud the text on a computer screen. Screen readers are especially beneficial for individuals with visual impairments or reading difficulties. They enable these students to access written information by converting it into spoken words, allowing them to follow along with the content being presented.

There are text-to-speech applications available that can convert written text into spoken words. These applications are particularly useful for students who struggle with reading or have difficulty comprehending written information. By listening to the text being read aloud, these students can better understand and engage with the material being presented.

Other adaptive technologies that support presentation accommodations include captioning tools for videos or live presentations, speech recognition software that converts spoken words into written text, and interactive whiteboards that allow multiple users to collaborate on a single platform.

Closing Thoughts

In conclusion, presentation accommodations are crucial for ensuring that every student has an equal opportunity to succeed in the classroom. By understanding the different types of accommodations and identifying individual needs, educators can implement these strategies effectively and create an inclusive learning environment. Whether it’s providing extra time, visual aids, or assistive technologies, these accommodations can make a significant difference in students’ academic performance and overall well-being.

Remember, as educators, it is your responsibility to advocate for and implement these accommodations for your students. By doing so, you are not only supporting their individual needs but also fostering a sense of inclusivity and belonging in your classroom. So take the time to assess your students’ needs, explore the various accommodation options available, and make the necessary adjustments to ensure that every student has an equal opportunity to thrive. Together, we can create a learning environment where everyone can reach their full potential.

Frequently Asked Questions

What are presentation accommodations.

Presentation accommodations refer to modifications or adjustments made to the way information is presented to individuals, particularly those with disabilities. These accommodations aim to ensure equal access and participation by tailoring the presentation format or delivery method based on individual needs.

How can I identify the need for presentation accommodations?

Identifying the need for presentation accommodations involves assessing an individual’s specific requirements. This can be done through discussions with the person, reviewing their educational records, consulting professionals like teachers or specialists, and conducting assessments or evaluations.

What are some common types of presentation accommodations?

Common types of presentation accommodations include providing written notes or outlines before a presentation, allowing extra time for processing information, using visual aids such as charts or diagrams, offering alternative formats like audio recordings, and utilizing assistive technologies such as screen readers or captioning services.

How can I implement presentation accommodations effectively?

To implement presentation accommodations effectively, it is crucial to communicate and collaborate with individuals requiring these supports. Understand their preferences and needs while considering practicality. Provide clear instructions and explanations during presentations. Regularly evaluate the effectiveness of chosen strategies and make adjustments if necessary.

Can you provide examples of adaptive technologies used in presentations?

Adaptive technologies used in presentations include screen readers that convert text into speech for visually impaired individuals, closed captioning systems that display text alongside audiovisual content for those who are deaf or hard of hearing, speech-to-text software that transcribes spoken words into written form in real-time, and interactive whiteboards that enhance engagement during presentations.

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Presentations

Who is this for?

An accommodation for altered presentations or alternatives to presentations may be necessary to support equitable access for learners:

• With a hearing impairment, those that are hard of hearing, or Deaf students.
• Who experience communication and/or social navigation barriers
• With a disability impacting communication and speech.

This accommodation supports students to:

Effectively demonstrate their learning via an alternative assessment method or with additional support and flexibility when presenting.

When demonstrating knowledge through presentation is not a stated learning outcome or essential requirement, a presentations accommodation allows the student reasonable flexibility to demonstrate learning.

What it’s not

An alteration of learning objectives, essential requirements, or course content.

If demonstrating knowledge through presentation or the ability to present is a stated learning outcome or other measured core competency, a presentations accommodation is not necessarily an exemption from presenting.

How can I support this in my classroom?

For a student that has a presentations accommodation, consider alternatives or amendments to presentations, such as:

• Allowing the student to present directly to the instructor.
• Allowing the student to present to the instructor and a small group of peers.
• Providing flexibility about when the student presents (date and sequence in class).
• Allowing student to sit or stand as preferred.
• Allowing student to read from notes, handouts, or script.
• Allow submission of a prerecorded presentation, submitted directly to the instructor or to be viewed by the class in lieu of live presentation.
• Flexibility around responding to questions such as allowing students to record the questions and answer later via email, discussion board, etc.
• In group presentations, assist student in assigning roles and responsibilities, including allowing student to have non-presenting part.
• For group presentations, reduce the scope to allow the student to produce an individual presentation instead.

Or allowing for an alternative assessment such as written paper, video, or portfolio demonstrating mastery of the subject matter.

Academic Accommodation Fact Sheets Copyright © by Luke McKnight is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Presentation Accommodation Guide

Students who require presentation accommodations have a disability that significantly impacts their ability to fully demonstrate their knowledge through classroom presentations. In order for presentation accommodations to be offered, the student must present Accessible Learning Services with documentation from a regulation health care professional (e.g. physician, psychologist, and psychiatrist) that supports this accommodation.

For the purpose of accommodation, a presentation refers to any individual or group assignment that must be presented to the class in some manner.

Presentation Accommodation Procedure

• The student provides Accessible Learning Services with documentation from a regulated health care professional supporting their need for presentation accommodations
• The Accessibility Counsellor updates their Accommodation Letter to include this accommodation, as well as reviews options for presentation accommodations with the student. This accommodation will be noted in the Accommodation Letter as 'Presentation Accommodation: See ALS Guides'
• The student will discuss the presentation accommodations with their faculty and agree on a suitable accommodation

Suggestions for Presentation Accommodations

Alternative setting/audience.

• Presenting individually to the professor
• Presenting to the professor plus a small group, 3-4, can fulfill any requirements to answer questions/provide feedback based on presentation, or reflect on peer evaluation

In-Class Accommodations

• In the case of individual presentation, option to present as a pair or group
• Choice in when to complete the presentation (date and/or beginning, middle or end of class)
• Permission to read from notes, handouts, or a script without marks being deducted for this
• Sitting at a table or desk while presenting
• For some students, scripted or predictable portions of a presentation (PowerPoint) does not impact disability where unscripted and unpredictable (question/answer period) portions do

In these instances, the student will meet with their faculty member to discuss alternatives (i.e. having questions emailed to the student for written response).

Adaptive Technology

• Video and/or record the presentation to show in class
• Develop the presentation using software that permits audio recording be embedded into slides

Diversified Learning Approach

• If presentation skills are not a core competency of the course and/or being evaluated, the option for a student to present the materials in an alternative manner (essay, video, resource binder, etc.) can be considered
• This alternative presentation of materials would be graded based on the same rubric as class presentations
• When presentation skills are a core competency and an expected learning outcome in a course, ALS along with the professor and the student will work together to develop a plan that both accommodates the student and allows the student to meet course learning outcomes

Additional Notes

Please note, this is not an exhaustive list of suggestions, and students are encouraged to negotiate and collaborate with their professors to arrive at an accommodation that is mutually agreeable. Additionally, Accessible Learning Services, Accessibility Counsellors are available to support the development of this accommodation as well as discuss any questions, concerns, or feedback.

Have Questions? Need Assistance? Want to Book an Appointment? We are here to help. Contact Accessible Learning Services by email at als [at] mohawkcollege.ca (als[at]mohawkcollege[dot]ca) or by phone at (905) 575-2122.

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Accommodations 101

The Americans with Disabilities Act (ADA) stipulates postsecondary institutions are responsible for providing necessary accommodations when a student discloses a disability. On many campuses, the disabilities office is tasked with determining the necessary accommodations to facilitate a student's access to instruction and participation in the college academic experience. Faculty members and TAs are important disabilities office partners, as they can help ensure that students have access to the accommodations for which they are approved.

Why do universities provide accommodations?

Accommodations are tools and procedures that provide equal access to instruction and assessment for students with disabilities. Access is the opportunity and ability for an individual to participate in the instruction, discussions, activities, products, and assessments provided to all students within a public institution covered by ADA mandates. Accommodations are provided to “level the playing field.” Accommodations allow students with disabilities to access course instruction and participate fully in the assessment process. They are intended to offset the effects of the disability and to provide students with the opportunity to demonstrate knowledge and skills. Accommodations are intended to reduce, or even eliminate, the effects of a student’s disability.

They do not, however, reduce learning expectations and should not give a false picture of what a student knows and can do. Reliance on accommodations should never replace appropriate and rigorous instruction in the content area.

Informed decision-making regarding accommodations is critical for ensuring successful and meaningful participation of students with disabilities in instruction and assessments. In order to make effective accommodations decisions, disability specialists gather and review as much disability-related information about the student as possible. Initial intake appointments focus on what accommodations the disabilities office can recommend to provide the student equal learning opportunities.

Accommodations are generally grouped into the following categories:

• Presentation accommodations present instruction or assessment in an alternate format. Some examples include ASL, captioning, assistive technology devices, Braille, large print, or a reader.
• Response accommodations allow students to complete assignments or exams in different ways (e.g., use of reference aids, clicker, use of computer, etc.).
• Timing/Scheduling accommodations increase the allowable length of time to complete a test or assignment and may also change the way the time is organized (e.g., extended time, frequent breaks).
• Setting accommodations change the location in which a test or assignment is given or the conditions of the assessment setting (e.g., private exam room, distraction-reduced).

Learn More About Accommodations

What mandates that universities provide accommodations?

The Americans with Disabilities Act (ADA) is a federal civil rights law that protects individuals from discrimination based on disability. Along with Section 504 of the federal Rehabilitation Act, the ADA promotes equal access and participation in the University’s programs and services. These laws provide that students must have an equal opportunity to obtain the same educational outcomes and level of achievement as a students without disabilities. Accordingly, the University may neither deny students with disabilities any benefit or service, nor offer any benefit or service that is not as effective as those offered to students without disabilities. Failure to comply with federal disability laws may subject both the University and individual faculty members/instructors to lawsuits and significant monetary penalties.

What is a reasonable accommodation?

A reasonable accommodation is a modification or adjustment to a course, program, service, job, activity, or facility that enables a student with a disability to have an equal opportunity to enjoy the benefits, opportunities, and privileges that are available to all students (with or without disabilities) while simultaneously not reducing or eliminating curriculum standards. Reasonable accommodations do not fundamentally alter or eliminate essential course requirements, and any accommodation that would do so is considered unreasonable and would not be recommended nor approved.

Who determines whether an accommodation is reasonable?

Center for Accessible Education staff are ultimately responsible for determining whether an accommodation is ultimately reasonable and appropriate within the context of a specific course. Instructors play a pivotal role is helping CAE staff make this determination as they are the experts on the essential course requirements for the courses they teach. CAE recommends that instructors be as clear and deliberate as possible on the essential course requirements when outlining them in their syllabi.

Instructors are always entitled to question the determination of a accommodation decision through the University's Fundamental Alteration Process . This appeals process allows for instructors to challenge an approved accommodation's application to a course based on the assumption that the accommodation fundamentally alters or eliminates essential course requirements. Instructors initiating this process should be prepared to provide detailed information to support this assertion.

Learn More About Fundamental Alteration Review

Privacy Laws and Confidentiality

All disability-related information including documentation, accommodation letters, correspondence, and consultations are considered confidential and will be managed in accordance with The Family Educational Rights and Privacy Act (FERPA) regulations. Please read this carefully, as there are instances that may necessitate student information being released without consent. This includes electronic, paper, verbal, and any other types of communication.

Differences from Employment Accommodations

Employees or applicants in need of assistance or accommodations should notify their supervisor or the Insurance and Risk Management (IRM) office. It is the responsibility of the employee with a disability to self-identify and inform the University that an accommodation is requested.

Learn More About Employment Accommodations