Academic Adjustments

Academic Adjustments

- defined in the federal Section 504 regulations at 34 C.F.R. § 104.44(a) (2006) as:

Such modifications to the academic requirements as are necessary to ensure that such requirements do not discriminate or have the effect of discriminating, on the basis of [disability] against a qualified … applicant or student [with a disability]. Academic requirements that the recipient can demonstrate are essential to the instruction being pursued by such student or to any directly related licensing requirement will not be regarded as discriminatory within the meaning of this section.

Modifications to academic requirements or academic adjustments may include:

a) changes in the length of time permitted for the completion of degree requirements

b) substitution of specific courses required for the completion of degree requirements

c) adaptation of the manner in which specific courses are conducted.

d) reduced course load

e) extended time on tests

f) provision of auxiliary aids and services

Auxiliary aids and services

- defined in the federal Section 504 regulations at 34 C.F.R. § 104.44(d), and in the

Title II regulations at 28 C.F.R. § 35.104.

a) note-takers

b) readers

c) recording device

d) sign language interpreters

e) screen-readers

f) voice recognition and other adaptive software or hardware for computers and other devices designed to ensure the participation of students with impaired sensory, manual or speaking skills in an institution’s programs and activities.

Restrictions: Institutions are not required to provide:

- personal devices and services such as attendants

- individually prescribed devices, such as eyeglasses

- readers for personal use or study

- other services of a personal nature, such as tutoring

Academic Adjustments

A dyscalculic needs training in the use of strategies and tools. If the student does not have access to training, tools, and accommodations, and is not successful with typical supports (ex. tutoring, extra time), but has demonstrated earnest effort, the instructor may grade on work attempted, time on task, persistence, and attitude.
The instructor should retain work samples; document attendance, supports, interventions, and results; keep performance data (practice, assessments); and note observations of student difficulties and characteristics.
Next, seek academic adjustments for the learning-disordered student: (a) pass-fail grading based on effort; or (b) Incomplete with the option to complete course topics with modular, online courseware or with authentic project-based assessments; or (c) withdrawal without penalty; and (d) math course waiver and substitution.