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This guide is designed to assist university professors in making decisions on their instructional planning and delivery by expanding and refining their repertoire of accommodations for their students with visual and hearing impairments, physical disabilities, and learning disabilities. Part 1 suggests a five-step procedure for making decisions on providing accommodations to students with disabilities. Steps include identifying individual needs, matching student needs with accommodations, implementing the accommodation plan, evaluating outcomes of accommodations, and utilizing the outcome. Part 2 presents accommodations not involving specialized materials and devices for students with different types of disabilities. Testing accommodations for students with disabilities are also addressed. Part 3 lists materials and devices that are not readily available to professors for their classes but have a high impact on accommodations. Short descriptions of these materials and devices are presented. Personal computer access problems and modifications to make the computer accessible to students with disabilities are also discussed. Appendix A includes Internet addresses of resource organizations and Appendix B provides examples of specialized materials and devices for accommodating disabilities. (Contains 62 references.) (CR)

This guide is designed as a resource to assist teachers in making decisions on their instructional planning and delivery by expanding and refining their repertoire of ways and means of making accommodations for students with learning disabilities and visual, hearing, and physical impairments. Part 1 presents ways of providing accommodations without specialized materials and devices for students with different types of disabilities. These include facilitating lip reading, providing lecture notes, providing tactile materials, and teaching in an accessible classroom. Testing accommodations for students with disabilities are also addressed. Certain ways are used exclusively with certain types of disabilities; however, other types of accommodations can be used across the categories of disabilities. Part 2 lists some of the important materials and devices that are not readily available to teachers for their classes but have high impact on accommodation, such as amplification systems, screen enlargers, Braille word processing, and computer voice input utilities. Short descriptions of these materials and devices are presented. Personal computer access problems and modifications to make the computer accessible to students with disabilities are also discussed. (Contains 40 references.) (CR)