(adapted from Stephanie Lancaster, EdD, OTR/L):

• Schedule exam at a different time for the student with accommodations
• Provide multiple versions of the same test
• Change the format of testing/assessment from multiple choice to:
• Essay
• Student creates a “visual” of a term, concept or process
• Alternatives to traditional testing 
• Consider giving mini-assessments rather than a standard midterm/final exam. If that format is used, it may also be feasible to require each learner to identify a resource to justify their response for each item on the test (listing a page number in a textbook, etc.) - there is evidence that doing so facilitates learning and longer-term storage of information, plus it reduces random guessing and answer-sharing between classmates.

• Exam Security here or here 

• Record lectures and e-learning activities for students to view at a later time
• Provide lecture notes for students
• Chunk information (allow breaks)
• Closed Caption for lectures and learning activities also here
• Visual impairments
• Accessible materials
• Write better emails
• Encourage/remind students to adjust personal settings on computer

• Universal Design for Learning
• Accessible science labs
• Allow students to submit video or audio responses instead of written responses
• Provide syllabus and learning materials in advance to allow for students to plan

• Apple
• Google
• Microsoft
• PDFs (Adobe)