Presentations
A presentations accommodation may apply for students who experience significant disability-related barriers to delivering presentations. A presentations accommodation allows for an alternative assessment based on the same learning outcomes or consideration of flexibility within the existing presentation requirement.
Who is this for?
An accommodation for altered presentations or alternatives to presentations may be necessary to support equitable access for learners:
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With a hearing impairment, those that are hard of hearing, or Deaf students.
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Who experience communication and/or social navigation barriers
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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.
What it is
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.
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In group presentations, assist student in assigning roles and responsibilities, including allowing student to have non-presenting part.
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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.
