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

1. The student provides Accessible Learning Services with documentation from a regulated health care professional supporting their need for presentation accommodations
2. 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'
3. 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.