• Resource Guide Home
• Legislation and Policies
  • What Laws Might Apply?
  • Other Employment Laws
  • Roles & Responsibilities
  • Resources: Legislation
• Identification of Accommodations
  • Workplace Assessment
  • Types of Accommodations
  • Implementation
  • Resources: Programs
  • Resources: Funding
• Motor Impairments
  • Getting Around
  • Communicating
  • Reading or Writing
  • Managing Work and Time
  • Using a Computer
  • Working in the Lab or Field
  • Case Example
• Vision Impairments
  • Getting Around
  • Communicating
  • Reading or Writing
  • Managing Work and Time
  • Using a Computer
  • Working in the Lab or Field
  • Case Example
• Communication Difficulties
  • Getting Around
  • Communicating
  • Reading or Writing
  • Managing Work and Time
  • Using a Computer
  • Working in the Lab or Field
  • Case Example
• Cognitive Impairment
  • Getting Around
  • Communicating
  • Using a Computer
• Resources: Technical Assistance
• Research Findings

Module 2: Identification of Accommodations

Implementation

Develop a plan for implementation of the accommodations.
Once the necessary accommodations are identified, it is necessary to develop a plan for how they will be put into place. This includes determining how accommodations will be purchased or constructed, in what time frame, and who will be responsible for seeing that this is done. Issues of funding will need to be considered. More information about service providers and funding can be found in the Resources section.

Try out accommodations over a trial period.
Trial periods may be necessary for a teacher to learn how to use new technology and become comfortable with it. Similarly, new strategies may feel awkward for the first few days until they become more habitual. Accommodations should be tried for a period of time, rather than be accepted or rejected immediately. This will also provide a chance to see whether further accommodations may be necessary. It should be noted that sometimes equipment can be borrowed or leased for short trial periods. Assistive technology software packages may have a 30-day downloadable version that can be tried out before purchase to make sure it will meet a teacher’s needs.

Training may be required.
A teacher may need some training to learn how to properly use some accommodations (e.g., screen reading, voice input computer systems). Training in the form of a class, individual help, or a self-study tutorial may need to be provided.

Followup is necessary.
The implementation of one accommodation may make other changes necessary. For example, raising the height of a desk to accommodate a worker in a wheelchair might result in altering the height of the computer monitor, which will then need to be modified to reduce the risk of neck discomfort. Followup is necessary to resolve these issues and to make sure that the accommodations are effective.

Implementation of accommodations is ongoing.
Accommodations may need to be changed over time. A teacher’s physical or cognitive abilities may change; the technology may change or need to be replaced; and the activities being performed may change (e.g., new curriculum).