• 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 3: Accommodations for Motor Impairments

Reading or Writing (Assignments, Lecture Materials)

Educators must be able to review and grade student papers, develop handouts, highlight points visually during lectures (e.g., write on a board), and complete paperwork.

A motor impairment is not going to impact a person’s ability to read, though a person with an upper extremity impairment might have some challenges regarding the manipulation of documents. In terms of writing, a person with an upper extremity impairment may not be able to write well with a pen. A person with a lower extremity impairment will not have general trouble with writing, but may not be able to effectively reach a board.

Accommodation options may include:

Lower Extremity:

• Position frequently-used documents where they can be readily accessed.
  For example, people who use wheelchairs may want to use lower, lateral filing cabinets.
• Prepare lecture visuals in advance and present them using a computer LCD projector or overhead projector.

Upper Extremity:

• Position frequently-used documents where they can be readily accessed.
  For example, display frequently-used lists on a message board.
• Use binders to hold loose pages or the pages from text books.
  Binders will stay open without effort and hold papers in place. Textbooks may be easier to access if their binding is removed and the pages are put instead into a binder. An individual can drag the end of a mouthstick or typing stick over a page to turn it.
• Use a gripping aid (added on or built into the writing instrument) to reduce required grip force.
  Visit assistivetech.net entries for gripping aids for pens.
  Visit assistivetech.net entries for writing aids.
• Replace paper documents with electronic documents when possible for both reading and writing.
  The desired document can be brought up easily; the desired page can be found quickly. Typing (with or without the suggestions in the computer access section) may be easier than writing by hand. Paperwork forms may be converted into an electronic version that can be filled out on the computer.
• Prepare lecture visuals in advance and present them using a computer LCD projector or overhead projector.