• Lively Technical Center
     
     
     
     
     
     
     
     
     
     
     Accommodations Offered at Lively
     
    Accommodations Assisting Students with Disabilities
     
     Hearing Impairment/Deafness: A hearing loss of thirty (30) decibels or greater, pure tone average of 500, 1000, 2000 Hz, ANSI, unaided, in the better ear. Examples include, but are not limited to, conductive, hearing impairment or deafness, sensory-neural hearing impairment or deafness, high or low tone hearing loss or deafness, acoustic trauma hearing loss or deafness.
     
    Suggested Reasonable Accommodations:
     Offer front row seating
     Use the services of an interpreter (Specify frequency)
     Use visual aids and chalkboard to reinforce spoken presentations, when possible
     Assist the student in identifying a note-taker, if requested
     Provide the student with class outlines, lecture notes, lists of new technical terms and printed transcripts of audio and audio-visual materials, when possible
     Have regular written communication with the student, whenever possible
     Have room partially lit when using audio-visual materials
     
    Learning Disabilities: A disorder in one or more of the basic psychological or neurological processes involved in understanding or in using spoken or written language. Disorders may be manifested in listening, thinking, reading, writing, spelling, or performing arithmetic calculation.
    Examples include: dyslexia, dysgraphia, dysphasia, dyscalculia, and other specific learning disabilities in the basic psychological or neurological processes. Such disorders do not include learning problems that are due primarily to visual, hearing, or motor handicaps, to mental retardation, to emotional disturbance, or to environmental deprivation.
     
    Suggested Reasonable Accommodations:
     Create alternate or shortened assignments
     Offer a choice of tasks or assignments
     Reduce the quantity of work but select those tasks necessary to accomplish the learning objectives
     Extend time for test-taking, generally one and one-half or double-time
     Use color whenever possible, such as highlighting, color-coding, colored overlays
     Have student sit in the front of the classroom where he/she can hear well and see the chalkboard
     Provide volunteer/tutor or peer assistance
     Provide reader, note-taker, note-taker notebook, and scribe
     Provide books, reserved readings and handouts on audio-cassette tapes
     Allow the student to tape record classroom lectures
     Encourage the student to keep only ONE calendar with all relevant dates, assignments, and appointments
     Provide alternative testing accommodations during initial basic skills testing and in the classroom setting: (extended time limits, oral exams, taped exams, individually proctored exams in a separate room, or scribe) based on the documentation provided by the student. Specify testing accommodation (s) provided:__________________
     Have student complete a learning style inventory to identify preferences for learning activities/skills
     
    Physical Impairments: This disability may be one with partial or total paralysis, amputation or severe injury, arthritis, active sickle cell disease, muscular dystrophy, multiple sclerosis, polio, cancer, AIDS, cerebral palsy, head injury, or spinal cord injury. This category may also include such hidden disabilities as pulmonary disease, respiratory disorders, lupus, diabetes, or epilepsy.
     
    Suggested Reasonable Accommodations:
     Accessible classrooms/labs (Location of classroom may need to be changed)
     Familiarity with the building’s emergency evacuation plan and assurance that it is manageable for students who are physically disabled
     Use of a note-taker or tape recorder based on documentation provided
     Students with hand-function limitations may have difficulties both in the laboratory and in the classroom, doing in-class writing assignments and taking written tests
     Give oral test
     Use of a scribe
     Extended time on tests and/or assignments
     Adaptive equipment/furniture upon request and approval
    Psychological/Emotional disorders: These disorders may be hidden or, in fact, latent. Examples include but are not limited to the following: Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD), schizophrenia, autism, mood disorders, anxiety disorders, memory disorders, bipolar and personality disorders, depression, eating disorders, abuse/survivor issues, and posttraumatic stress disorder.
     
    Suggested Reasonable Accommodations:
     Extended time may be needed on classroom tests
     Quiet testing area with a proctor may be provided
     Discussion with the student of appropriate classroom behavior and expectations may be needed
     Referral to mental health provider may be necessary
     Consistency with communication and interaction styles with student is recommend
     One should encourage student to keep a routine
     Cue student to stay on task (Provide a nonverbal signal)
     Ignore inappropriate behaviors that are not drastically outside classroom limits
    Speech Impairments: Disorders of language, articulation, fluency, or voice, which interfere with communication, pre-academic or academic learning, vocational training, or social adjustment.
    Examples include but are not limited to the following: cleft lip and/or palate with speech impairment, stammering, stuttering, laryngectomy, or aphasia.
     
    Suggested Reasonable Accommodations:
     Written speeches may be a possible alternative to oral presentations required in class
     Provide the opportunity without compelling students to speak in class
     Permit student the time required to express him/herself without unsolicited aid in filling in gaps in their speech
     Encourage student to repeat statements to provide clarity
     Address student naturally
    Visual Impairments: Disorders in the structure and function of the eye as manifested by at least one of the following: visual acuity of 20/70 or less in the better eye after the best possible correction, a peripheral field so constricted that it affects one’s ability to function in an educational setting. Examples include, but are not limited to cataracts, glaucoma, diabetic retinopathy nystagmus, retinal detachment, retinitis pigmentosa and strabismus.
    Suggested Reasonable Accommodations:
     Provide information regarding Recordings for the Blind and Dyslexia (1-800-223-1839)
     Provide written materials as early as possible
     Consider using materials which enable student to use touch or the tactile modality
     Allow student to use a tape recorder
     Reader should be provided as necessary
     Consider helpful aids for persons who are visually impaired such as magnifiers/CCTV, Braille, large print, talking books, large print generating software (e.g.Magic), voice synthesizers (e.g., Jaws) or Scan and Read software (e.g., Kurzweil 1000)
     One should describe the physical arrangement of the classroom and never change this arrangement without informing the student
     One should orient the student to location of restrooms and other important places on the campus
     One should verbalize while writing on the board
     When relevant to instruction, one should attempt to explain what orally is communicated with your body, hands, and face
     Low vision students will benefit from front row seating
     Instructor should face the class when speaking
     Obtain large print copies of classroom materials through Florida Instructional Materials Center (http://www.fimcvi.org/)
     Consider alternate test formats (oral testing, allow additional time, tape the student test questions, or a reader may be necessary)