In education, reasonable accommodations can be divided between the physical access and technological access. It is the student’s responsibility to seek reasonable accommodations.
Physical access deals with how a person with an impairment interacts physically in the education context.
These accommodations can be in the form of academic adjustments or modifications such as extended time for test taking or completing course work; substitution of specific courses to meet degree requirements; modification of test taking or performance evaluations so as not to discriminate against a person’s sensory, speaking or motor impairments, unless that is what is being tested. Accommodations can also take the shape of auxiliary aids and services such as qualified sign language interpreters, note takers, readers, braille, large print, and electronic formats of print materials, and adaptive equipment.DART Toolkit II: Legal Issues — ADA Basics
Suggestions for reasonable accommodations can be found at your institution’s disability services office. See the University of Alaska Fairbanks webpage here.
As educators, it is incumbent on us to work with students with a seen (or unseen) impairment as we would any other student. While students with impairments are usually well-versed in the accommodations they need and are familiar with the institution’s disability support services, we should always be on the look out for students who may not be aware of the help to which they are entitled under the ADA.