Accommodations 101
Accommodations are provided by a school, employer, or other institution to ensure deaf people are able to fully access all the experiences and activities offered. There are many different types of accommodations, ranging from interpreters to extra time for testing.
In order to ensure equitable opportunities and effective communication for all students, Section 504 of the Rehabilitation Act and the Americans with Disabilities Act mandate that reasonable accommodations be provided when requested.
This guide will help professionals understand the variety of accommodations available, how to choose the best accommodation for each student, and more.
Deaf people are not all the same. Learn more about the varied experiences of deaf people in this video. Read full video description
Types of Accommodations
Interpreters facilitate communication between a deaf and hearing person. This can be done in a number of modalities identified by the deaf person including:
ASL interpretation
Transliteration
Tactile interpretation
Oral transliteration
Cued Speech Transliteration
Visit the Interpreting topic page to learn more
Speech-to-text services (STTS) is an umbrella term used to describe an accommodation where spoken communication, as well as other auditory information, is translated into text in real-time. A service provider types what is heard, and the text appears on a screen for the consumer to read. There are three main types of STTS:
Communication Access Realtime Translation (CART)
C-Print®
TypeWell
Visit the Speech-to-Text Services topic page for more information.
Note taking is an accommodation that captures important pieces of information in a systematic way. While most commonly used in the classroom, it can be used in any situation requiring learning, including job sites and internships. Deaf students benefit from receiving notes from a trained note taker as they already split their attention between other simultaneous accommodations (e.g. speech-to-text services, interpreting and captioned media), the instructor, group discussions and/or other information presented.
For more information, review Note Taking: An Introduction.
Note takers can also take our free online Note Taker Training course.
Captioning media is the process of making pre-recorded videos accessible. Captions represent all of the audio content including spoken dialogue, sound effects, and speaker identification. Video captions benefit everyone including deaf students, emerging readers, visual learners, non-native English speakers, and many others.
Visit the Captioning topic page for more information.
Test accommodations should allow deaf students to demonstrate content knowledge by reducing barriers due to testing design, wording and format. While accommodations are individualized, some commonly used accommodations include:
Assistive listening devices
Captioned media
Extended time
Glossaries or dictionaries
Individual administration
Frequent breaks
Sign language interpreters
Scribes to record signed or dictated responses
Visit the Testing topic page for more information.
Below are some starter resources for Remote Services:
- Remote Services Tool
- Remote Access Services
- Remote Interpreting Services
- Remote Speech-To-Text Services
- Remote Access Services: Questions for Vendors
- Remote Access Services: Tips for Students
- Remote Access Services: Student Evaluation Template
- Tips for Instructors: Teaching Deaf Students Online
- Making Online Learning Accessible for Deaf Students: Tips for Disability Student Services
Both entities and individuals who may utilize such technology can benefit from understanding the advantages and limitations of different assistive technologies. This is especially true when entities are seeking to purchase technology that is compatible to a wide range of users. Below are starter resources for learning more about various devices, software, and services related to assistive technology:
Explore This Topic
There is no one-size-fits-all accommodation to meet the diverse needs of deaf students. Start with a conversation with each deaf student to ensure effective communication.
Ask how the student communicates everyday (e.g., at home, work, or school) and discuss different kinds of communication that may occur on campus, such as in the financial aid office, tutoring sessions or meetings.
Consider the Student’s Experience
Deaf students’ experiences in requesting accommodations will vary. Some deaf students have experience with different types of accommodations and know what they need; others may not be familiar with the variety of options available to them.
Accommodations that worked in high school may not be effective in higher education environment or may not be available at a new institution. Evaluate the student’s current needs in addition to their prior experience.
Professionals in the DSS office should include the deaf student in conversations about accommodations. In this video, Felicia Williams explains her philosophy and experience working with accommodations. Read the full video description.
The decision-making process should include the deaf person throughout and end with constant follow up to ensure the chosen accommodations continue to meet the deaf person’s needs. Their choice of specific accommodations (e.g., interpreting, CART or live captioning, and notetaking) across a range of situations should be considered and honored.
Deaf interpreters (DIs) are deaf individuals who provide interpreting services, translation, translanguaging, and transliteration services in signed languages, including American Sign Language (ASL), other signed languages, and various forms of visual and tactile communication for deaf individuals. DIs are often used in medical, legal, and educational settings. DIs also provide access for deafblind people, translate from one signed language to another, and work as a language model for people learning sign language. DIs are also a good fit for stage or platform interpreting, as they are highly effective at relaying information during televised news broadcasts.
TOP TIPS
ACCOMMODATIONS MAY CHANGE
Some students will need different accommodations for an online course than they needed for an in-person class.
TALK TO THE STUDENT
Ask the student what their needs are and if their accommodations are working.
CONSIDER OTHER FACTORS
The students and the institution need the right internet and equipment for remote services to work as intended. Be prepared to provide additional equipment to the student.
UNDERSTAND YOUR TECHNOLOGY
Different platforms have different accessibility features. Understand all the features of whichever platform you’re using.
THINK ABOUT TRAINING
Students, faculty, service providers, and administrators may need training to use the platform properly.
PLAN FOR ACCESS
Access and accommodations for online learning cannot be an afterthought. Accessible classes benefit everyone, not just students with disabilities.
Synchronous (Real-Time) Online Classes
Synchronous classes are similar to in-person instruction in that everything happens in real-time. Many deaf students will access course content using the same accommodations they used for in-person learning, but provided remotely. Other students will need different accommodations online.
Ask the student what modifications they need to their accommodations, and check in regularly to make sure the provided accommodations are working.
Accommodations are just one part of ensuring the deaf student has equitable access to an online course. Ensure your institution and the students have the appropriate infrastructure in place for online learning — including access to high-speed internet, proper equipment, and other considerations.
Many institutions use several different online learning platforms and you should understand the accessibility features for each.
Staff and deaf students may need training on how to use features in different platforms to make sure communication is accessible, including how to pin the interpreter, access real-time captions, mute microphones, and turn video on and off.
Considerations for Synchronous Online Classes
For communication to be effective during synchronous courses, more time and attention needs to be paid to the flow of communication during the class.
Faculty need to set up the environment ahead of time, and closely moderate discussion to ensure everyone is able to participate and absorb the information.
The following are some tips that faculty should share:
Ensure only one person speaks at a time.
The person speaking should identify themselves first.
Allow for natural pauses in conversation, giving service providers enough time to translate messages.
Elicit feedback from deaf students and service providers on communication.
Asynchronous (Self-Paced) Online Classes
If the student has been approved for sign language interpreters in their accommodation plan, this type of service should continue online.
The student may need an interpreted video of pre-recorded course audio. Interpreters can also be available if the deaf student needs to communicate with other students or the instructor.
When providing interpreters for direct translation of written text (live) or signed videos of online text, discuss the following key considerations with the deaf student:
Course objectives and activities and how those objectives can be achieved with accommodations present.
The student’s primary mode of communication.
Barriers in accessing the online learning platform, and within the platform.
If the accommodations constitute a fundamental alteration to the course material.
Tips for Deaf Students
Whether you have taken an online class before or are new to this, remember: accommodations don’t stop because you are now learning remotely.
At times, deaf people may need more than one accommodation in order to gain full access to information. Often referred to as dual accommodations, this arrangement can be used in many different settings.
On campus, dual accommodations are used in many different ways, including for courses with highly technical and complex content, in testing or dissertation situations, or for campus-wide events.
Requests for dual accommodations should be considered on a case-by-case basis and centered on the deaf person’s experience and challenges. For example, some students may rely on speech-to-text services for lecture-based content and interpreting services to participate in discussions.
Nida explains her experience requesting dual accommodations for law school. The challenges she faced are not uncommon for deaf students who need more than one accommodation. Read full video description.
When deciding to use dual accommodations for effective communication, ensure the student is aware that:
There are different access options available.
Accommodations can be provided simultaneously or different accommodations can be provided for different settings.
Accommodations can be adjusted or changed over time.
For more information, review
Deaf students are pursuing healthcare careers at rapidly increasing rates.
Institutions must be prepared to accommodate deaf students not only in the classroom, but also in clinical settings. They can promote accessibility for deaf medical students by reviewing their healthcare programs’ technical standards to ensure deaf students are not excluded because of their hearing loss.
Begin by talking to the deaf student about how they plan to navigate the highly technical content of the program.
Special Considerations for Deaf Medical Students
Deaf Medical Students is a resource that summarizes common accommodations including stethoscopes, specialized interpreters and speech-to-text professionals, and medical face masks. This resource also includes a checklist for disability services professionals and deaf students to discuss during the planning process prior to internships and clinicals.
When interpreting, speech-to-text services, or both are needed in medical training programs, identify providers with proficient knowledge of medical terminology and experience in medical training and clinical settings.
Consider the benefits of consistent providers, especially as these students move further into their studies. It is recommended that the institution identify a small pool of providers that can be used to support consistent communication access.
Hearing loss should not be the determining factor of whether a student will be able to participate and succeed in music classes. Effective accommodations can remove barriers and allow deaf students to equally participate.
Here are some example questions:
What is the student’s goal in taking this particular course?
What is the student’s previous interactions and experience with music including performing in a band, small group, and/or solo?
What strategies has the student used to navigate music in the past (e.g. residual hearing, assistive technology, interpreters, captions, noise-canceling headphones, etc.)?
What concerns does the student have with the course syllabus and accessing any assignments or exams?
Equitable Course Requirements
Ensure course requirements are not inherently discriminatory or exclude deaf students from the opportunity to complete the class. Requirements should detail desired outcomes (functional) rather than how tasks should be accomplished (organic).
Here is a sample course objective with organic requirements:
Aurally identify the salient characteristics of a musical performance. This will include both small-scale observations, such as instrumentation and timbre, and large-scale ones, such as style and form.
When the term “aurally” is removed — “Students will identify the salient characteristics of a musical performance” — the course objective no longer dictates how the student must accomplish this objective and opens the opportunity to showcase their knowledge and skills in other ways.
Aural identification of music may also be a struggle for hearing students. Students who may be visual or kinesthetic learners could benefit from a broader definition of identifying musical elements.
Other Access Strategies
Other strategies for participation in music courses include:
Read and mark sheet music or scores to identify specific styles, form, texture, melody, dynamics, etc.
Instrument identification by name through drawing, photo images, and video recordings.
Researching literature and historical contexts about a genre, artist, composer, or song.
Lyrical analysis.
Composing or performing music utilizing a learned style.
Institutions should ensure equal opportunities for students in the classroom, for class-related activities outside the classroom, and in non-academic programs such as housing, counseling, student organizations, and student activities.
Programs and public events — such as campus tours and orientation, commencement, sporting events, performances and conferences — should also be accessible to deaf people who are not students, faculty, or staff, including friends, families and visitors.
Planning for Accessible Events
When planning for accessible events, institutions should:
Determine funding policy and procedures for accommodation requests prior to receiving any requests. Equitable Access Guide: Section 5: Beyond the Classroom: Non-Academic Programs has information on centralized and decentralized funding structures.
Designate an office or staff members responsible for coordinating event accommodations.
Have disability inclusion statements and language in event advertisements which explain how to request accommodations and provide contact information.
Have working assistive listening devices available at events with information available at the venue about how to access these devices. Some of these devices should be hearing aid compatible.
Provide both speech-to-text and interpreting services for large public events without the need for formal requests. This will provide greater access by considering the audience’s wide range of communication needs.
This proactive approach will also minimize last-minute requests, as providers are less likely to be available on short notice.
For live-streamed public events, a single video of an event with captions and a picture-in-picture interpreter is a common practice.
Have all media used during an event or program captioned, since captions benefit everyone.
Additional Resources
Internships, practicums, clinicals, apprenticeships and other work-based learning opportunities allow students to apply academic, technical and employment skills in real-world settings.
Institutions must be prepared to accommodate deaf students not only in the classroom, but also in clinical settings. They can promote accessibility for deaf medical students by reviewing their healthcare programs’ technical standards to ensure deaf students are not excluded because of their hearing loss.
The academic program and hosting employer/organization should work together with the student to provide accommodations, specifically:
If the field experience is considered part of the academic program, the institution is responsible for providing and paying for requested accommodations.
If the opportunity is offered by an organization or employer, the organization or employer may be responsible. If the intern is considered an employee, the intern is eligible for the same protections afforded other employees under the ADA.
Effective Accommodations for Internships and Fieldwork
Effective accommodations will depend on the deaf student’s communication preferences and experience with accommodations.
When planning for access, start by asking the deaf student about their needs. Discuss the training environment, job functions, types of interactions, activities, benefits and services offered to other people at the hosting entity.
The Job Accommodation Network (JAN) offers additional resources, guidance and personalized consultations for workplace settings.
More and more deaf students are pursuing study abroad opportunities which often raises many questions for disability service offices on what steps to take. Study abroad experiences provide opportunities for students to learn essential social and professional skills to be marketable in today’s workforce. Many factors can influence study abroad accommodations and there isn’t a uniform set of guidelines followed by all institutions in regards to coordinating services for deaf students participating in study abroad experiences. Institutions and deaf students can work together using the tools found below to address important questions including emergency planning, service providers, travel logistics, and more.
Accommodations 101 FAQs
- What does the Americans with Disabilities Act (ADA) say about testing accommodations?
- What do we need to consider when evaluating requests for testing accommodations?
- What are some considerations when coordinating service providers for classes with a restricted capacity of people allowed in the classroom?
- How can notetaking as an accommodation be provided for online courses?
- Why would a student need both interpreting and speech-to-text services for the same course?
- Can we provide speech-to-text services instead of interpreting services for a deaf student?
- Do deaf students receive accommodations for activities outside of class?
- Are service providers held accountable to keeping class information, activities, and fieldwork experiences confidential?
- This is my first time teaching a deaf student. What should I keep in mind?
