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In my experience, most students who are allowed more time want to try the
iRAT with the class and it usually works fine.  For those who do need more
time and aren't comfortable doing with the class, I have small enough
classes and few enough of those types of students to just make
arrangements to take the iRAT early, sometimes just during the time period
right before class, then they just read or relax while others take it in
class, then join in for the tRAT.  I could make similar arrangements
through our testing center if they need it read to them or something like
that, letting it take it there, then joining the team for the tRAT.

In 8 years or so of using TBL, I think I've only had a couple of students
who had a hard time with other daily team interactions in that they needed
more quiet or time or whatnot and just really had a hard time adjusting to
the format.

> I'm working on redesigning my course to a TBL format. What sort of
> accommodations would I need to make for students who have documented
> learning disabilities?  In years past, I've had students who required
> extra time, quiz/exam had to be read out loud, or an alternate quiz/exam
> room was needed. Do you have any suggestions on how to handle our
> disability policy and make it work with using TBL in the classroom?
>
> Wendy Duncan, Ph.D.
> Vice President, Academic Affairs and Dean of Pharmacy
> St. Louis College of Pharmacy
> 4588 Parkview Place
> St Louis, MO 63110
> P: (314) 446-8341
> F: (314) 446-8340
> C: (314) 972-3282
>
>