Hello,
I have students who require extra time (many also have the accommodation of
a distraction-free testing place) take the quiz in our testing center
before class, then come to class and "take" the quiz again with the class.
Only the first quiz counts, of course. This way, I can keep the class on
schedule, provide the accommodations for the students who need them, and
preserve their privacy.
Hope that helps.
Regina Kengla
The Writing Center and Supplemental Instruction
The Academic Support Center
Otterbein University
614.823.1883
On Wed, Jan 9, 2013 at 1:15 PM, Broscheid, Andreas - broschax <
[log in to unmask]> wrote:
> Another possibility would be to count only the first 66% of questions.
> This would give him double time.****
>
> ** **
>
> Andreas Broscheid****
>
> ** **
>
> Associate Professor, Political Science****
>
> Faculty Associate, Center for Faculty Innovation****
>
> James Madison University****
>
> ** **
>
> *From:* Team-Based Learning [mailto:[log in to unmask]] *On
> Behalf Of *Keri M Larson
> *Sent:* Wednesday, January 09, 2013 12:45 PM
> *To:* [log in to unmask]
> *Subject:* Need advice on accommodating disability support requirements
> for test-taking****
>
> ** **
>
> Hello, ****
>
> ** **
>
> Tomorrow I will commence my second semester of teaching Intro to IS,
> full-on TBL-style. Just this morning, however, a student who will be in one
> of my classes presented me with his Disability Support Services letter from
> my University requiring that I give him double time on tests and allow him
> to take his tests outside of the classroom environment. ****
>
> ** **
>
> This puts me in a huge bind. I cannot (nor do I wish to!) revamp my class
> in one day to accomodate this student's requirements. Has anyone
> encountered this situation before, and how did you (or do you think I
> should) handle the IRAT/TRAT situation in this context? ****
>
> ** **
>
> Thanks for any advice! ****
>
> ** **
>
> Keri Larson****
>
> Assistant Professor of IS****
>
> University of Alabama at Birmingham****
>
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