( The exacerbation of symptoms does not necessarily preclude the student’s ability to complete schoolwork, and in some cases may help them meet their academic responsibilities. Staying connected to a student while he or she is experiencing difficulty coming to classes may mean the student ca n finish the course as planned and not have to take an incomplete or withdrawal grade, lose their money, or repeat the course again. Assignment assistance during periods of difficulty.The delay should be specified i.e., a new due date should be negotiated and formalized, not be left open-ended. Helps a student anticipate and plan time, energy, and workload, and arrange for any support or academic adjustments.Į xtra time on a due date might be all that is needed for a student to pass a course. O ther exercise s may be considered for a student with a psychiatric or mental health condition to best demonstrate their grasp of the required knowledge. Reducing the amount of external pressure and distractions gives the student an equal opportunity to demonstrate his or her expertise without the mental health condition skewing the results. Permit exams to be read orally, dictated, scribed, or typed.Īnxiety, other symptoms, medication side effects, or a learning disability may interfere with mental focus, concentration, ability to retrieve information, and/or writing capacity during a typical paper-pencil test.Giving thstudent more opportunities to demonstrate knowledge creates less pressure than having just a midterm or a final. Increase the frequency of tests or examinations.Permit exams to be individually proctoredĪ non-distracting, quiet setting helps reduce interference from anxiety or other symptoms or medication side effects.Writing may be difficult due to medication side effects that cre ate muscular or visual problems using a variety of tech support or devices can be helpful.Īllowing extra time for exams, to be negotiated before the exam, allows the student to focus on the exam content instead of the clock, and lessens the chance that anxiety or other symptoms will interfere with his or her performance.ĭividing an exam up into parts and allowing the student to take them in two or three sessions over 1-2 days helps reduce the effect of fatigue and allows the student to focus on one section at a time. If note takers are not available, then securing notes from another student helps free him or her to attend and participate more fully in class.Īltering an exam from a multiple choice format to an essay format may help students demonstrate their knowledge more effectively and with much less interference from anxiety or a learning disability. Similar to above, having someone in class to take notes alleviates the anxiety of having to capture all the information sometimes the anxiety of attending class interferes with effective note taking. Helps student anticipate and manage anxiety, stress, or extreme restlessness caused by medication.Īlleviates pressure of note taking, freeing the student to attend and participate more fully in class. Helps alleviate dry mouth or tiredness caused by medications. Similar to an accompanier, a volunteer assistant may help take notes or provide informal support.
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