What are Standard Reasonable Accommodations?

It is expected that the standard Reasonable Accommodations stated in the LENS report will be put in place. In cases where an RA cannot be applied and a specific rationale is provided the non-standard decision route will apply.

Below are examples of standard teaching and learning reasonable accommodations. Please note, this is not an exhaustive list.

Standard Teaching and Learning Reasonable Accommodations

Allow additional time to develop practical skills

Where possible, students with reduced fine motor skills; processing speed difficulties; or disabilities that can cause pain, fatigue, or reduced mobility, should be given additional time to develop alternative techniques or to practice specific practical skills.

Rationale

It is not reasonable to expect everyone to work at the same speed. For any student with reduced fine motor skills, processing speed difficulties, or a disability that can cause pain, fatigue, or reduced mobility, working at the average speed may be too fast.

Provide Accessible Teaching and Learning Locations

Most teaching and learning spaces in Trinity are accessible but there are some buildings that are not accessible or are only partially accessible. If a student has an accessibility issue the DS will communicate this in the LENS report and ask that the School ensure that all teaching venues are accessible. Schools can view the accessibility of College buildings within Trinity by clicking this link to the university map website.

Rationale

All students are entitled to have full access to the buildings that they are learning within.

Allow students to record lectures

Students with disabilities may be permitted to record lectures and tutorials if as part of the Needs Assessment it is deemed a reasonable adjustment by the Disability Service. Students are advised that all recordings remain the property of the University and are for personal use only. As in the case of provision of lecture notes, the student will sign a Permission to Record form with the Trinity Disability Service that states that the recordings made are for their own personal use and will not be shared. Where a recording of a lecture is not permitted, it will be necessary for the lecturer to provide a suitable alternative (i.e. a transcript of the lecture). This is in the Trinity College Calendar as per extract below:

Recording of Lectures – College Calendar Part II General Regulations

Students with disabilities may be permitted to record lectures if it is deemed a Reasonable Accommodation by the Disability Service. Students will be advised that all recordings remain the property of College and are for personal use only. See also DATA PROTECTION (section VIII) and COPYRIGHT (section IX) of the University Calendar.

Rationale

If a student is unable to take accurate notes in a lecture on account of their disability, students may request that they record the lecture on a Dictaphone. This request only applies to lectures and may not be seen to apply to tutorials or classes of a practical nature (e.g. laboratory work).

Where possible, prioritise reading lists

Subject librarians should receive reading lists from lecturers well in advance of the beginning of the course/module. Annotated reading lists and texts that need to be provided in an alternative format for students with sensory/print disabilities should be provided in advance.

Rationale

If reading lists are prioritized indicating core texts, or annotated, giving a brief outline of the text, this will assist students with disabilities to pace their workload and ensure that core material is covered. Individual lecture handouts that include suggested reading that differs from the course reading list can be provided in advance of the beginning of the module.

Provide enlarged handouts and exam papers

The College Accessible information policy recommends that printed material be provided in a sans serif font, like Arial, and a font of size 12pt. Some students with significant visual impairments require a larger font size to make their texts readable. A request for enlarged handouts will specify the size of the font.

Rationale

Some students with significant visual impairments must be accommodated with a larger font size to make their texts readable. Usually, a request for enlarged handouts and/or exam papers will specify a size 14 font. For further details on enlarged handouts, click here.

Repeat questions before answering

Repeating questions will allow students time to reflect on what the question means and give them time to come up with their own answers. This helps students with a hearing impairment and those with processing difficulties and is a useful inclusive teaching strategy that will assist all students, not just those with a disability.

Professional Placement and Internship Supports

The Disability Service, as part of the Needs Assessment process, can help students prepare for professional placement/internships. They can also provide advice to placement staff on disability-related issues. The Disability Service works closely with students and placement staff to provide guidance on the following:

• Discuss work placement demands as part of the Needs Assessment process, and encourage students to start thinking about the impact of their disability, and the types of Reasonable Accommodations that may be required.
• Help students understand the disclosure process and support them to make informed choices about disclosure.
• Support students to engage with placement staff if Reasonable Accommodations are required.
• Provide guidance to placement staff on disability-related issues and Reasonable Accommodations that may be needed.
• Attend placement planning meetings if required to identify work placement needs.
• For further rationale of reasoanble accomadations on placement please view our downloadble booklet linked here 

Ensure Field Trips and Off Campus Visits are Accessible

Lecturers should consider the accessibility of field trip locations. By providing full details of field trips in advance, students can make sure field trips are accessible and organise travel arrangements.

Use of Audio Devices in Teaching Venues - microphones

Lecturers should use a microphone to assist those with hearing difficulties if requested and included in the LENS report.

Permission to eat and/or drink in teaching venues

Permission to eat or drink should be given to the student if so required by his / her disability, such as physical illnesses. For example, lecturers should be aware that diabetics may require food at specific times.

Use of Assistive Technology (AT) in teaching & learning venues

Lecturers should allow the student to use a laptop or computer to take notes or use assistive technology software during class. The students have a responsibility to use the AT solely for this purpose in class.

Rationale

To provide the student with a piece of software or equipment that will allow the student to overcome the disadvantage that the disability imposes.

Permission to take rest breaks in teaching and learning sessions

Lecturers should allow the student to take rest breaks if stated in the LENS. This may involve taking a short break between classes. The lecturer should note that a student with such a disability may sit close to the exit to allow for this, or maybe absent for certain periods of the teaching session. 

Irish Sign Language (ISL) Interpreter in Teaching and learning sessions

Lecturers should allow ISL interpreters in all teaching, learning, and assessment sessions. This will provide deaf students who use ISL interpretation as their means of communication with the appropriate tools to function in their course.

Rationale

To provide deaf students who use ISL interpretation as their means of communication with the appropriate tools to function in College.

Marking the Work of Students with Dyslexia and Students who are Deaf/Hard of Hearing

Even with the provision of additional support in examinations/assessments, students who are Deaf or hard of hearing, or who present with a Specific Learning Difficulty, may not demonstrate their full potential in an examination. The University’s Council approved a policy with guidelines on marking the work of students with dyslexia and students who are Deaf/Hard of Hearing as part of the University Guidelines for students and staff on the modification of examination and assessment arrangements for students with disabilities. Trinity Inclusive Marking Guidelines provide examiners with a framework for marking the scripts of such candidates.

Course Material in Alternative Formats

Some students with visual impairments may require course material in alternative formats such as Braille, large print, or electronic format. In order to comply with the Disability Act 2005 (Provision of accessible information), it is important that Schools ensure that reading lists are available in advance to ensure that books can be sourced from publishers in an appropriate format. Schools also have an anticipatory duty under the legislation to ensure that they consider the needs of students with disabilities when preparing course material. Further advice on alternative formats can be obtained from the Trinity Inclusive Curriculum guidelines of accessible information or by speaking to a Disability Service staff member.

Providing Lecture Material in Advance, where possible

Providing lecture materials (such as slides, notes, handouts, and reading lists) in advance of class sessions is a reasonable accommodation designed to support students with disabilities who may experience difficulties with real-time information processing, note-taking, or cognitive load during lectures.

Rationale:

1. Supports Neurodivergent Students
   • Students with Autism, ADHD, and Dyslexia may struggle with processing verbal information in real-time. Having materials in advance allows them to review content at their own pace, reducing cognitive overload and enhancing comprehension.
2. Aids Students with Physical and Sensory Disabilities
   • Students with visual impairments may need to use screen readers or Braille conversion.
   • Those with hearing impairments may require materials to supplement missed auditory information in lectures.
   • Students with physical disabilities affecting writing or typing may rely on assistive technologies to interact with content.
3. Enhances Note-Taking and Comprehension
   • Some students with fine motor difficulties, dysgraphia, or chronic pain conditions struggle with taking notes quickly.
   • Having lecture materials in advance reduces pressure and allows them to focus on engaging with the content rather than copying information.
4. Reduces Anxiety and Cognitive Load
   • Students with anxiety, PTSD, or mental health conditions may find unexpected or fast-paced lectures overwhelming.
   • Accessing materials ahead of time allows for preparation and self-regulation before engaging in live discussions.
5. Encourages Active Engagement
   • When students can preview materials, they come to class prepared with questions and discussion points, leading to deeper engagement and understanding.

Implementation Considerations:

• Materials should be provided at least 24-48 hours before the lecture, where possible.
• Materials should be in accessible formats (e.g., tagged PDFs, Word documents, or slides with alt text for images).
• If certain lecture materials cannot be provided in advance (e.g., due to last-minute updates or copyright restrictions), alternative supports (such as summaries or guided reading questions) should be considered.

This accommodation aligns with Universal Design for Learning (UDL) principles, benefiting not just students with disabilities but all learners by improving accessibility and engagement.

Alternative Supports if Lecture Material Cannot Be Provided in Advance

If a lecturer cannot provide lecture materials ahead of time due to last-minute changes, copyright issues, or other constraints, the following alternatives can support students who require this accommodation:

1. Lecture Recordings & Captions
   • Solution: Ensure that lectures are recorded and made available to students afterward.
   • Why it Helps: Allows students to pause, rewind, and review material at their own pace, particularly useful for neurodivergent students and those with processing difficulties.
2. Detailed Lecture Summaries or Key Points
   • Solution: Provide a structured summary or key discussion points before the lecture.
   • Why it Helps: Gives students an outline of what will be covered, helping them focus and prepare in advance.
3. Advance Reading Lists or Recommended Resources
   • Solution: Provide a list of readings, textbook chapters, or external resources related to the lecture content.
   • Why it Helps: Enables students to familiarize themselves with the topic before class and supplement missing details later.
4. Peer or Designated Note-Taking Support
   • Solution: Arrange for peer note-taking or provide access to shared lecture notes through a notetaking service (if available at the university).
   • Why it Helps: Ensures students who struggle with real-time information processing have reliable notes to review.
5. Use of Assistive Technology
   • Solution: Allow students to use speech-to-text software, live transcription tools, or AI note-taking apps (e.g., Otter.ai, Glean) during lectures.
   • Why it Helps: Helps students capture key lecture content if written materials are unavailable in advance.
6. Office Hours or One-on-One Clarifications
   • Solution: Offer students additional time in office hours to go over key concepts they may have missed.
   • Why it Helps: Provides a chance to ask questions and clarify misunderstandings in a lower-pressure setting.

Key Takeaway

If advance materials cannot be provided, recorded lectures, structured summaries, peer notes, and assistive technology can help ensure students receive equitable access to learning. These approaches align with Universal Design for Learning (UDL) and can benefit all students.