This article discusses the obstacles students with disabilities are already facing in their college education and how those obstacles are only growing larger with the Coronavirus and all the restrictions put in place. This article also talks about access needs versus accommodations and how students need to become their own advocates in order to receive the accommodations they are entitled to.

Custodio, J. (2020, April 7). Disabled Students Already Faced Learning Barriers. Then Coronavirus Forced an Abrupt Shift to Online Classes. chronicle.com. https://www.chronicle.com/article/disabled-students-already-faced-learning-barriers-then-coronavirus-forced-an-abrupt-shift-to-online-classes/. 

U.S. Const. amend. XIV

To be in compliance with Section 504’s notice provision, school districts must provide public notification of their policies of nondiscrimination, identify the person who coordinates compliance within the district and adopt grievance procedures. Parents have the right to receive notice before the District takes any action pertaining to the identification, evaluation, program, or placement of their child under Section 504, including any significant change to the child's placement.

2) Allow the student to use text-to-speech software for information on the computer.

3) Give “THINK TIME” before answering a question. This can be done by presenting a question and then pausing or by coming back to the student after a little while and repeating the question. Alternatively, have multiple students answer the same question. In this way, several models are provided.

4) Make texts at a variety of reading levels available so that students can read fluently but also be slightly challenged (the appropriate instructional level).

5) Increase phonetic spelling of unfamiliar words by counting the number of sounds in a word, and then correlating the sounds with letters.

6) Give manipulatives whenever possible to work on math-related to time, money, or fractions.

7) Provide opportunities for writing and spelling every day, in a variety of formats, such as writing in a journal, sending an email, writing or copying a list of homework activities, writing on a large wall calendar, writing thank you letters, or archiving items in a collection.

University of Michigan. (2020). Strategies for Teachers. Dyslexia Help at the University of Michigan. http://dyslexiahelp.umich.edu/professionals/dyslexia-school/strategies-for-teachers.