³Ô¹ÏÍø

Disability- or chronic health-related functional impacts can reduce the student's working memory and ability to plan and organize thoughts during exams. For example, a student with ADHD may have difficulty tracking their thoughts, or a student with a learning disability in math may require extra space for calculations.

Students can use extra paper to improve focus, organization, and planning, and support working memory. For example:

• visually blocking questions or answers
• sketch diagrams
• track key information
• track questions to come back to
• larger writing
• brain dump

Several university programs are available to support instructors implementing this accommodation. Please see the accommodated assessment support section below.

Student responsibilities

Use blue or black ink, or dark pencil so that the markings are easily viewable, if review is included as part of the grading process.

Hand in all extra paper with your other exam materials.

Instructor responsibilities

Provide all necessary extra paper, if you are implementing exam accommodations in the class.

Engage central and departmental supports if you cannot provide extra paper.

Accommodated assessment supports

 The CAL Assessment Program and OREM Accommodated Assessments can support instructors in the implementation of extra paper accommodations. Each program supports students with different needs and exams, which is explained on VPAC's accommodated assessments page.

How to help

 Consider making extra paper available as an option for all students during exams.