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A Word Bank can be an 8.5 x 11 sheet of paper on which students or instructors write words to help trigger the answer to an exam question. A Word Bank should not contain a synopsis of course material, but rather, it should include specific words. A Word Bank should include more words than what is needed on the examination. These cues or triggers enable the student to promptly recall information previously learned, thus allowing them to answer the question. Without an actual understanding of the material through previous study, a word bank will not be much use to the student.

Recommended Use of a Word Bank

Some students have documentation of a medical condition or learning disability that results in a significant memory deficit. These student generally have great difficulty retrieving information from memory even though they have carefully studied and understood the material. A Word Bank is intended to provide students with such memory deficits with an equal opportunity to demonstrate their understanding of course material. A Word Bank will not be suggested for a student unless we have disability-related documentation that strongly supports the need.

Memory aids, including Word Banks or Formula sheets, must be approved by the instructor before use. The student or the instructor can create the Word Bank (letter sized 8.5" x 11" page). If the student creates the page then they will connect with the instructor to have it approved. This should be completed by the agreed upon date, the suggested time is seven (7) days prior to exam.

The Word Bank should be submitted as an attachment to the examination for the Testing Center.
After the student completes the exam, the Testing Center staff will return the examination and the Word Bank to the instructor.

SAS will arrange for adapted furniture to be in the classroom, as needed, for students who require this accommodation. The instructor will communicate with the student to ensure that the classroom setup does not interfere with access.

Students with a variety of disabilities, including (but not limited to) blindness, seizure disorder, psychological disability, and autism spectrum disorder, may have a service dog. Please be aware that service dogs must be allowed in the classroom, and the ADA allows faculty and staff to ask only two questions:

• Is the dog required because of a disability?
• What task has the dog been trained to perform?

Staff cannot ask about the person’s disability, require medical documentation, require a special identification card or training documentation for the dog, or ask that the dog demonstrate its ability to perform the work or task.

All service dogs in training must register with the SAS office.

Because this is a working animal, do not feed or pet the service dog. If you have questions or concerns, contact Student Accessibility Services.

For more information regarding service and emotional support animals, refer to the .