Memory Aid Guidelines
What is a memory aid accommodation?
A memory aid, such as a notecard or a cue card, gives students an equal opportunity to demonstrate their knowledge of course material on a quiz or exam without taxing already compromised memory function. It is a tool used to trigger information that a student has studied but may have difficulty recalling due to cognitive processing disabilities and disabilities associated with memory and recall. A memory aid provides support to students with documented disabilities in rote memory, sequencing memory, working memory, and /or long-term memory to help them recall information that would otherwise be inaccessible to them in a testing situation. Students who are eligible for this accommodation must follow the SAS accommodation request process and are expected to prepare their own memory aids and should review them with their instructor prior to an exam or quiz.
What a memory aid is NOT
This accommodation is not intended to reduce academic requirements or alter the standards by which academic performance is assessed. A proper memory aid as an accommodation will not be very useful to the student unless the student already studies and understands how to use or engage with the information it refers to. A memory aid is not meant to record all the facts, concepts or processes being tested and can be limited to a reasonable size determined by the instructor and SAS.
A memory aid accommodation should NOT:
- Include copied pages from textbooks.
- Include student's class notes, lecture notes, or slides.
- Serve as a substitute for studying.
- Include "answer sheets" from practice exams or homework.
- Contain full and complete synopsis of course materials
Contact your Access Advisor with questions or concerns.
What should instructors know about a memory aid accommodation?
The contents of the memory aid accommodation may be reviewed by the instructor and are NOT intended to fundamentally alter or reduce the essential requirements of the course. Instructors may review the memory aid prior to use and should discuss the memory aid in a private conversation with the student prior to the exam or quiz. Effective memory aids might include mnemonics (a pattern of letters, ideas, or associations that assist in recalling information), math formulas, vocabulary terms, or other key ideas that do not provide direct answers to exam or quiz questions. When reviewing memory aids, instructors should consider course learning objectives. For example, is it a course objective for students to rely on rote memory to 鈥渒now鈥 a certain formula on demand, OR are students expected to demonstrate one鈥檚 ability to apply the formula and understanding of how a formula is used? A memory aid accommodation provides access to a student with disabilities impacting memory in order to meet these outcomes. It is at the instructor鈥檚 discretion to provide feedback and instructions about what can be allowed on the memory aid. SAS can assist with these conversations if requested by the instructor or the student.