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Functional impacts of disabilities and chronic health conditions may substantially hinder capacity for memory retrieval or sequencing. A memory aid prompts the student about information they have learned but cannot spontaneously recall from long term memory . For example, a student with an acquired brain injury may require a prompt to remember the names of political leaders but is then able to write effectively about their roles in history.

A memory aid is typically one page in length. At the instructor's discretion it may contain:

• formulas
• diagrams
• tables
• charts
• abbreviations
• acronyms
• mnemonic phrases

A memory aid should not repeat or summarise course material. A memory aid does not provide answers, steps, processes or concepts being tested. If the student has not learned the material, the memory aid will not help. For example, a formula should not be allowed on the memory aid if knowing the formula is an essential requirement. However, it could be allowed if the essential requirement is instead applying the formula.

The spirit of the accommodation is that a student should not be penalized for specific and measurable challenges with unprompted retrieval of previously learned information because of a disability- or chronic health-related functional impact.

Student responsibilities

Contact your instructor as early as possible to determine how far in advance of each assessment to submit your memory aid. Come to consensus on what can and cannot be included (see list above).

Create the memory aid.

Submit the memory aid to your instructor for approval before each assessment.

Instructor responsibilities

Determine an appropriate amount of time before each assessment when the student must submit their memory aid to you for approval. Allow time for the student to absorb and process information from classes containing information relevant to the assessment.

Provide timely feedback to the student if the memory aid conflicts with the essential course requirements.

Provide the memory aid with the assessment materials or allow the student to bring it themselves. Include the memory aid with your other assessment materials if OREM Accommodated Assessments or the CAL Assessment Program are invigilating your assessment.

How to help

Consider using access-centered strategies like allowing the use of memory prompts for all students. Ltearning and Teaching Innovation provides to help get you started.