Students who have priority seating as an accommodation might need to sit in the front or back of the room, or near the classroom door depending on their specific needs. Faculty can provide this accommodation by asking the student to arrive a few minutes early, or by placing a textbook or bag in a seat so it is unavailable until the student arrives.
- Lighthouse International: All About Low Vision
- The Merck Manuals Online Medical Library: Digestive Disorder Symptoms
- American Speech-Language-Hearing Association: Types of Hearing Loss
- National Institute of Mental Health: AD/HD
Related Functional Characteristics
Motor Skill (Gross Lower) : Wheelchair accessible seating will be necessary for students who use wheelchairs or scooters.
Inability to Stay Awake : Student may need to sit at the front of the class to stay alert.
Bodily Function Control : Students may need to sit close to the exit in order to leave quickly without disturbing the class.
Visual Field Function : Students may need priority seating to be able to see the visual components of class instruction.
Low Vision : Priority seating in the front of the room may benefit students with low vision.
Blindness : Students who are blind may need to sit in the front of the class so they can hear the instructor more clearly.
Hearing Loss : Providing priority seating in the front of the classroom is important to ensure students are able to see the sign language interpreter or read instructor's lips.
Deafness : Priority Seating allows students with deafness to sit in the front of the class so they can see their interpreter or read the lips of their instructor.
Sensory Distractibility : Priority seating allows the student to sit in a place in the class where they can best avoid distraction.
Processing Deficit (Visual) : Providing priority seating in the front of the classroom may help students to concentrate on what is being presented on the board or overhead.
Processing Deficit (Auditory) : Providing priority seating in the front of the classroom may help students use visual cues to determine the importance of auditory information, cut out distractions, and ask questions.
The Building Accepting Campus Communities (BACC) project was funded by the US Department of Education Office of Secondary Education grant #P333A080070-09. The University of Nebraska does not discriminate based on gender, age, disability, race, color, religion, marital status, veteran's status, national or ethnic origin, or sexual orientation.