Many teaching strategies that assist students with disabilities are also known to benefit students without disabilities. Instruction provided in an array of approaches will reach more students than instruction using one method. The following suggestions are designed to assist you in meeting the growing diversity of student needs in the classroom, particularly those related to disabilities.
|
Two Important Points |
|
- The needs of and necessary accommodations for students with disabilities will vary dramatically even within the same disability type. Always talk with the student about her/his specific needs and consult with the Dean of Students Office as needed.
|
|
|
- Most disabilities are not obvious. NEVER assume that you do not have a student with a disability in your class.
|
During Course Development
Place a statement in your syllabus and make an announcement at the first meeting of the class such as
|
"If you have a documented disability and anticipate needing accommodations in this course, please make arrangements to meet with me soon. Please bring a notification letter from the Dean of Students Office outlining your approved accommodations." |
This approach preserves students’ privacy and also indicates your willingness to provide accommodations as needed. When designing a web site for your course, make sure the site is accessible. This is particularly an issue for students who rely on screen readers that "speak" what is on the monitor. For guidance in designing an accessible web page, contact Web Services for assistance.
When designing a web site for your course, make sure the site is accessible. This is particularly an issue for students who rely on screen readers that "speak" what is on the monitor. For guidance in designing an accessible web page, contact Web Services for assistance.
During Initial Course Registration
Make the class syllabus and list of required texts available by request to students; this allows time to acquire materials in alternative formats and to begin reading assignments. To record an entire book takes an average of six weeks; the Dean of Students Office can produce the materials in installments when informed of the sequence in which the materials will be used.
Be available to discuss class content and your teaching style.
Early in the Quarter
|
- Because many students with disabilities need additional time to process and complete assignments, convey expectations at the beginning of the course (e.g., grading, material to be covered, due dates) in written and oral format.
|
|
|
- Announce reading assignments well in advance to assist students using taped materials or other alternative formats.
|
General Strategies for Teaching and Presentation
|
- Begin class with a review of the previous lecture and an overview of topics to be covered that day; give questions the students should be able to answer by the end of the lecture. At the conclusion of the lecture, summarize key points.
|
|
|
- Highlight major concepts and terminology both orally and visually. Be alert for opportunities to provide information in more than one sensory mode.
|
|
|
- Emphasize main ideas and key concepts during lecture and highlight them on the blackboard or overhead.
|
|
|
- Speak directly to students; use gestures and natural expressions to convey further meaning.
|
|
|
- Diminish or eliminate auditory and visual distractions.
|
|
|
- Present new or technical vocabulary on the blackboard or overhead, or use a handout. Make available handouts in alternative formats if needed (i.e.: 18 pt. font instead of 12 pt.).
|
|
|
- Use visual aides such as diagrams, charts, and graphs; use color to enhance the message.
|
|
|
- Give assignments both orally and in written form; be available for clarification.
|
|
|
- Provide adequate opportunities for participation, questions and/or discussion.
|
|
|
- Provide timelines for long-range assignments.
|
|
|
- Use sequential steps for long-range assignments; for example, for a lengthy paper, 1) select a topic, 2) write an outline, 3) submit a rough draft, 4) make necessary corrections with approval, 5) turn in a final draft.
|
|
|
- Make comments on papers or exams with a black felt-tipped pen. Remember, all materials handed out in class must be in an accessible format. Give feedback on early drafts of papers so there is adequate time for clarification, rewrites, and refinements.
|
|
|
- Provide study questions and review sessions to aid in mastering material and preparing for exams.
|
|
|
- Give sample test questions; explain what constitutes a good answer and why.
|
|
|
- To test knowledge of material rather than test-taking savvy, phrase test items clearly and economically.
|
|
|
- Be concise and avoid double negatives.
|
|
|
- Facilitate the formation of study groups for students who wish to participate.
|
|
|
- Encourage students to seek assistance during your office hours and to use campus support services.
|
Adapted from the University of Oregon, Office of Disability Services, Fall 2005
