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University of Wyoming

Tips for Teaching Students with Disabilities

Visual Impairment - Hearing Impairment - Learning Disability

Orthopedic or Mobility Disability

As you develop and modify your teaching techniques and styles, keep in mind the diversity of students who may be in each of your classes, including students with disabilities. Try to be flexible, and creative in the approach you take in presenting new concepts and materials. Here are some suggestions to consider when teaching a class that includes a student(s) with a disability -- you may find these suggestions will be helpful for teaching any student!

  • Encourage students with disabilities to make an appointment during office hours to discuss their disability. Ask the student how you, as an instructor, can assist in facilitating learning of the course material.

  • Consider adding a statement to your course syllabi that encourages students with disabilities to identify themselves to you early in the semester so that you can assist with arranging appropriate accommodations.

Example: “If you have a physical, learning, sensory or psychological disability and require accommodations, please let me know as soon as possible. You will need to register with, and provide documentation of your disability to University Disability Support Services (UDSS) in SEO, room 330 Knight Hall.”

  • When a student self-identifies, you may ask for verification of the disability and confirmation that the requested accommodations are appropriate. University Disability Support Services is responsible for verifying each student’s eligibility for accommodations and determining what accommodations are appropriate. Assist students who have not made contact with the UDSS office to do so; this will help facilitate the accommodations requested by the student.

When you have a student in your class who has a visual impairment:

  • provide book lists or syllabi in advance to allow time for arrangements to be made, such as taping or brailling of texts;

  • plan ahead for handouts provided during the semester to allow them to be prepared in alternative format so that students with visual impairments will have those materials at the same time they are provided to other students;

  • anticipate the need for accommodated tests, e.g. extended time, enlarged format, tape recorded exams, use of a scribe, etc. (UDSS will assist with administering exams and preparing exams in alternative format);

  • allow use of tape recorders, braille notetaking devices, etc. in class;

  • verbalize the content of materials presented on the chalkboard or overheads; and

  • face the class when speaking.

When you have a student in your class who has a hearing impairment:

  • anticipate UDSS's or the student's request to help find a volunteer or two from the class who will share class notes;

  • work with the sign language interpreter(s) (if needed and provided by UDSS) to ensure that orally presented information is communicated effectively to and from the student;

  • write technical or unfamiliar vocabulary on the chalkboard or overhead transparency;

  • repeat questions asked by the class so that all can hear;

  • face the class when speaking. If necessary, use an overhead projector to present materials created in class, particularly in classes where a great deal of board work is anticipated (e.g. math, sciences, etc.);

  • be aware that some students may ask you to use an assistive listening system -- a wireless microphone which transmits your voice directly to a receiver worn by the student. This helps bring your voice right to their ear, and minimizes the impact of extraneous noises in the room.

When you have a student in your class with a learning disability:

  • be prepared for requests to provide a detailed course syllabus in advance. Some students with learning disabilities will begin preparing before the class begins;

  • clearly spell out the expectations of the class (e.g. grading, material to be covered, and due dates);

  • start each lecture with an outline of material to be covered during that period. At the conclusion of the class, briefly summarize the key points;

  • face the class when speaking. Use gestures and natural expression to convey further meaning;

  • use multi-sensory approaches to presenting information, e.g. give assignments both orally and in written form;

  • anticipate that many students with learning disabilities will use tape recorded textbooks to supplement their visual reading (see section on working with students with visual impairments);

  • anticipate the need for note-takers (see section on working with students with hearing impairments);

  • provide recommended test accommodations. These may include extended time, a non-distracting test taking site, tape recorded test, opportunity to produce essay or short answer responses on a computer, oral responses, use of a calculator (non-programmable!) and scratch paper, use of pocket spellers or dictionaries, etc. UDSS can prepare tests in alternative format and proctor exams;

  • encourage students to use campus support services (e.g. Montgomery Technology Center, Writing Center, assistance in ordering taped textbooks, alternative testing arrangements, tutoring, study skills workshops, etc.).

When you have a student in your class with an orthopedic or physical disability:

  • be understanding if a student is occasionally late to class, particularly in inclement weather. UDSS works with students to be sure that classes are located in accessible buildings, and will assist with scheduling classes so that they are located physically close together, if necessary;

  • allow students with hand function limitations to use tape recorders, or assist with locating volunteer note takers from the class;

  • some students may need test accommodations, such as use of a computer, a scribe, or audio-taping answers. UDSS can oversee these arrangements;

  • in lab situations, some students may need assistance with using an alternative table or lab bench; or with manipulating tools, lab equipment, and/or chemicals. An assistant or lab partner, who merely functions as an aide, also may be needed;

  • treat the student as you would all other students. In some cases, you will not need to do anything special at all.

There are many other types of disabilities represented at UW including respiratory disorders, psychological impairments, chemical sensitivities, head injuries, heart conditions, multiple sclerosis, asthma, diabetes, etc. In some cases, the degree of impairment may vary from one day to the next because of the nature of the condition, medication received, or therapy. Some conditions are progressive and result in ever-changing consequences for the student. Some students may be absent from class as a direct result of their disabilities, and they may require flexibility in attendance policies (which should be arranged and documented in advance). Some students will need accommodations similar to those described above. Others will need no modifications at all.

 

Feel free to call on UDSS staff when you have questions or need assistance to ensure that the students with disabilities in your class have an equal opportunity to learn and to demonstrate what they have learned.

 

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