Recommendations for all Courses
Make an announcement such as this at the first meeting of the class: "Any student who feels that he/she may need an accommodation for any sort of disability, please make an appointment to see me during my office hours." This approach preserves students’ privacy and also indicates the willingness of the faculty member to provide assistance as needed.
- Confidentiality of all disability information is essential. At no time should the class be informed that a student has a disability, except at the student’s express request. All disability information which the student gives to the faculty member is to be used specifically for arranging reasonable accommodations for the course of study.
- Provide students with a detailed course syllabus which is available before registration.
- If possible, select a textbook with an accompanying study guide for optional student use.
- Clearly spell out expectations at the beginning of the course (e.g., grading, material to be covered, due dates).
- Announce reading assignments well in advance for students who are using taped materials or other alternative formats. It takes an average of six weeks to get a book tape-recorded.
- Start each lecture with an outline of material to be covered that period. At the conclusion of class, briefly summarize key points.
- Speak directly to students, and use gestures and natural expressions to convey further meaning.
- Present new or technical vocabulary on the blackboard or use a handout. Terms should be used in context to convey greater meaning.
- Give assignments both orally and in written form to avoid confusion.
- Facilitate use of tape recorders for note taking by allowing students to tape lectures.
- Provide adequate opportunities for questions and answers, including review sessions.
- Provide study questions for exams that demonstrate the format of the test, as well as study questions on content. Explain what constitutes a good answer and why.
- Allow students with disabilities requiring alternate testing formats to demonstrate mastery of course material using methods appropriate to the student and the subject matter (e.g., extended time limits for testing, taped exams, individually proctored exams in a separate room).
- Permit use of simple calculators, scratch paper, and spellers’ dictionaries during exams.
- Encourage students to use campus support services.