Accommodations and Strategies Exchange: Faculty
- For pop quizzes, one of the administrative staff from our office sits with a student who has a physical disability and records answers for him. For that same student, I record his evaluations of student presentations.
- If students answer questions on exams or assignments that seem unclear, I often give them the opportunity to fix it or ask them to explain their response orally at a later time.
- I have had students take their exams at other locations and on computers without any problems, and I am always willing to allow extra time for those who need it.
- Allowed a dyslexic student to bring a list of tests for lexical category (noun, verb, etc.) into an exam when other students were expected to figure out the categories without any help.
- I think that testing with the faculty member present is sometimes best so each question can be clarified during the exam taking itself. This means that students with learning disabilities don't have to fret over their interpretation of each question-- they can ask.
- Audio taped questions for visually impaired student to answer in both recorded and word processed formats. Alternative, abbreviated tests with audio questions and additional time in which to process and produce written or spoken responses. Alternative lessons without reliance on visual supports to achieve same goals as lesson used with sighted individuals.
- When I distributed a handout printed on yellow paper last semester, a student said he could not read it; I subsequently provided a copy on white paper.
- I've given word lists to students to help them prepare ahead for lectures
- Attention to presenting same material in both oral and written format, as well as thinking about Multiple Intellegences when planning activities.
- I try to write more on the board, using more graphics (charts, figures)
- To give physical and verbal explanation/demonstration of a skill rather than having the student attempt to write about the skill in their own words.
- Simultaneous verbal description of films being shown in class
- I developed a "tactful" method that a low vision student used to complete a sewing project that the rest of the class was also sewing. (a magnetic seam guide and a cardboard pattern so that the student was able to use her hands to feel where things were rather than her eyes.)
- Changed format of lectures for deaf student (used more detailed overheads)
- Xeroxing transcripts of videos (for deaf student)
- Provide handouts that cover lecture and overhead material to all students so no one student is singled out for not being able to copy extensive material rapidly enough.
- Printed out my syllabus, provided all handouts and all readings three months prior to be put on tape
- I provide my students with lecture notes and PowerPoint handouts, and I go over what will be on the examinations. If I find a student is falling behind, I will work with him or her until they catch up.
- Permission to leave class if frustrated. Conferences with students to clarify and accommodate needs
- Encourage my lecturers to put accommodation provisions in their syllabi.
Demonstrate Knowledge via hands-on demonstration
- I believe that having students demonstrate their knowledge through "hands-on" experiences is very beneficial.
- Students are able to participate in all assignments and activities with modification in time, structure, etc., but maintain the same information, understanding.
- I have allowed students to e-mail assignments/quizzes that are given in class -- they e-mail after the class.
- I have physically guided blind students through the visual aspects of speech delivery. I often arrange to have a willing fellow student work with a blind student as a partner in a debate class.
- I rely heavily on peer teaching
- Solicit volunteer notetakers
- I have created permanent, semester-long groups to accommodate visually impaired students who need help with readings, group presentations, and homework.
- I have allowed students who were very nervous about presenting materials in front of their peers to do so in a one-to-one format.
- Provided opportunity to rehearse response to a question to be asked in class in advance of the class
- I currently meet with a student with chronic health problems once a week to review lecture notes and assignments.
- I discussed the various homework assignments with him individually as each lesson was being completed.
- I meet my students at the Holmes Student Center coffee shop for office hours (instead of Zulauf, which is a bit tough to access and which students do not want to come to).
- Phone calls to my home, many extra meetings at locations on campus requested by students
Assistance from Student With Disability
- To help me, a disabled student can give a gentle reminder of his/her accommodation - I don't mind doing it, I'm just busy and forget. I have in mind, "Prof, I'll be by at 3:30 tomorrow form my magnified exam."
Dress Code & Law Majors
- Dress code for moot court competitions/court room appearances needs to be altered for persons with physical disabilities.
- There should be more reflection on the part of professors/judges as to the difficulty of procuring business suits, especially as this impacts women, as many judges/professors consider skirts above the knee or trousers to be inappropriate. Also for women, there should be policies in place that do not discriminate against women or men if some physical impairment causes face/neck to flush unexpectedly. Some judges and law professors place unreasonable demands on students in terms of attire/make-up to hide a flush face or neck.
I believe that faculty can do many other things to accommodate students with disabilities, including:
- increasing the font size on their overheads and power points; making power point slides into easy-to-read handouts
- using small groups to collaborate on projects
- working individually with students whose writing is weak
- clarifying all assignments on the syllabus so that there is little confusion
- creating clear project evaluation rubrics
- designing the class physical layout so that the instructor can move around the entire room while speaking to the class
- allowing students to tape classes
- acknowledging when they've made a mistake or have not been clear
- using visuals regularly
- and just demonstrating their belief that a person with a learning disability or physical disability is as capable and bright as other students.
- Whatever is needed I have done my best to accommodate e.g., arranged field trips to coincide with a signer's schedule
- In several of my classes I use learning contracts which allow the students to determine their own learning activities, products, and self evaluation
- Alternative assessments performed privately
Last revised on 11/10/2004
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