Suggestions for Working with Students with Disabilities

Suggestions for Faculty

Faculty play a critical role in helping students who may have learning disabilities by referring them to a trained specialist. Once identified, faculty can develop academic adjustments that will permit students with learning disabilities to fully access lecture and course materials.

1. Encourage students to make an appointment during office hours to self-disclose. Ask students who identify themselves how you, as a faculty member, can assist in facilitating course material.

2. Provide students with a detailed course syllabus. If possible, make it available before registration week.

3. Clearly spell out expectations before course begins (e.g., grading, material to be covered and due dates).

4. Start each lecture with an outline of material to be covered that period. At the conclusion of the class, briefly summarize key points.

5. Present new or technical vocabulary on the blackboard or use a student handout. Terms should be used in context to covey greater meaning.

6. Give assignments both orally and in written form to avoid confusion.

7. Announce reading assignments well in advance for students who are using taped materials or materials in alternative format. It may take an extended period of time to convert material into an alternative format for a student.

8. If possible, select a textbook with an accompanying study guide for optional student use.

9. Provide adequate opportunities for questions and answers, including review sessions.

10. Allow students to tape-record lectures to facilitate their note taking.

11. Provide, in advance, study questions for exams that illustrate the format, as well as the content of the test. Explain what constitutes a good answer and why.

12. If necessary, allow students with learning disabilities to demonstrate mastery of course material using alternative methods (e.g., extended time limits for testing, oral exams in a separate room).

13. Permit use of simple calculators, scratch paper, pocket spellers and dictionaries during exams (no programmable calculators!).

Information from HEATH, Volume 14, NO. 2, 3.