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Provide the syllabus on the first day
of class and talk through it while students follow along with their copy.
Presenting materials
using multiple instructional techniques is important in reaching all students
with disabilities.
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Include a statement on the syllabus
about accommodating Students with Disabilities. Encourage students to
register with the campus Disability Services office and to discuss disability
accommodations with their professor. Disability Services provides support and information to students
with disabilities. Students with disabilities need to negotiate accommodations
with their instructors.
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Write an outline or key points in the
lecture on the board before or during the lecture. This helps students know what points they
should master and seek assistance if they missed key concepts.
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Provide written explanations of
assignments and discuss them in class; announce due dates as it gets close to
the date. Students
with disabilities may need reminders of due dates well in advance of the date so
they can plan extra time to do their assignments.
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Present topics using a variety of
instructional methods, including oral, visual, and hands-on projects. Students with disabilities
may learn better with one method than the others.
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Face the class when you are speaking. Students who are
tape-recording the lecture can have a clear tape.
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Encourage students to form study
groups for projects outside the class and use cooperative groups for projects in
the classroom. Students with disabilities may miss classes, lecture materials, or text
materials; working with others can reinforce important course concepts.
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Allow for voluntary student responses
rather than calling directly on students. Students with disabilities may have slower response
times than other students in the class.
