Acknowledgment
This is to acknowledge that some of the material in the following section was taken from "What Professors Can Do" from the manual Teaching College Students with Disabilities: A Guide for Professors by Dr. Catherine S. Fichten, Gabrielle Goodrick, Rhonda Amsel, and Dr. Eva Libman. Where appropriate, this material has been adjusted and/or other information added to make the section more applicable to the Minnesota State University, Mankato environment.
What Professors Can Do
Before Class Start/Early in Term
- Put a statement in your syllabus inviting students with disabilities to meet with you concerning appropriate accommodations and/or during the first class invite any students who may need accommodations because of a disability to visit you in your office to discuss individual instructional needs.
- Encourage students with disabilities to be in contact with the Office of Disability Services.
- Become familiar with the services and technology available to students with disabilities and give them the appropriate information.
- If requested, help find a notetaker for the student as early in the term as possible.
- Be sure the student knows what is expected of him/her with reading, written assignments and tests.
- Make appropriate individual adjustments such as alternative assignments, seating, testing accommodations, etc.
- Discuss available resources. (such as notetakers, FM System, texts on tape)
During the Term
- Be flexible with the content and format of tests. Be willing to allow alternative testing arrangements if documentation indicates this is appropriate. Forms for alternative testing are available through the Office of Disability Services.
- Encourage the student to stay in contact with you.
- Arrange for other students in the class to help, or refer the student to the Disability Services Office, texts on tape, notetakers, etc. For tutoring information contact the Center for Academic Success.
- Allow special seating for students with disabilities if it is indicated.
- Let students with disabilities know it is acceptable to tape lectures.
- Discuss problems with the student such as frequent absences, work not turned in on time, inappropriate behavior, etc.
- Be supportive and encouraging. Let students know you are willing to talk with them about their progress.
Students with Visual Impairments
- Make sure required materials can be made available in large print, on tape or in Braille.
- State aloud what you write on the board or show on the overhead projector.
Students with Hearing and Speech Impairments
- Give lectures loudly and slowly making sure your mouth is not covered when you speak. Face the class as much as possible. Try not to stand behind the student or walk back and forth in front of the class.
- Write all important material on the board or overhead and be sure it is written clearly. If you have a beard or mustache, be sensitive to students who may not understand you because they read lips.
- Be patient. Check privately with the student about whether she/he has understood you if you are in doubt.
- Hand out typed or printed notes.
- If asked, use an amplification system.
- Repeat classmates' questions if the student can not hear them.
- If the interpreter is in your class, discuss the way your class is conducted with her . The interpreter is in class to facilitate communication between professor and student.
Students with Mobility Impairments
- Ensure that the class, lab, building, field trip, etc. is in an accessible location.
- Make sure that classroom and lab furniture are appropriate for wheel chair users. If not, call the Office of Disability Services to help facilitate finding appropriate accommodations.
- Admit students with mobility impairments to class with no penalty if they are occasionally late.
Students with Attention Deficit Disorder
- Although not always students with learning disabilities, many of the strategies used for those students work with students with attention deficit disorder.
- Ensuring the student understands the requirements of the course is very helpful since organization is often a problem.
- Allow alternative testing in a quiet room whenever possible. This service is available through the Office of Disability Services.
- Discussing deadlines and flexibility in meeting deadlines is appropriate for students with attention deficit disorder.
General
- Be supportive of students with disabilities but, when possible, treat them as you would any other student.
- Make adjustments to allow the student an equal opportunity to learn. Remember, identical treatment is not "equal" treatment.
- Make adjustments in your evaluation of students with disabilities, by giving them a chance to demonstrate that they have mastered the material. Do not, however, accept work of lower quality or give unearned grades based only on effort.
- Avoid doing things for students they can and want to do on their own.
- Do not ask for documentation. Documentation is confidential material and is on file in the Office of Disability Services . Confirmation of the appropriateness of accommodations asked for can be sent to you from the Office of Disabilities Services upon request.
- Do not single out students with disabilities for special attention during class.
- Do not avoid everyday words such as "see", "hear" and "walk" with students with disabilities.
- If students with disabilities come to talk to you about taking your class, do not discourage them but be forthright about your expectations. Let the students use that information to make up their own minds - they usually know their own strengths and limitations.
- Discuss possible accommodations with the student. He/she will know what accommodations work. If you have concerns or questions about what is asked for, call the Office of Disability Services and ask for verification of the appropriateness of the accommodation.
