Instructors should contact its director, Gregory A. If the student has trouble reading overheads, instructors can make enlarged print copies for the student. Writing down your suggestions is especially helpful with hearing impaired students because lip readers generally pick up less that half of the information that is spoken. Here are some suggestions for advisers when working with students who disclose information to you about their disabilities: Include a Disability Statement on Your Syllabus Include a statement on your syllabus asking students to provide you with their Accommodation Determination Letter to ensure that those needs are met in a timely manner. The Student Disability Services can only handle a few students at a time. To discover areas of weakness, ask questions about specific skills like reading comprehension, writing ability, time management, and memory for details. However faculty may become involved when they advise students with disabilities about their courses. If you use films and videos in your classes, it is important to make the information accessible to students with visual impairments. Provide a Safe and Fair Learning Environment Students with disabilities have met the same admission standards to be enrolled in courses as have other students in your class. Occasionally, students with disabilities who are qualified for special support choose not to seek it; you are not responsible for accommodating a disability that the student does not declare or that you cannot verify.
To discover areas of weakness, ask questions about specific skills like reading comprehension, writing ability, time management, and memory for details. The precise accommodations instructors need to provide for a particular student are outlined in the Accommodation Determination Letter they submit. Many hearing impaired students will be able to communicate in a one-on-one situation by lip reading. However faculty may become involved when they advise students with disabilities about their courses. Write down your suggestions for the student, even if this takes a few minutes. You and the student must agree on how to best use the accommodation under different circumstances. Occasionally, students with disabilities who are qualified for special support choose not to seek it; you are not responsible for accommodating a disability that the student does not declare or that you cannot verify. Providing accommodations in the classroom Referring Students to the Disability Services Coordinator DSC Providing reasonable and necessary accommodations to students with disabilities is an important part of our responsibilities as educators. If you are having difficulty communicating with the student, you and the student can write the information that is unclear. The most frequently requested accommodations are: The outcome of this meeting should be documented in writing and kept for record. In your syllabus, include the recommended statement about classroom accommodations for students with disabilities: Please consult with SDS to discuss your specific situation. Most departments have copying equipment that can enlarge documents. The SDS requests that students submit their letters as soon as they register for a class and within the first week of class. Reasonable accommodation in the classroom is a provision of federal and state laws including the Rehabilitation Act of , commonly known as Section , and the Americans with Disabilities Act of , commonly known as the ADA. Discuss these strengths with the student and plan a course schedule with these in mind. Others may need to take tests in alternative formats, such as oral exams instead of written exams. Students with low vision may need enlarged print examinations and handouts. Test Taking Students who plan to attend college will be required to take standardized tests as part of college admissions criteria. A student must have a documented disability and the student and the school must complete the SSD Student Eligibility Form that must be signed by the parents or guardian. Open and close doors fully a half open door can be a dangerous obstacle. Using Student Notetakers SDS is responsible for providing notetakers for students with documented disabilities. Where can I get more information? If you use films and videos in your classes, it is important to make the information accessible to students with visual impairments. Encourage students to take a balanced schedule, with more courses in the stronger areas and fewer in the weaker areas.
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