Teaching Tips

Need help with instructing a student with a disability? Learn more about each disability and receive teaching tips by clicking on the links below:

• Attention Deficit Disorder
• Psychological/Psychiatric Disability
• Traumatic Brain Injury
• Mobility Disability (CP, MS, Spinal Cord Injuries)
• Sensitivities and Allergies
• Epilepsy
• Medical Conditions
• Hearing Impairment
• Visual Impairment

Resource Library

Disability Services has a Resource Library of books, guides, and videos for assisting you in working with students with a disability. Contact Shirley Mahood or Meghan Earley if you are interested in signing out resources.

Facilitate...
Access, Attitude, Accommodation

Talking to Students
Self Identify

Students with a disability need to develop independence, self-advocacy skills, and learn to take responsibility in identifying themselves and their need for accommodation to you. They need to learn how to explain their disability, describe their needs, and negotiate appropriate accommodation.

Legally, students have a right NOT to be identified as disabled, if they so choose, but they will not get accommodation unless they identify themselves and register with Disability Services. This is also their choice. Remember, sometimes it is difficult to have to identify yourself, time after time, as being "different", especially for the student whose disability is invisible.

When assisting students with a disability in self identifying, be helpful and receptive to a discussion. Be sure to use Disability Etiquette.

Uncomfortable when talking to students with a disability?

Be sure to check on these customer service and appropriate word choices.

How?

1. On the first day of classes and repeat one week later, make this announcement:

"If there is any student in this class who has a need for test-taking or other accommodation needs, please feel free to come and discuss this with me after class or make an appointment to see me."

2. On your course outline add this statement:

" Students with documented disabilities requiring academic and/or exam accommodation should contact Disability Services, Building 200 or call 740-6446 as soon as possible "

Instructor Letter

Once the student has presented their documentation to Disability Services and accommodation has been determined, a confidential letter of notification will be prepared for the student to discuss with you.

This letter verifies that the student is registered with Disability Services and they are entitled to academic accommodation in your class. The letter outlines both their classroom and exam accommodation needs. The nature of their disability is not disclosed.

The Meeting

• The student has been instructed to meet with you privately during office hours to discuss their accommodation.
• This meeting should occur at the beginning of the semester as soon as the student receives their accommodation letter from Disability Services.
• Let the student know that you recognize the existence and the nature of the accommodation.
• Discuss, agree and have a clear understanding about the nature of the accommodation or the strategies that they will need to do their best in your classroom.

Possible Discussion Questions

• What learning strategies have worked for you in the past?
• What educational barriers do yo find in this course?
• What assistance do you need with getting information? (lectures, notes, reading, tutors)
• What assisstance do you need to show your knowledge of the course? (assignments, tests, exams)

Remember the meeting goal is to develop a successful learning experience in your classroom.

Term Tips

Here's some suggestion that instructors could do to facilitate the teaching/learning process:

Before Classes Start and Early in the Term

• During first class, make an announcement about Disability Services
• Network with experienced colleagues or students to learn how the student's disabllity could affect learning in your course 
• Connect and communicate with Disability Services 740-6446
• Meet with the student early in the term and regularly communicate
• Explain course content and requirements clearly, be exact about necessary reading materials and provide this information early in the term to allow for advance planning by the student
• Discuss teaching and learning alternatives with students, take strengths and weaknesses into account

During the Term

• Make lectures and notes easy to understand, make assignments clear, be open minded when dealing with students, understand and adapt to their individual needs
• Be flexible with the content and format of assignments and exams. (eg oral, Braille, audio-taped, written)
• Encourage the student to stay in touch with you. (e.g. "If you have a problem, come and see me.")
• Suggest other successful students help the student with a disability
• Encourage them to interact by working in pairs or small groups
• Let students with a disability know that it is acceptable to tape lectures as their way of taking notes. Be sure to discuss this accommodation in your meeting
• Discuss problems with the student (eg. frequent absences, lack of participation in class activities, inappropriate social behavior such as continually interrupting others
• Encrourage the student and comment on good work

Remember

Engage in dialogue... it is the most effective way of resolving teaching and learning problems and getting on with the work of educating all students in the most effective way possible.