Academic Liaison Officers
Some universities have appointed specially
trained faculty staff, known as Academic Liaison Officers, who provide
a contact for students with disabilities. Their role is to discuss with
students the impact of a disability on their learning and assessment,
to consult with lecturers and, where appropriate, to authorise alternative
assess-ments.
During semester
- Provide an outline at the beginning
of each class or lecture of what is to be covered, and summarise what
has been covered at the end.
- Write key points on the board, or provide
handouts.
- Read aloud material that is written
on the board or that is given in handouts or transparencies.
- Vary teaching methods and styles of
presentation that take account of students with different disabilities.
- Use plain English and avoid unnecessary
jargon.
- When introducing new terms provide
clear definitions.
- Arrange seating thoughtfully and face
the class when speaking.
- Stay on the topic; demonstrate; provide
concrete examples.
- Rephrase information if the student
does not understand.
- If appropriate, allow flexibility with
assignment deadlines, give extra reading time and vary assessment
tasks.
- Without drawing particular attention
to the student, do model to other students an appropriate consideration
of the student's needs; for example, if a student has difficulty getting
to the class on time, schedule the start of the class to coincide
with their arrival.
- Be aware that a variety of learning
situations may require different approaches, for example, large lecture
hall vs. small-group interactive learning situation.
- At the end of each class describe what
will be covered in the next class.
- Evaluate with students and perhaps
their attendants as well, whether innovations and strategies are working
well or whether they can be improved upon. Let the students know that
you are committed to enhancing your communication and teaching skills
to meet their needs more effectively.
- Ensure there is a place in lecture
theatres assigned for students with disabilities who use wheelchairs,
scooters or crutches during emergency drills.
Laboratory and field work
- If laboratory work is provided, walk
the student through the laboratory while providing an individual orientation
to the equipment. This will reduce student anxiety and allow any access
problems to be resolved.
- Labelling of equipment, tools and materials
may be helpful.
- Discuss health and safety issues, and
check that emergency drills are appropriate.
Access to technology
- This may be essential for a student,
for example, library catalogue, CD ROM, Internet.
- Providing students with an e-mail address
enables them to contact lecturers, tutors and the Disability Officer
easily when they are having difficulties or questions.
- Some students may find it useful to
tape lectures, or to have access to a lecturer's notes and/or overheads.
Early access to reading lists
- Make reading lists available so students
can begin reading early. Having extra time to read material is often
important.
- Provide students with chapter outlines
or study guides that cue them to key points in their reading.
Making websites accessible
The Human Rights Commission states 'Provision
of information and other material through the Web is a service covered
by the DDA. Equal access for people with a disability in this area is
required by the DDA where it can reasonably be provided.'
There is an American based website, which
is provided by the Centre for Applied Special Technology will give detailed
feedback on any website's accessibility to people with disabilities
including problems, errors and possible solutions.
http://www.cast.org/bobby/
