for university students with disabilities a guide for academic staff
Contents | Part A | Part B | Part C | Part D | Graphics Version
general teaching strategies
Specific suggestions for teaching students with disabilities are offered in the sections devoted to each disability. Here are some general considerations when dealing with the education needs of students with disabilities.
Pre semester
Meeting the student for the first time
- This is an opportunity to discuss with the student any particular needs they may have, for example, a particular position in the lecture hall may provide greatest access to the lecture, or having the interpreter in a particular position.
- Check that they have already been to meet the Disability Officer to discuss any necessary services.
What the Disability Officer can do
- Arrange resources, services, suggestions for provision of flexible teaching strategies and assessment practices.
- Help the student to gain access to appropriate assistive technology such as scanners, voice synthesisers, braille embossers and voice activated computers.
- Act as a mediator/advocate for the student.
Study materials in accessible formats
Some audiovisual resources and printed study materials need to be made available early so there is ample time for their conversion to accessible formats; for example:
- captioning of videos
- brailling and/or audiotaping of texts
- transcriptions of audiotapes
- enlarging print material
- tactile drawings of diagrams
- conversion to plain English
Planning field trips
- Some aspects of the course, such as field trips and visits to industry sites, may require adjustments and planning in advance.
- Some thought may need to be given to ensure that field/industry placements are appropriate. This can be discussed with the student and, perhaps, also, the Disability Officer.
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/