student disability services faculty handbook - St. Ambrose University

More documents

Recommendations

Info

Preview important technical terms before a reading assignment or lecture. GAIN THE STUDENTS’ ATTENTION WITH: Voice inflection Eye contact Body gesturing Moving around the room Using colored chalk Seating students with learning disabilities near the front of the room QUESTIONS: Ask questions to allow the students with learning disabilities to hear themselves produce versions of what you have said. This also allows the instructor to assess students’ understanding of the material. Allow students time to ask questions before, during, and at the end of classroom presentations. When a student asks a question that you just answered, avoid expressing annoyance REVIEW MATERIAL/PROVIDE REPETITION: At the beginning of class, during class, and at the end of class. When a student does not get the information the first time, repeat it distinctly or ask if he or she needs it in a different form. Rephrase key points two or three times. Provide opportunities for review sessions before each exam USE CONCRETE PRESENTATIONS TO MAKE THE INFORMATION MORE MEANINGFUL TO STUDENTS AND TO HELP THEM REMEMBER. Illustrate with examples from real life. Use as many examples as possible. Personalize information by relating it to students’ own experiences. Concrete step-by-step approaches often help students, especially in disciplines such as math and science. Clarify figurative or abstract language. Clarify relationships between new material and previously learned material. Students with learning disabilities often do not intuitively make these connections. TEACH DEFINITIONS AND TERMS CLEARLY AND EXPLICITLY. Write them on the board. Explain them. Review the terms. Have students paraphrase definitions. List key terms from each chapter before students read the chapter. MAKE SURE THAT THE DIRECTIONS FOR ASSIGNMENTS ARE GIVEN CLEARLY: Both orally and in writing. Allow time for students to ask questions about assignments. It may help to have the students repeat aloud what they understand the assignment to be. Make sure that due dates are clear. 2011-2012 Student Disability Services Faculty Handbook 21
WRITTEN ASSIGNMENTS: Encourage students to use a proofreader for written assignments. Use peer editing cautiously with students with learning disabilities. Explicitly teach the students the steps in the writing process. Break writing assignments into smaller parts. Encourage students to use a word processor with a spell checker or an electronic spell checker for writing assignments. Teach them strategies for using these devices. PROVIDE AS MUCH OPPORTUNITY AS POSSIBLE FOR STUDENTS TO MEET WITH YOU ONE-ON-ONE. Although time-consuming, many students understand material much more readily. ORGANIZE MATERIAL PRESENTED IN CLASS IN A MEANINGFUL WAY. BE SENSITIVE TO STUDENTS WHO MAY BE RELUCTANT TO READ ALOUD OR SHARE WORK WITH THE CLASS. PERMIT STUDENTS TO USE GRAPH PAPER OR LINED PAPER USED HORIZONTALLY WHEN PERFORMING MATHEMATICAL CALCULATIONS. WHEN ASSESSING STUDENTS: Group similar types of questions together (for example, all True/False, all multiple choice). Space math problems out. Provide sufficient spacing for multiple-choice items. Allow students to write on their test papers. (Students might make a mistake in transferring their answer; it sometimes helps to cross out answers they think are wrong.) Allow and encourage students to write on every other line for essay exams. Allow students to use scratch paper for exams. Permit students to remove staples during tests. Print test questions on only one side of a page. Give frequent quizzes to provide continuous feedback for students with learning disabilities. This also helps the instructor identify areas where the students are having difficulty. Allow the use of dictionaries, calculators (if appropriate), and electronic dictionaries during exams and in-class writings Provide alternate methods for demonstrating content mastery, such as • Oral presentations • Videotaped projects • Research projects • Creative projects DO NOT EXPECT LESS OF STUDENTS WITH DISABILITIES, AND DO NOT HAVE A SPECIAL GRADING SCALE FOR THEM! 2011-2012 Student Disability Services Faculty Handbook 22
Page 1 and 2: St. Ambrose University STUDENT DISA
Page 3 and 4: STUDENT DISABILITY SERVICES DIRECTO
Page 5 and 6: CLASSIFICATION OF DISABILITIES The
Page 7 and 8: and non-verbal communication, and e
Page 9 and 10: Back to Table of Contents ST. AMBRO
Page 11 and 12: STUDENT RIGHTS AND RESPONSIBILITIES
Page 13 and 14: usiness days prior to the date of t
Page 15 and 16: UNIVERSAL DESIGN FOR LEARNING Not a
Page 17 and 18: Do I need to avoid using terms like
Page 19 and 20: WORKING WITH STUDENTS WITH HEARING
Page 21: INSTRUCTIONAL STRATEGIES FOR STUDEN

student disability services faculty handbook - St. Ambrose University

Create successful ePaper yourself

Delete template?

Save as template?