Information For Faculty

Faculty/Staff Training Opportunities

In Their Shoes
A 15-minute online training program about students with disabilities

• Select the flash presentation (recommended) or text only version. You will then be taken through a short introduction. Follow the directions for first time users and enter in the following College ID: 504info. Then select submit query. You will then be assigned a user ID number.

Instructional Strategies for Students with Disabilities

Colleges and universities typically serve students with the following conditions:

• Attention Deficit Disorder (ADD)/ Attention Deficit Hyperactivity Disorder (ADHD)
• Blind/Low Vision
• Brain Injuries
• Deaf/Hard of Hearing
• Health-related Disabilities
• Hearing Impairments
• Learning Disabilities
• Mobility Impairments
• Other Disabilities
• Physical Disabilities
• Psychiatric Disabilities
• Speech/Language Disabilities
• Traumatic Brain Injury
• Visual Impairments
• What is a disability?
  

Some of these conditions are readily apparent, while others are not always visible to an observer. This section presents an overview of disabling conditions and the instructional strategies one can implement to enhance the accessibility of course instruction, materials, and activities.

The faculty member can help normalizes the accommodation process and create a learning environment that not only benefits a students with disabilities but all students by:

1. The faculty member can make an announcement the first class meeting or include a statement on the syllabus inviting students with disabilities to meet with the faculty member during office hours to discuss accommodation needs.
2. Keep all disability-related material strictly confidential. At no time should the class be informed that a student has a disability, except at the student's express request. All disability information that the student gives to the faculty member is to be used specifically for the arranging of reasonable academic accommodations.
3. Make available a detailed course syllabus prior to registration.
4. Announce reading assignments well in advance for students who are using taped materials or other alternative formats. It takes four to six weeks to tape-record the average textbook.
5. Start each lecture with an outline of material to be covered. At the conclusion of class, briefly summarize key points.
6. Teach in a multi-modality format to reach all learning styles. Combine visual and auditory modalities when presenting lecture material and then create experiential learning through group work and hands-on application of the material.
7. Provide an adequate opportunity for questions and answers including review sessions.