Classroom and Examinations
Suggestions for the Classroom and Examinations:
The student with a disability is the best source of information regarding accommodations. Each student will provide their instructors with a letter from the Disability Resource Center (DRC) stating the appropriate accommodations for each of their courses. In post secondary settings it is the student's responsibility to request special accommodation if desired, but a faculty member can make a student comfortable by inquiring about special needs.
- Include a statement on the class syllabus inviting the student to discuss academic needs with you. For example, "If you have a documented disability and wish to discuss academic accommodations, please contact me as soon as possible."
- When talking with the student, inquire about special needs in the classroom, in the lab, in fieldwork, and on field trips. Work with the student and the DRC to determine and provide appropriate accommodations.
- Select course materials early. Distribute syllabi (including exam dates), assignments, and reading lists in advance and in electronic format to facilitate translation to audio tape, Braille, and large print.
- Face the class when speaking. Repeat discussion questions, and write key phrases on the blackboard. Hand out assignments in writing. Provide written summaries of demonstrations in advance, and use captioned films if you have a hearing impaired student in class.
- Verbally describe aids if there is a student with a visual impairment in class. For example, you might say, "The 3 inch long steel rod," rather than "this."
- Measure knowledge and comprehension rather than physical knowledge of a task when testing a student's understanding of materials.
- Allow extra time to complete exams. If you give double time for a two-hour exam, consider giving the student two days with which to take the exam, administering half the test each day.
- Prepare exams in a timely manner and when appropriate, in electronic format.