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Classroom and Laboratory Classroom Include a statement on the class syllabus inviting the students to discuss academic needs with you. For example, "If you have a documented disability and with to discuss academic accommodations, please contact Kathy Perzanowski at the Academic Support Center, ext. 1428, and then see me to discuss your unique needs." 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, Student Support Services, and members of the Disabilities Access Committee to determine and provide appropriate accommodations. Select course material early. Distribute syllabi, assignments, and reading lists in advance and in electronic format (e.g. disk, network) to facilitate translation to audio-tape, Braille, and large print. Face the class when speaking. Repeart discussion questions. Write key phrases on the board. 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 visual aids if there is a student with a visual impairment in class. For example, you might say, "The 3 inch long steel rod," insteads of "this." Laboratory Discuss safety concerns with the student and the Academic Support Center Learning Specialist, Kathy Perzanowski. Depending on the student's disability, ensure that safety equipment is adapted with Braille or large print labels, pull-chains are lengthened, and visual or quidotory warning systems are in place. Assign group lab projects in which all students contribute according to their abilities. Arrange lab equipment so that it is easily accessed. Give oral and written lab instructions. Provide raised-line drawings and tactile models of graphic materials for students with visual imparments. |
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