Faculty play a critical role in helping students who may have learning disabilities by referring them to a trained specialist. Once identified, faculty can develop "academic adjustments" that will permit students with learning disabilities to fully access lecture and course materials.
- Encourage students to make appointments during office hours. Ask students with disabilities how you as a faculty member can assist in facilitating course material.
- Provide students with a detailed course syllabus. Include the disability statement on the course syllabus.
- Clearly spell out expectations before course begins (e.g., grading, material to be covered, and due dates.)
- Start each lecture with an outline of material to be covered that period. At the conclusion of the class, summarize key points.
- Speak directly to students, and use gestures and natural expressions to convey further meaning.
- Present new or technical vocabulary on the blackboard or use a student handout. Terms should be used in context to convey greater meaning.
- Give assignments both orally and in written form to avoid confusion.
- Announce reading assignments well in advance.
- If possible, select a textbook with an accompanying study guide for optional student use.
- Provide adequate opportunities for questions and answers, including review sessions.
- Allow students to record lectures to facilitate their note taking. In some instances, this will be an essential accommodation.
- Provide, in advance, study questions for exams that illustrate the format, as well as the content of the test. Explain what constitutes a good answer and why.
- If necessary, allow students with learning disabilities to demonstrate mastery of course material using alternative methods (e.g., extended time limits for testing, oral exams in a separate room).
- Permit use of simple calculators, scratch paper, pocket spellers, and dictionaries during exams (no programmable calculators!).