Suggestions for Helping Disabled Students to Succeed in the Classroom
(These will help ALL your students do better.)
- Provide students with a detailed course syllabus. Make it available prior to the beginning of classes.
- Clearly spell out expectations before the course begins (e.g., grading, material to be covered, due dates).
- Start each lecture with an outline of material to be covered that period. At the conclusion of class, briefly summarize key points.
- Speak directly to students and use gestures and natural expression 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 for students who are using taped materials. It takes an average of six weeks to get a book tape-recorded.
- Facilitate use of tape recorders for note taking by allowing students to tape lectures.
- Provide study questions for exams that demonstrate the format, as well as the content, of the test. Explain what constitutes a good answer and why.
- If necessary, allow LD students to demonstrate mastery of course material using alternative methods (e.g., extended time limits for testing, oral exams, taped exams, individually proctored exams in a separate room).
- Permit use of simple calculators, scratch paper, and spellers' dictionaries during exams.
- Provide adequate opportunity for questions and answers, including review sessions.
- If possible, select a textbook with an accompanying study guide for optional student use.
- Encourage students to use campus support services (e.g., pre-registration, assistance in ordering taped textbooks, alternative testing arrangements, specialized study aids, peer support groups, diagnostic consultation, study skills, academic tutorial assistance).
Created: March 09, 2009 @ 12:05 PM
Last Modified: March 08, 2010 @ 01:41 PM