Teaching Considerations

The following suggestions are offered as ways to enhance the learning environment for students with disabilities :

Syllabus and Textbooks

Place a statement in your course syllabus that informs students with disabilities to contact the SSD office if accommodations will be needed. Services will be provided when appropriate requests and verification of disability are made at the Services for Students with Disabilities office.
Include a reading list of required textbooks in your syllabus. Include videos and films that you will be showing in your syllabus.
Where possible, select a textbook that has clear print on neutral (rather than bold white) paper. Textbooks with study guides are very helpful, as are textbooks with headings and margin identifiers. Handouts or photocopied collections of articles should be crisp and clear reproductions to permit optimum scanning quality. http://www.csufresno.edu /assocprovost/instruction.htm
It is helpful if all syllabi and textbooks are available several weeks in advance of the first day of class to allow print impaired student’s time to request books in alternate formats.
Identify the approximate date when chapters are to be covered, when quizzes and exams will be given, and when presentations and papers are due to allow for timely preparation of transcriptions.
Instructionally-related material posted on faculty websites, or on web-based delivery systems such as Blackboard, must be accessible. Information about making Blackboard accessible can be found on the Digital Campus Faculty Forum.

Where Possible:

Arrange classroom furniture to allow ease of access for all students.
Report or eliminate distractible sounds, unnecessary visual stimuli or flickering lights.
Allow the deaf student and the sign language interpreter to determine their best positions or locations in the classroom.
Stand with the light source either in front or to the side and not behind you.
Allow for flexibility in seating arrangements in the classroom

When Possible :

Review key points from the previous lecture at the beginning of each lecture.
Provide a written and verbal outline of the present lecture, allowing ample time for slower writers.
Write all technical language or specific terminology on the board.
Emphasize key points by voice (auditory), body language (kinesthetic) and in writing (visual).
Allow tape recorders and lap tops. If you are concerned about the use of tape recorders, please contact the SSD office to discuss how your concerns may be addressed.
Speak distinctly to the students with your face visible to the audience.
Pause after major thoughts.
Allow for question, answer or discussion periods at the end of each class.
Summarize key points periodically during the lecture.
Illustrate points with real life examples.
Encourage study groups but do not make them mandatory.
Use visual aids with verbal descriptions. Order captioned videos and films where possible, including those utilized for distance education and multimedia web-based classes. Captioning resources and a listing of captioned media are available at www.cfv.org.
Talk directly to the deaf student, not to the sign language interpreter.
Point to the student who is talking during discussion when you have a deaf or hard of hearing student in the class. Encourage one person to talk at a time.
Use closed captioned films or videos to accommodate deaf or with students who are hard of hearing.

Provide examples of the type of questions you will be asking on examinations.
Demonstrate what you consider to be a good answer.
Avoid double negatives or “trick” questions.
Allow space on your exams for outlining or larger than average handwriting.
Use bold, clearly typed print.
Give frequent quizzes or exams.
Use a combination of essay, true/false, multiple choice and fill in type questions.
Be available and willing to clarify and review a project.
Have a variety of examples of what you consider to be a good project or presentation available for review.