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LAMAR UNIVERSITY
SERVICES FOR STUDENTS WITH DISABILITIES
Fast Facts for Faculty on Teaching
Students with Sensory Impairments
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Developed by Patricia Carlton and
Jennifer Hertzfeld, Ohio State University
INTRODUCTION
Students with sensory disabilities such as those who are blind, visually impaired,
deaf, or hearing impaired often bring auxiliary aids and adaptive equipment to
the classroom (e.g., dog, cane, interpreter, Type-N-Speak). These aids assist
in gaining access to the classroom; however they do not ensure access. The
classroom instructor is responsible for considering the needs of every student
when teaching. For example, your instruction including lectures, website,
videos, overheads, handouts, and textbook must be accessible to the students.
When a student requests accommodations due to a disability, ask the student to
provide you with a memorandum from the Office of Services for Students with
Disabilities (SFSWD). The memorandums are produced for students who are
registered with this office and for whom documentation of the disability is on
file.
DESCRIPTION
Students with visual impairments are
constantly challenged by classroom instructional strategies. Although they can
easily hear lectures and discussions, it can be difficult for them to access
class syllabi, textbooks, overhead projector transparences, PowerPoint
presentations, the chalkboard, maps, videos, written exams, demonstrations,
library materials, and films. A large part of traditional learning is visual;
fortunately, many students with visual disabilities have developed strategies
to learn. Students who are blind or visually impaired vary considerably. For
example, some have no vision; others are able to see large forms; others can
see print if magnified; and still others have tunnel vision with no peripheral
vision or the reverse. Furthermore, some students with visual impairments use
Braille, and some have little or no knowledge of Braille. They use a variety of
accommodations, equipment, and compensatory strategies based upon their widely
varying needs. Many make use of adaptive technology, especially print to voice
conversion using a scanner and voice production software. Textbooks are often
converted and put on disks for later use. Others use taped textbooks or
equipment to enlarge print (closed circuit television [CCTV]) or actual
enlargements.
GUIDELINES
Preferential Seating
Students with visual impairments may need
preferential seating since they depend upon listening. Since they may want the
same anonymity as other students, it is important that you avoid pointing out
the student or the alternative arrangements to others in the class.
Exam Accommodations
Exam accommodations, which may include
adaptive technology, a reader/scribe and extra time, a computer, closed circuit
TV (CCTV), Braille, enlargements, tapes, and/or image enhanced materials, may
be needed. Coordinate these arrangements with the Office of SFSWD, 101
Wimberly, 880-8347.
Arranging for Accommodations
A meeting with the student is essential
to facilitate the arrangements of accommodations and auxiliary aids which may
include, in addition to exam accommodations, access to class notes and/or the
taping of lectures; print material in alternative format; a script with verbal
descriptions of videos or slides, charts, and graphs, or other such visual
depictions converted to tactile representations.
Orientation to Classroom
You may also ask the student if he/she
would like an orientation to the physical layout of the room with locations of
steps, furniture, lecture position, low-hanging objects or any other obstacles.
Use of Language
Although it is unnecessary to rewrite the
entire course, you can help a visually impaired student by avoiding phrases
such as “Look at this” and “Examine that,” while pointing to an overhead
projection. Use descriptive language. Repeat aloud what is written on an
overhead or chalkboard.
Lab Assistance
These students may need a lab assistant
or lab partner in lab classes. Assist the student in finding an assistant.
Print Material in Alternative Format
Have copies of the syllabus and reading
assignments ready three to five weeks prior to the beginning of classes.
Students with visual impairments will likely need all print material in
alternative format which means that they need print material converted to audio
tapes, scanned onto disks, Braille, enlarged or image enhanced. Conversion of
materials takes time. It is important that they have access to class materials
at the same time as others in your class. Coordinate alternative format with
SFSWD, 101 Wimberly, 880-8347.
Guide Dogs
Keep in mind
that guide dogs are working animals. They must be allowed in all classes. Do
not feed or pet a guide dog. Since they are working, they should not be
distracted.
DEAF/HARD-OF-HEARING
DESCRIPTION
Individuals who are deaf or hard of
hearing rely upon visual input rather than auditory input when communicating.
Using visual aspects of communication (body language, gestures, and facial
expression) often feels awkward to people who are accustomed to the auditory;
however, it is essential that faculty learn to effectively communicate with
students who are deaf or hard of hearing. Students who are deaf or hard of
hearing do not all have the same characteristics. Some have a measure of usable
residual hearing and use a device to amplify sounds (FM system). Some choose to
speak; others use very little or no oral communication. Some students are
extremely adept at speech reading, while others have very limited ability to
“read lips.” For some, sign language and/or finger spelling are the preferred
means of communication; other communication choices include gestures and
writing. Most students who are deaf or hard of hearing have experience
communicating with the hearing population. Let them be the guide on how best to
communicate.
GUIDELINES
Gaining Attention
Make sure you have a deaf student’s attention before speaking. A light
touch on the shoulder, a wave, or other visual signal will help.
Preferential Seating
Offer the student preferential seating near the front of the classroom so
that he/she can get as much from visual and auditory clues as possible or
clearly see a sign language interpreter if one is used.
Effective Communication
Don’t talk with your back to the class (for example, when writing on the
chalkboard). It destroys any chance of the student getting facial or speech
reading cues. Your face and mouth need to be clearly visible at all times.
Avoid sitting with your back to a window, chewing gum, biting on a pencil, or
other similar obstructions.
Videos and Slides
Provide videos and slides with captioning. If captioning is not available,
supply an outline or summary of the materials covered. If an interpreter is in
the classroom, make sure that he/she is visible.
Class Discussion
When students make comments in class or ask questions, repeat the questions
before answering, or phrase your answers in such a way that the questions are
obvious.
Class Notes
Students may need your assistance in getting class notes. When a student is
using a sign language interpreter or captioning or lip-reading, it is difficult
to take good notes simultaneously.
Sign Language or Captioning Services
When a student uses a sign language interpreter, discuss with both the
student and interpreter(s) where the interpreter(s) should be located to
provide the greatest benefit for the student without distracting other class
members. When a student uses a captioning service, discuss with the student and
captioner the appropriate location.
Role of the Interpreter
The interpreter is in the classroom only to facilitate communication.
He/she should not be asked to run errands, proctor exams or discuss the
student’s personal issues. He/she should not participate in the class in any
way or express personal opinions.
Interpreter Classroom Etiquette
The interpreter is in the classroom to facilitate communication for both
the student and the instructor. Speak directly to the student, even though it
may be the interpreter who clarifies information for you. Likewise, the
interpreter may request clarification from you to insure accuracy of the
information conveyed.
English as a Second Language
For many deaf students, English is a second language. When grading written
assignments and/or essay tests, look for accurate and comprehensive content
rather than writing style. Students should be encouraged to go to the Writing
Center, Maes 208 for assistance if necessary.
Considerations
for Teaching All Students with Disabilities
Universal
Design for Learning
"Universal design is an
approach to designing course instruction, materials, and content to benefit
people of all learning styles without adaptation or retrofitting."
(Visit
http://www.osu.edu/grants/dpg/fastfact/undesign.html for more information.) By
incorporating Universal Design principles in instruction that allow students
with disabilities access to the classroom, you may also be designing
instruction that works better for everyone in the class. Classes designed with
this concept in mind offer a variety of methods of content presentation,
flexible teaching strategies, and options for demonstrating mastery of course
content.
Expectations
Although many students with
disabilities need accommodations, expect these students to perform at a level
commensurate with their peers. Do not have a special grading scale or other
criteria for them.
Guided Notes on the Web
Providing students with guided
notes that they can access through the Web prior to class assists them with
focusing on the appropriate material. It will help them to learn more
effectively in the classroom as well as take better notes.
(Visit
http://www.osu.edu/grants/dpg/fastfact/notes.html)
Web-Enhanced Learning
If classroom materials are available on the Web, check with the Web
Accessibility Center (WAC) to ensure that the web format is compatible with
adaptive technology.
(Visit
http://www.wac.ohio-state.edu/)
Comprehensive Syllabus
A comprehensive syllabus with clearly delineated statements about
expectation is helpful to students who need help with structure and
organization.
(Visit
http://www.osu.edu/grants/dpg/fastfact/syllabus.html#statement)
Inappropriate Behavior
Students with disabilities are subject to the same code of conduct required
of any student at Lamar University. If there are incidences of inappropriate behavior,
meet privately to discuss issues of behavior and encourage students to seek
help. Give concise and honest feedback about behaviors that are inappropriate.
If there are situations involving threats or abusive behavior, call the
University Police. If the student is so disruptive that he/she prevents you
from effectively teaching your class, call Student Judicial Affairs. You are
always welcome to consult with SFSWD. These situations are not likely to occur,
but it is wise to have a plan.
Remember
It's your responsibility to support Lamar University's commitment to equal
access to education. This information will assist you when you have students
with disabilities in your class; staff at the Services for Students with
Disabilities is also available to help you. Some key elements are:
1. Alternative
Format
Many students need print materials in alternative
format (scanned to disks, audio tapes, Braille, or enlarged). Work quickly with
SFSWD and the student to make sure students get materials converted in a timely
fashion.
2. Verification
of a Disability
If you would like verification that a student has
a disability, ask the student to provide you with a letter. SFSWD produces
these letters only for students who are registered with this office and for
whom documentation of the disability is on file.
3. Class
Notes
Some students with disabilities have difficulty
taking notes. They may need your assistance in getting a volunteer note taker,
or you may provide them a copy of your notes and/or copies of overheads and
other class materials.
4. Proctor
Sheets
A student with a disability may ask you to
complete a proctor sheet, a form that facilitates the administration of your
tests with accommodations at SFSWD. It is essential for you to fill the form
out completely and quickly so that arrangements can be made for exam
accommodations.
Resources
This Fast Facts for
Faculty is produced by The Ohio State University Partnership Grant Improving
the Quality of Education for Students with Disabilities This publication is
funded by the US Department of Education under grant #P333A990046.
