The student's own suggestions, based on experiences with the disability and with schoolwork, are invaluable in accommodating disabilities in college. Students bring a unique set of strengths and experiences to college, and students with disabilities are no exception. While many learn in different ways, their differences do not imply inferior capacities. There is no need to dilute curriculum or to reduce course requirements for students with disabilities.

However, accommodations may be needed, as well as modifications in the way information is presented and in methods of testing and evaluations. Faculty interested in creating a universally designed classroom will be aided in these efforts by drawing upon students' own prior learning experiences and by using available college and departmental resources.
 

Many teaching strategies that assist students with disabilities are known to also benefit non-disabled students. Universally designed instruction that is provided in an array of approaches will reach more students than instruction using one method.  The following are teaching strategies that will benefit students in the academic setting.

Before the lecture

· Write key terms or an outline on the board, or prepare a lecture handout

· Create study guides

· Assign advance readings before the topic is due in the class session

· Give students questions that they should be able to answer by the end of each lecture

During the lecture

· Briefly review the previous lecture

· Use visual aides such as overheads, diagrams, charts, graphs

· Allow the use of tape recorders

· Emphasize important points, main ideas, key concepts

· Face the class when speaking

· Explain technical language, terminology

· Speak distinctly and at a relaxed rate, pausing to allow students time for note taking and processing

· Leave time for questions periodically

· Give assignments in writing as well as orally

· Provide opportunities for students to obtain feedback (e.g., short quizzes)

Appropriate Language

· People with disabilities are people first. The Americans with Disabilities Act officially changed the way people with disabilities are referred to and provided the model- the person first and then the disability. This emphasizes the person and not the disability.

· Do use the word disability when referring to someone who has a physical, mental, emotional, sensory, or learning impairment.

· Do not use the word handicapped. A handicap is what a person with disability cannot do.

· Avoid labeling individuals as victims, or the disabled, or names of conditions. Instead, refer to a person with disabilities or someone who has epilepsy.

Appropriate Interaction

· When introduced offer to shake hands. People with limited hand use or artificial limbs can usually shake hands.

· Treat adults as adults.

· If possible, sit down when talking to a person who uses a wheelchair so that you are at the person's eye level

· Speak directly to the person with a disability.  Do not communicate through another person. For example, if the person uses an interpreter, look at the person and speak to the person, not the interpreter.

· Offer assistance with sensitivity and respect.

· Ask if there is something that you might do to help. If the offer is declined, do not insist.

· When talking with a person with a speech impairment, listen attentively, ask short questions that require short answers, avoid correcting, and repeat what you understand if you are uncertain.

· When first meeting a person who is blind, identify yourself and any others who may be with you.

· When speaking to a person with a hearing impairment, look directly at the person and speak slowly. Avoid placing
your hand over your mouth when speaking. Written notes may be helpful for short conversations.
 

This checklist is designed to be used in the planning stages for college-sponsored events. The list can be used to evaluate whether or not your classroom or class field trips are accessible.

· Wheelchair accessible locations (elevators with lowered controls, wide hallways, lowered fountains and phones, ramps, automatic doors)

· Restrooms with wide stalls and grab bars

· Frequently used materials on lower shelves or staff available to assist

· Equipment used by students available in wheelchair accessible area

· Accessible parking nearby

· Accommodations available at planned events such as interpreters, rooms arranged for visibility of speaker, handouts in alternate format, and adequate space for wheelchairs and media

· Statement regarding availability of accommodations on all advertising

· Videos/films with captions

· Statements that alternate formats are available upon request

· TTY/TDD Inclusive Policy

· Appropriate attitudes of the program staff toward individuals with disabilities

· Appropriate language to refer to people with disabilities

· Appropriate attitudes of non-disabled students toward individuals with disabilities.

This resource guide was developed by Project PAACS (Postsecondary Accommodations for Academic and Career Success), a three-year demonstration project funded by the U.S. Department of Education, Office of Special Education and Rehabilitative Services. (PR Award No. H078C50060). This guide was revised and adapted by Susie Rood for use at Longwood.
 

The information provided in the following sections provide basic information/suggestions on how to make your class accessible to all.

Materials

Syllabus on disk

Having the course syllabus on disk will allow you to make copies for students who wish to enlarge, darken, use technology to read, etc. The syllabus could also be placed on a website for students use.

Books on tape resources

Books on tape or on CD are useful to many students. Students who have disabilities utilize books on tape as well as students who travel long distances or students who have a preference for the auditory modality. Instructors should be knowledgeable as to whether or not the books they are using are available on tape/CD. If they are not, organizations like the Recordings for the Blind and Dyslexic provide taping services.

Audio-taping of lectures

Taping the lecture can be useful to you and your students. Not only can you review the tapes to prepare for subsequent lectures, but they tapes can help in exam/assignments preparation. Tapes can also be provided to students with disabilities and students who have missed class for legitimate reasons. Tapes can also be transcribed for future lecture notes and/or reference.
 

Calculators, dictionaries, thesauruses

Encouraging students to uses these resources in the classroom will allow all students to be more independent and efficient during in-class assignments and activities.

Additional reading/reference resources

Providing a list of supplemental readings and/or resources to enhance the content presented in class and in the text will enable students who are willing an opportunity to gain a deeper understanding of the material. These additional resources can also be useful to peer tutors and teaching assistants in presenting content material in another way.

Instruction

Clear, legible copy of syllabus

If the course syllabus is not on disk, it is always useful to have a clear, legible copy that can be darkened, blown-up, or scanned if needed.

Time frame provided for long-term projects

Time frames or graphic organizers will provide students with insight into your expectations for long-term assignments.

Accessibility of classroom material

Instructors should read class handouts, newsprints, illustrations, and posters out loud and modify experiential exercises to meet the specific learning needs of students.

Pre-arranged note-taker

Asking a student(s) in your class before or on the first day of class to volunteer to take notes will assist in providing accommodations to students with disabilities. If feasible, this arrangement can also be taken an additional step by having a student type the notes and post them on the web to be available to all students. Many students can benefit from the availability of class notes.

Support Information

This information includes the instructor's office hours, peer tutoring information, teaching assistant availability, etc.  Student should know where they can access help when needed.

Sign language (contact person)

This service is prearranged for you here at Longwood.  However, you should be aware of the school's contact person for setting up interpreting or other supportive services.  (Disability Support Services, X2391)

Study guides

Study guides provide students with an overview of they key concepts of the material they are reading and/or reviewing. Study guides can be presented in the form of questions, key concepts, key terms, etc. Students who have difficulty pulling out the main ideas/concepts in text, video, etc. will be able to utilize guides as will all students when they are reviewing material for papers and exams.

Lecture outlines

Lecture outlines are helpful to the instructor and the students. The outlines can serve to keep the instructor on track and/or to ensure all key topics are covered. These outlines can be given to the students, posted on the web, or available on disk for students who benefit from such outlines.

Sample Problems

Having sample problems available for students to work on will enable them to check their understanding in class with the instructor still available. Reviewing sample problems assigned for homework will also allow students the opportunity to check for understanding.

Location where assignments will be posted

This could be a website, outside the professor's office, in the library, or any other location that all students for which all students have access. If a student loses the assignment or forgets what the assignment is, he/she will know where to find the information needed. This is particularly helpful when changes have been made to an assignment or to the syllabus.
 

Assessment

Posted due dates

Due dates for assignments should be clear as should the proper procedure and penalties for turning an assignment in late.

Criteria for assignments

Information regarding what the objectives of assignments/projects/assessments are as well as how the assignments/projects/assessments will be graded will be helpful to the instructor when grading, to the students when completing the assignments, and to any support personnel working with students.

Extended time

Certain students will require extra time on exams and assignments. The professor and the student should work these issues out ahead of time to ensure that assignments/exams will be completed in the additional time allotted to the instructor's specifications.

Homework protocol

Students should be aware as to how the work they complete outside of class will be utilized and/or evaluated. Will it be shared orally in class, will it be handed in, etc. In addition, the instructor should provide students with information regarding how to access assistance with home assignments (e.g., study groups) and what are the penalties for not completing home assignments.

Alternate testing formats provided

Obviously, most students who are visually impaired will not be able to take a paper and pencil test independently. The instructor should consider alternatives for all students that allow them to present the information they have learned in a manner consistent with their learning style.

Quiet space for testing

Many students are distractible and should be provided with a quiet, distraction free environment during exams. If this is not possible in your classroom, other arrangements should be made in advance to avoid unnecessary anxiety during the time of the examination.

Extra credit project assignments/assignment choices

Assignment choices allow students to be creative and to find ways of expressing their knowledge in a manner consistent with their learning style. If possible, instructors should allow students different ways to present the information they have learned. Extra credit assignment will also assist students who may not typically fare well in the "traditional" classroom. For example, an extra credit writing assignments may provide a student who does not do well on tests a chance to enhance their grade at the same time they are learning more.

Technology

Top 10 checklist for tomorrow's college classrooms

Guiding Principle: Make classroom technology simple, friendly, and non-intimidating.

#10 Are there Vision panels in the entry doors? Vision panels in all classroom doors allow student to check whether the classroom is in use. Panels should be narrow to reduce spillage of light from the hallway.

#9 Is the wide wall the front of the classroom? Faculty prefer wide, not deep classrooms to keep the teacher closer to the furthest students and provide a larger front wall for more board space and multiple screens.

#8 Can you bring in a laptop and display it on a large screen? A ceiling-mounted video/data projector and a simple lectern with Plug and Show Capability permits a presenter to display laptop computer output on a large screen.

#7 Is switching between computer display and video display automatic? Presenters do not want to be bothered with lots of buttons, so switching between VCR and computer should be automatic, displaying whatever is turned on.

#6 Can presenters be heard clearly? Acoustical treatment should address the twin concerns of hearing the presenter more easily and containing the room sound so it does not bother nearby classrooms.

#5 Can you project on a screen and write on the board at the same time? Presenters often want to write on the board and project materials simultaneously. The entire front of the room should be covered with boards and several screens.

#4 Is there adequate conduit to meet technology requirements? A video/data projector needs a 1 ½" conduit for control cable and multi-coax. One ¾" conduit is needed for phone and cat 5 data; one ¾" conduit for power; and a cable TV system needs ¾" conduit for co-ax (RG-6) into the room: Interactive Computer Control Systems (in classrooms where there is a computer for each student) usually need a plenum with three COAX and two CAT5 cables.

#3 Is there a screen trough for easy screen changes in the future? A recessed pocket across the entire front of the room will permit easy screen changes in the future, as a 30% wider 16:9 proportion becomes standard.

#2 Are all controls for the presenter at eye-level? Be able to operate all equipment in the classroom at eye-level, without undignified crawling around on the floor or fumbling with poorly labeled controls in the dark.

#1 Can you see the images on the screen with room lights on? During projection, room light should be bright enough (40-50 foot candles) for student interaction, not just dim for note taking but no more than 3-5 foot candles of ambient room light should fall on the screen. Create lighting zones in classrooms: student seating area; front presentation area; and lectern/side board area.

The above information is from a document provided by Daniel Niemeyer at the CCUMC Regional Workshop, Designing Classrooms for Technology Integration and Accessibility, May 2000. Daniel Niemeyer will be placing the revised version of this checklist later this year at www.classrooms.com.

Resource information regarding available technology

Instructors should be aware as to whether or not the materials they produce can be supported with the available technology. For example, many reading programs cannot read charts so it would be difficult for students with visual impairments to understand the material. Examples of current technological resources include the Kuzweil Reader, E-text reader, JAWS, Dragon Naturally Speaking, etc.
 

Accessible videotapes

All videos should have open/closed captions and have a voice narrative for students who are visually impaired.

Computer

Having a computer available for your use and the use of your students during and outside of class is essential. Many students with disabilities utilize computers for the majority of work. Many students will benefit from a spell-check or grammar-check during in class writing assignments in addition to the more advanced assistive software.

Internet resources

The ideal Universally Designed classroom will have all materials available on the Internet to enable students to modify as needed. However, the instructor should have a working knowledge of resources available to students via the Internet. For example, does the textbook publisher have a website for your text. Many publishers are starting to and the sites include chapter guides, practice quizzes, etc. Other supplementary materials accessible via the web should be made available to students.

Technology Links

The National Center to Improve Practice (NCIP) in Special Education through technology, media, and practice.

Designing for Accessibility and Universal Accessibility

Washington University DO-IT Program

EASI-Equal Access to Software and Information
 

Additional Disability Information Links

Disabilities-Specific Web Sites

Mesa Community College Disability Resources and Services

Association on Higher Education and Disability

Disability Access Information and Support

National Center for Learning Disabilities

National Clearinghouse on Postsecondary Education for Individuals with Disabilities

National Center for Postsecondary Improvement

Center for Universal Design

Center for Teaching-University of Massachusetts-Amherst