General Strategies for Access and Instruction

Many teaching strategies that assist students with disabilities are also known to benefit students without disabilities. Instruction provided in an array of approaches will reach more students than instruction using one method. ODS has assembled the following suggestions as reference for instructors in meeting the growing diversity of student needs in the classroom, particularly those with disabilities. We welcome any additional strategies instructors have found helpful.

During registration:

• Make class syllabus and list of required texts available by request to students; this allows time for students to obtain materials in alternative formats and to begin reading assignments.
• Be available to discuss class content and your teaching style.

If available and appropriate, select a textbook with an accompanying study guide for optional student use.

Early in the quarter:

• Place a statement in your syllabus and make an announcement at the first meeting of the class such as: "Any student who may need an accommodation due to a disability, please make an appointment to see me during my office hours. A letter from Disability Services authorizing your accommodations will be needed." This approach preserves students’ privacy and also indicates your willingness to provide accommodations as needed.
• Remember to include a statement for distance education courses as well.
• Because many students with disabilities need additional time to process and complete assignments, convey expectations at the beginning of the course (e.g., grading, material to be covered, due dates) in written and oral format.

Announce reading assignments well in advance for students using taped materials or other alternative formats.

General instructional strategies:

• Begin class with a review of the previous lecture and an overview of topics to be covered that day; give questions the students should be able to answer by the end of the lecture. At the conclusion of the lecture, summarize key points.
• Highlight major concepts and terminology both orally and visually. Be alert for opportunities to provide information in more than one sensory mode.
• Emphasize main ideas and key concepts during lecture and highlight them on the blackboard or overhead.
• Speak directly to students; use gestures and natural expressions to convey further meaning.
• Diminish or eliminate auditory and visual distractions.
• Present new or technical vocabulary on the blackboard or overhead, or use a handout.
• Use visual aides such as diagrams, charts, and graphs; use color to enhance the message.
• Give assignments both orally and in written form; be available for clarification.
• Provide adequate opportunities for participation, questions and/or discussion.
• Provide timelines for long-range assignments.
• Use sequential steps for long-range assignments; for example, for a lengthy paper, 1) select a topic, 2) write an outline, 3) submit a rough draft, 4) make necessary corrections with approval, 5) turn in a final draft.
• Give feedback on early drafts of papers so there is adequate time for clarification, rewrites, and refinements.
• When possible, use a textbook with an accompanying study guide.
• Provide study questions and review sessions to aid in mastering material and preparing for exams.
• Give sample test questions; explain what constitutes a good answer and why.
• To test knowledge of material rather than test-taking savvy, phrase test items clearly and economically. Be concise and avoid double negatives.
• Facilitate the formation of study groups for students who wish to participate.

Encourage students to seek assistance during your office hours and to use campus support services.

Points to remember:

• When in doubt about how to assist, ask the student directly and check with the Office for Disability Services.
• Flexibility may be necessary when applying attendance and promptness rules to students with health-related or mobility difficulties. Please discuss any concerns that arise with the student and, if necessary, with an ODS staff member.
• Confidentiality of all student information is essential. At no time should the class be informed that a student has a disability, unless the student makes a specific request to do so.
• The Student Code of Conduct regarding disruptive behavior applies to all students. Clearly state behavioral expectations for all students; discuss them openly in your classroom, on your syllabus, and with individual students as needed.

If you require assistance or guidance concerning a student with a disability, please contact the Office for Disability Services.