������Ƶ

Instructional Tips

Clickers Deaf or Hard of Hearing Students Blind or Visually Impaired Students Attendance-Related Accommodations

Clickers

If you are a student with a disability that makes the use of a standard “clicker” device difficult or impossible, contact Instructional Design Services (IDS) at 605-688-6312. IDS will assist you in obtaining an accessible version of the technology to fit your needs. Please do not buy a device at Jackrabbit Central - Student Union.

Working with Deaf or Hard of Hearing Students

• Face the class as much as possible when speaking, and speak clearly and loudly.
  • Try not to talk while writing on the board or when facing away from the class.
  • Repeat any questions or comments from students so everyone can follow the discussion.
  • Make sure only one person speaks at a time during discussions.
  • Provide any spoken announcements (like class cancellations, schedule changes, or assignment details) in writing too.
• Use the classroom sound system. If it's not working, contact for help.
  • Keep background noise to a minimum.
  • Show videos and PowerPoints with captions. If captions aren’t available, provide a summary or outline of the material.
  • Use visual aids like whiteboards, projectors, charts, and diagrams to help students understand.
• Offer students the option to sit near the front, but respect their seating preferences if they choose not to.
• Allow students to record lectures or, even better, provide lecture notes before class.
  • Students may use a note-taker as part of their accommodations.
• Some people who are hard of hearing might only hear certain frequencies or volumes and may use hearing aids, lip-reading, or devices like Roger Pens to help.
• People who are deaf may use American Sign Language (ASL) as their main form of communication or a mix of spoken language and sign language, sometimes with hearing aids or cochlear implants.
  • Some students with interpreters may prefer the interpreter to speak for them, while others may choose to speak for themselves.

Working with An Interpreter

• Some students may use sign language interpreters to help with communication.
  • When speaking, look at and talk directly to the student, not the interpreter.
  • Speak at a normal pace. If needed, the interpreter will ask you to slow down.
  • Let the interpreter sit or stand near you so that the student can see both of you easily.
  • Since interpreters are a few words behind, pause between topics to give the student time to ask questions.
• Interpreters may ask for class materials beforehand to prepare for the lecture.
  • If class is canceled, let the student know right away so they can cancel the interpreter.

Working with Blind or Visually Impaired Students

• Provide student access to course materials prior to lectures to allow the student time to arrange for alternate formats.
• Offer materials in accessible digital formats as students may need to use various software tools to enlarge or read the material and text.
• Ensure students with service animals can sit where appropriate to accommodate the animal and handler.
• Provide an auditory and visual teaching approach; do the same in meetings or other encounters. Read aloud anything that is written on the board or presented on handouts, PowerPoint slides or any other visual aids. Create text-based descriptions of materials that are primarily visual or graphical in nature.
• Attempt to be specific when describing visuals (e.g., avoid “this” and “that”).
• Provide clear pathways and directions for the student who is cane traveling.
• If moving a class, be sure to have someone remain behind to let the student know (a note on the door will not suffice).
• If the classroom or office arrangement has changed, let the student know.
• Student may utilize a note taker as an accommodation for the class.

Working with Students with Attendance-Related Accommodations

Faculty set the attendance rules for their courses, and since attendance can be important to how the class is taught, these policies are decided at the college, department or individual level.

In some courses, attendance is essential for meeting the course goals. For example, students may need to interact with others, engage in critical thinking and debate, or participate in group projects. In other cases, faculty may decide that students can still succeed in the course even with some absences. In rare cases, attendance may not be required at all.

Faculty also decide the policies for making up missed work, quizzes and exams. They are not required to lower their academic standards or make substantial changes to the course for accommodation purposes. The U.S. Department of Education Office of Civil Rights, which enforces disability laws in higher education, provides these key questions to help determine if attendance is crucial for a course:

• Are there regular class interactions between the instructor and students and among students?
• Do student contributions constitute a significant component of the learning process?
• Does the fundamental nature of the course rely upon student participation as an essential method for learning?
• To what degree does a student’s failure to attend constitute a significant loss to the educational experience of other students in the class?
• What is the method by which the final course grade is calculated?
• What are the class practices and policies regarding attendance and are they noted in the course syllabus?