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Attention Deficit / Hyperactivity Disorder Deaf or Hard of Hearing Learning Disability Medical Disability Physical Disability Psychiatric/Psychological Disability Visual Disability |
A student with AD(H)D has persistent patterns of frequent and severe inattention, hyperactivity, and /or impulsiveness. Academic settings can be difficult for the student due to the impact of this disability.
As with a learning disability the impact varies with the individual and can often have the same characteristics as a learning disability. Characteristics specific to AD(H)D are:
Poor organizational ability
Time-management is a struggle
Completion of tasks is difficult
Inattentive and unfocused
Suggestions for Working Effectively with a Student with Attention Deficit/ Hyperactivity Disorder:
Notetaker
Extended time on exams, separate room. Provide a distraction-free environment.
Provide a complete syllabus at the beginning of the semester with specific due dates and clear explanations of tasks to be completed.
Make assignments both written and oral. An AD(H)D student often misses just an oral assignment.
Make longer class sessions varied. Alternate lecturing with presentations or class discussion.
When possible, start a lecture with a summary of the material to be covered or a written outline. At the end, summarize major points.
Assist the student in breaking down longer projects or papers into the component parts. Set deadlines for each section.
Provide opportunity for frequent feedback.
A student who is deaf or hard of hearing may use communication techniques such a sign language, lip reading, oral communication, gestures or a combination of all of these.
In the classroom setting, a student who is deaf or hard of hearing may use a sign language interpreter, a real-time captionist, hearing aids, or assistive listening devices.
Don't assume that if a person is deaf he/she uses a sign language interpreter. Many individuals who are deaf do not sign.
If you have a student who uses sign and there is no interpreter, alternate methods can be used: Writing on paper or word processing on a computer.
Suggestions for Working Effectively with a Student Who is Deaf or Hard of Hearing:
Always speak directly to the student, not the sign language interpreter.
Maintain visual contact with the student. Avoid presenting information while passing out papers.
Provide seating at the front of the class. This provides direct visual contact with you.
Ensure that the interpreter is visible to the student – not by a window, nor in the dark if showing a video.
Use videos, television or teleconference programs that are captioned.
During class discussions ensure that no more that one person speaks at a time. If questions are asked, repeat the question.
When using a chalkboard or an overhead projector, pause so the student may look at the screen/board, and the interpreter to see what you are saying.
When reading from a text, provide an advance copy to the student. Pause, if you interject information while reading the text.
A Student with a Learning Disability has average or higher intelligence. The disability is a deficit in processing information. This can impact one or more of the academic areas such as reading, writing, or math. The impact of a learning disability is different for each individual.
Areas that are impacted in the educational setting are:
Organizational ability
Inefficient or slow reading
Reading comprehension
Organization of thoughts on paper
Errors in simple math calculations
Spelling is consistently inconsistent
Slower completion time for assignments
Suggestions for Working Effectively with a Student with a Learning Disability:
Notetaker
Extended time on exams, separate testing room
Books on Tape or E-Text
Provide a complete syllabus at the beginning of the semester
Provide opportunity for frequent feedback; instructor review of essays drafts, discussion of exam questions
Make sure exams are clearly written or typed. Leave spaces between questions and answers, avoid cramming too much on one page, leave several spaces between sections. This prevents visual confusion.
Group similar types of questions together: all true/false, all multiple choice, all short answer. This allows for transition of thought.
Permit circling of answers on the exam rather than scantron sheet usage.
Allow extra paper in preparing essay questions. This promotes better organization of final thoughts on the exam paper.
Allow use of graph paper to ensure neatness and avoid confusion with math calculations.
A student may have a medical disability that is invisible or not apparent, yet can impact the student's opportunity to learn in the educational setting.
A student can be disabled by such condition as:
Asthma
Arthritis
Diabetes
Cardiopulmonary disease
Cancer
Seizure disorder
Post-surgery
Stress injury
Back injury
A medical disability can be unpredictable and fluctuate. The impact of a medical disability can be:
Limited energy
Difficulty walking, standing, or sitting for long periods of time
Experience side effects of the pain or medication:
Dizziness or confusion
Limited attention and focus during class or exams
Completion of out of class assignments or research
Suggestions for Working Effectively with a Student with a Medical Disability:
Extended time on exams, separate testing room
Allow for lateness to class
May need to leave class
Specific seating arrangements
Assistance with transportation, special seating, rest breaks during field trips
Extra time to complete coursework if hospitalized/required bed rest
A student with a physical disability can use various means to achieve mobility: a wheelchair, crutches, or braces. Often a student with a physical disability may not use a device, walk more slowly or need more time for tasks that require hand usage. The abilities of the individual can vary widely. Remember that some individuals with a physical disability can leave the wheelchair and walk for short distances. Others have use of their arms and hands only.
A student with a physical disability can be disabled by such conditions as:
Cerebral Palsy
Muscular Dystrophy
Multiple Sclerosis
Spinal Cord Injury
Hand or Arm Injury
Suggestions for Working Effectively with a Student with a Physical Disability:
Extended time for exams, separate room
Notetaker
Writer for exams
Special seating or seating arrangements
Allow for lateness to class
When talking with the student who is a wheelchair user seat yourself at eye level with that student.
A wheelchair is the student's personal space. Don't lean on the chair, touch or push it unless you are asked to do so.
A student with upper body weakness may not be able to raise his/her hand to participate in class discussions. Establish a sign between you and the student to indicate desire for participation.
Assistance with transportation, special seating, rest breaks during field trips
Extra time to complete course work if hospitalized/require bed rest
A student with a psychiatric/psychological disability may have difficulty coping with the stresses in daily life. This disability can interfere with the ability to relate to others and often hinders the individual's ability to function effectively in every day tasks. Most individuals with this disability are not violent.
A student with a psychiatric/psychological disability is disabled by:
Mood Disorders: Bipolar, Depression
Anxiety Disorders: Post-traumatic Stress, Phobias, Obsessive-Compulsive
Psychotic Disorders: Schizophrenia, Paranoia
A student with a psychiatric/psychological disability can be impacted in the educational setting due to:
Difficulty in focusing and maintaining concentration
Completing work within a timeframe
Ability to function varies from day to day
Medication side-effects (drowsiness, headaches)
The search for the most effective medication
Suggestions for Effectively Working with a Student with a Psychiatric/Psychological Disability:
Extended time on exams, separate test room
May need to leave class
Allow for lateness to class
Extra time to complete coursework if hospitalized/bed rest
Be calm and supportive. Pressuring the individual increases the impact of the disability.
A student with a visual disability requires written communication to be in an alternative format. The abilities of the individual can vary greatly. One student may have no vision, another may be able to read standard print if enlarged.
A student with a visual disability is impacted in the educational setting due to the inability to see:
Syllabi
Textbooks
Videos
Chalkboards or overheads
Maps
Printed exams, scantron sheets
Laboratory demonstrations
Internet websites designed to enhance class instruction.
Suggestions for Working Effectively with a Student with a Visual Disability:
Use of Assistive Technology: Zoomtext, JAWS, CCTV, E-Text, etc.
Notetaker
Seating in the front of the class
When using overheads use a larger font or supply copies of the overheads depending upon the need of the student
Allow use of a tape recorder for class lectures
Verbalize what you write on the board
When lecturing and referring to pages in a textbook or handout, allow time for the student to find the information.
Don't worry about using common phrases in our language such as 'Do you see what I mean' or 'See you later'. Most individuals with visual disabilities don't find them offensive.
