Information on Various Disabilities

Teaching students with attention, concentration, and memory deficit

Students with attention, concentration, and/or memory deficits may experience problems in one or more of the following areas: following a lecture, timed reading, spelling, short-term recall, and with associative learning tasks.  The student may present as lethargic, “slow,” or as if daydreaming.  Commonly associated disabilities include: attention-deficit/hyperactivity, learning disabilities, anxiety disorders, psychological disturbances, seizure disorder, and head trauma.

While each instructor knows the demands of his/her own class, the following questions may be considered so that classroom information is accessible to the student:

• In what way can I help this student to focus on my lecture with a minimum of disruption or embarrassment in the classroom?
• Which mode of communication has provided the most success in the student’s previous courses-reading, writing, speaking, or listening?
• Has the student ever used a tape recorder to tape classes?
• Would the student benefit by using a note taker in class?
• What aids, besides the textbooks, would be helpful to the student?

Suggestions for Communication

• Most people with disabilities do not mind talking frankly about the disability.  Understanding and awareness of the facts promotes acceptance and integration.
• When speaking with a student with attention deficits, establish eye contact, use clear, concise language, and ask for clarification of communication.
• If necessary, provide assignments or instructions in both written and oral form.
• Provide frequent feedback to student.

Academic Considerations

• In the classroom, use of proximity control and preferential seating is often beneficial.
• Begin lecture or activity with review of previous class and an outline of current class.
• Vary instructional method.
• Students with attention and memory problems often find a tape recorder useful to supplement or clarify their class notes. The use of a note taker may also be appropriate.
• Allow for extended time in testing or in short segments; the student may also benefit from an alternate testing location.
• Students with attention difficulties often find that a short break or being able to stand during a lecture assists them in focusing their attention.
• Use overhead, chalkboard, or handouts for new or technical vocabulary/concepts.

Teaching students with chronic health problems

General Information

Students may also experience chronic health problems which significantly limit a major life activity.  While having a chronic health problem is not necessarily disabling, the impact of the condition, such as hospitalizations, medication effects, etc., may significantly limit the individual within the academic environment.  Side effects that may negatively impact on academic performance include: fatigue, memory loss, drowsiness, loss of concentration, euphoria, mental confusion, and excessive absences.  Commonly associated disorders include: asthma, lupus, cancer, HIV/AIDS, chronic pain, cerebral palsy, cystic fibrosis, arthritis, seizure disorder, diabetes, and Crohn’s disease.

While each instructor knows the demands of his/her own class, the following questions may be considered so that classroom information is accessible to the student:

• Is it possible that the student will have to miss class?  If so, what arrangements will need to be made?
• has the student ever utilized time management techniques such as daily, weekly, and/or monthly calendars?
• What specifically are the physical limitations that impact the student’s learning?
• Would a note taker be helpful?
• What aids, besides the textbook, are most helpful to the student?
• Has the student ever used a tape recorder to tape class notes?

Suggestions for Communication

• Most people with disabilities do not mind talking frankly about the disability.  Understanding and awareness of the facts promotes acceptance and integration.

• As students with chronic health impairments may have reduced endurance or concentration, they may benefit from the provision of outlines prior to class or a very brief review of previous material before introducing new information.
• Students with health problems often show more absences that other students.  Maintain open communication with these students and make allowances for absences (extended time for assignments, not penalizing for assignments turned in late, etc.).
• Because of potential reduction in their stamina, these students may better demonstrate
• their knowledge of a subject through a series of shortened tests, rather than a few evaluations throughout the semester.
• Appropriate testing alternatives may include a distraction free testing location and/or extended time. 

Teaching students with hearing impairments

General Information

Hearing impairments can range from mild hearing loss to total deafness.  Hearing impairments may also include difficulties hearing sound frequencies or confusion with certain sounds.  From an educational standpoint, hearing impairments have been divided into “deaf” (a hearing loss of 70 db or greater in the better ear) and “hard of hearing” (a hearing loss of 35 to 69 db in the better ear).  Depending on the degree of loss, the student may miss fast paced interactions, suffer fatigue while listening, miss 50% or more of class discussion, have problems suppressing background noise, have articulation deficits, limited vocabulary, or learning dysfunction, may have an atonal voice, delayed language and syntax skills (which impacts both reading and writing), and reduced speech intelligibility.  Some individuals with hearing impairments use sign language to communicate, but most rely on lip-reading, speech, hearing aides, or any combination to facilitate oral communication. Commonly associated disabilities include: learning disabilities, auditory agnosia, head trauma, deafness, and tinnitus.

While each instructor knows the demands of his/her own class, the following questions may be considered so that classroom information is accessible to the student:

• What is the student’s preferred mode of communication?
• In what ways can I assist the student, an interpreter, or both to prepare ahead of time? (Outline, vocabulary lists of specialized terms, lecture notes, etc.)
• Is my classroom arranged effectively so all class members have eye contact with me and so the interpreter and the student have eye contact?
• Do I situate myself appropriately in the classroom and speak meaningfully to the student? (Lower voice pitch, avoid hand gestures, use facial expressions and body language for emphasis, and no glare producing light sources)
• Do I encourage class members to interact meaningfully with the student?
• How can I clarify key points to the student in class?  (Note taker, use of blackboard or overhead projector, use of supplementary materials)
• If I cancel class, how can I notify the student or SSD who must cancel services provided by the interpreter?

Suggestions for Communication

• Most people with disabilities do not mind talking frankly about the disability.  Understanding and awareness of the facts promotes acceptance and integration.
• Be sure to face the person to whom you are talking, as many hearing impaired and deaf people read lips.  Exaggerating lip movements only makes it more difficult to read lips.
• Although people who are hearing impaired or deaf “read lips,” only 40 -50% of speech is readable by watching lips only.  Use of body language helps people who are hearing impaired to understand you better.
• Ask the person what is the best way to communicate.  Use pen and paper if necessary.
• Be patient and casual.  It is OK to ask for repetition or clarification if the person’s speech is difficult to understand.  Do not say you understand when you actually do not.
• Some students who are hearing impaired will say they understand what you are saying when they do not.  If you think they do not understand, clarify.
• If the student is communicating through the use of a signing interpreter, direct your comments, conversation, and questions to the student rather than the interpreter.
• Speak clearly and distinctly.  Slow down the pace of talking.  Speak in a normal tone of voice.
• Do not cover your mouth, chew, smoke, or turn away.
• Avoid standing in front of a light source.

Academic Considerations 

• Seating a student with hearing impairments close to the speaker increases the chances the student will “hear” part of the lecture, through lip reading or other nonverbal cues.
• A written supplements to oral instructions is often beneficial.
• Reiterate questions from other students in the class, as the hearing impaired student often does not know what has been asked.
• Note takers are often needed as students that are deaf or hard of hearing find it very difficult to attend to an interpreter or lip read a lecture and take notes.
• A hearing aid or personal FM amplification system will be necessary for many hearing impaired students.  FM devices are available for loan through SSD.  However, they are not a cure. 

Teaching students with learning disabilities

General Information

There are many established, and sometimes differing, definitions of learning disabilities and their origins.  The Student Development & Counseling Center has adopted the definition as put forth by the National Joint Committee of Learning Disabilities which defines learning disabilities as a general term referring,

“to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities.  These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span.  Problems in self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities, but do not by themselves constitute a learning disability.” 

Students with learning disabilities show myriad integrative processing difficulties, such as spatial orientation, perceptual-motor abilities, memory, motor output, speech/language disorders, and sequencing. Many students with learning disabilities may show soft neurological signs or signs/symptoms of attention deficits, such as inattention, impulsivity, hyperactivity, and emotional lability.  Specific academic skills deficits are commonly seen.  These disabilities are not visible and may undermine the students social interactions and confidence in academic pursuits.  Commonly associated disabilities include: attention deficit disorders, dysgraphia, dyslexia, psychological disorder, agnosia, aphasia, seizure disorders, and head trauma.

While each instructor knows the demands of his/her own class, the following questions may be considered so that classroom information is accessible to the student:

• Does the student find it difficult to write or talk about something that has been recently read or listened to?
• In what ways can testing the student’s knowledge be best accomplished?
• Does the student follow directions better in a quiet area than in a distracting environment?
• Is the student easily frustrated or angered by homework, class projects, or exams?
• Is it difficult for the student to read, write, spell, or use numbers?
• What does the student’s handwriting look like?
• What would be the most appropriate way to do research and write reports?  What options are available to assist the student?
• Does the student seem unorganized with daily scheduling and with personal belongings or disoriented by unfamiliar situations or surroundings? 

Suggestions for Communication

• Most people with disabilities do not mind talking frankly about the disability.  Understanding and awareness of the facts promotes acceptance and integration.
• Recognize that learning disabilities are often an invisible impairment.  Provide the opportunity for the student to discuss his/her needs and preferred modes of learning.
  

Academic Considerations

• Because learning disabilities manifest in so many different ways, specific accommodations are determined on a case by case basis.  
• In working with learning disabilities, be flexible, creative, and adaptive with resources.
• Outline class presentations and write new terms and key points on the blackboard.
• Repeat and summarize segments of each presentation and review its entirety.
• Consider giving assignments in both oral and written form to avoid confusion.
• Consider providing in advance, sample study questions for exams that illustrate the test format, as well as the content of the test.  Explain what constitutes a good answer and why.
• Encourage students to use campus support services (e.g., study skills training, academic tutorial assistance, peer support groups, etc.).
• Students with written language difficulties may benefit from use of a word processor or typewriter for written assignments, extended time, and note taker or recorded lecture.
• Students with visual processing or reading difficulties may benefit from recorded class materials, extended time, use of adaptive equipment in library, various presentation of visual material, and alternative testing formats.  The student may require books on tape.
• Visual perceptual difficulties can be addressed by preferential seating, allowing the student to indicate a test answer on the test or another sheet rather than requiring the student to use a scantron for testing. 

Students with mobility impairments or motor control difficulties

General Information

There are varied origins of orthopedic and/or mobility impairments which are manifested in mobility loss ranging from loss of fine motor coordination in one hand to total paralysis from the neck down.  Therefore, functional limitations also vary a great deal.  Students with mobility impairments may experience difficulties with physical barriers like stairways or distances between campus buildings.  Difficulties may also be seen in writing by hand, walking, and/or using standard equipment in the library or laboratory situation.  Some of the more common disorders include: cardiovascular disorders, traumatic brain injury, spinal cord injury (quadriplegia, paraplegia), cerebral palsy, multiple sclerosis, muscular dystrophy, amputation, and arthritis.

While each instructor knows the demands of his/her own class, the following questions may be considered so that classroom information is accessible to the student:

• Does this student need note taking assistance during class?  Would a tape recorder be appropriate to use in this class?
• Is it possible for me to reduce the amount of writing in class by using handouts and other supplementary materials?
• Does the student need extended time for a test or assignment because of handwriting difficulties?
• Is it appropriate for this student to be tested orally, by tape, or with the use of a scribe?
• Is the classroom arranged effectively so that the student can access a desk from a wheelchair or situate a wheelchair without blocking emergency exits?
• Are all classroom activities accessible to the student (laboratory activities, slides, etc.)?

Suggestions for Communication 

• Most people with disabilities do not mind talking frankly about the disability.  Understanding and awareness of the facts promotes acceptance and integration.
• Offer assistance before giving it in order to allow the person the option of accepting.
• Direct questions, concerns, and comments to the person with a disability, rather than communicating through a third party.
• During an extended conversation with a person in a wheelchair, either sit down or try to move to a comfortable eye to eye level.
• Hanging or leaning on a person’s wheelchair is comparable to hanging or leaning on the person.  Unless you are close friends with the person in the wheelchair, this is not appropriate.

Academic Considerations

• If the classroom is inaccessible, finding an alternative classroom is appropriate.
• Make sure the classroom layout is accessible and free of obstruction for a student using mobility aids (wheelchair, crutches).
• It is common for students with mobility impairments to fatigue easily, take longer to travel between classes and/or have difficulty with reliable transportation, causing them to be tardy more frequently than other students.
• If courses are taught in a laboratory setting, provide an accessible work station.  The Student Development & Counseling Center has adjustable tables for students with special needs.
• In cases of fine motor impairments, students may need adjustments in writing assignments (i.e., access to computer lab or audio taping)
• Many students with fine motor or mobility impairments may need to plan for alternate methods of obtaining class notes.
• Many students with mobility impairments may need testing accommodations, such as extended time, use of adaptive equipment, and/or a scribes.
• Alternative testing formats may be appropriate. 

Teaching students with psychological disabilities

General Information

Students with psychological disorders can experience a variety of difficulties including: problems with sustained concentration, inappropriate affect, poor social skills, restless, poor impulse control, and/or excessive anxiety.  While these students may function adequately on a day to day basis, the impact on their learning is often seen in short term memory deficits, inconsistent academic performance, and excessive absences due to hospitalizations or medication changes.  Commonly associated disorders include: clinical depression or other mood disorders, phobias or other anxiety disorders, attention deficits, compulsivity, and head trauma. 

While each instructor knows the demands of his/her own class, the following questions may be considered so that classroom information is accessible to the student:

• Does the student participate in class discussions and articulate well but respond poorly on a written test?  In what ways can I make sure that I am testing the knowledge of the student accurately?
• Does the student misinterpret or have difficulty understanding my tone of voice or body language, which may help emphasize key points?
• Does the student appear to be anxious, apathetic, restless, fatigue easily and so on?  When does this seem to occur?
• Does the student talk out of turn, speak loudly or rudely, stand too close, or interrupt conversations?  When should I overlook this and when is it necessary to deal with it when classroom instruction is disrupted?
• Does the stress of taking a test seem to cause the student difficulty in comprehension? 

Suggestions for Communication 

• Most people with disabilities do not mind talking frankly about the disability.  Understanding and awareness of the facts promotes acceptance and integration.
• When speaking with students with psychological disorders, use an assertive, non-threateningly communication style.  You may need to clarify understanding by asking the student to repeat.
• Student with psychological disorders frequently do not recognize their own behaviors.  When possible, ignore inappropriate behavior.  Reinforce positive behavior with compliments or other appropriate feedback.
• To assist the student in organization and from feeling overwhelmed, maintain focus by dealing with one issue at a time.
• Interpret psychological motivations for behavior cautiously.

Academic Considerations 

• Use supplementary text materials and a variety of presentation formats to reinforce or emphasize important points.
• When inappropriate behavior is noticed, signal student in a non-threatening manner or ask for a private conference in order to discuss class behavior.
• Allow the use of a note taker or tape recorder in class.
• As some students show poor concentration, an alternate testing location free of distractions may be appropriate.
• To assist the student in organization and from feeling overwhelmed, allow for frequent deadlines or break tasks into smaller components.
• Consider being available for weekly meetings for feedback on academic performance or encourage student to utilize on campus support services.
• Assist the student in establishing a study schedule.

Teaching students with speech & language difficulties

General Information

Students with speech and language disorders can experience difficulties in one or more areas of functioning, including: pitch, loudness, articulation, syntax, phonology, or fluency.  These difficulties may impact a student’s ability to participate in class discussions, make an oral presentation, and produce adequate written work.  Requirements in computer programming, mathematics, and foreign language may also be affected.  Commonly associated disabilities include: developmental language disorder, learning disabilities-language, deafness, aphasia, respiratory disorder, speech impairment, head trauma, and stuttering.

While each instructor knows the demands of his/her own class, the following questions may be considered so that classroom information is accessible to the student:

• In what ways can I objectively evaluate the student’s written work?
• Does this student use a voice output computer or other speech generation technology?  Is this something that will be integrated into a traditional classroom setting or is it needed only during specific situations?
• What can I do to assist this student using American Sign Language (ASL) to practice standard English in nongraded situations and to interact meaningfully with other class members?
• Do I need to allow alternate formats for oral presentations? 

Suggestions for Communication 

• Most people with disabilities do not mind talking frankly about the disability.  Understanding and awareness of the facts promotes acceptance and integration.
• Be patient and casual.  It is OK to ask for repetition or clarification if the person’s speech is difficult to understand.  Do not say you understand when you actually do not.
• Speak clearly and distinctly.  Slow down the pace of talking.  Speak in a normal tone of voice.

Academic Considerations 

• To ensure understanding, consider individual sessions by appointment during office hours.
• During class, use more writing, less talking.  Utilize overheads, chalkboard, and handouts for vocabulary.
• If the student is also severely hard of hearing, a sign language interpreter may be necessary.
  

Teaching students with visual impairments

General Information 

The scope and degree visual impairment in individuals varies a great deal, ranging from difficulties in visual acuity to problems with discrimination or perception.  Students with visual impairments may need a service animal, may have poor peripheral vision (tunnel vision), may have night blindness, may have photosensitivity (sensitivity to light), may have amblyopia (double vision), or may show random, jerky, uncoordinated movements of the eye (nystagmus).  These impairments may or may not be readily visible to a casual observer.  Considering the wide range of impairment, functional limitations also vary a great deal.  Difficulties may be seen in the reduction of the sharpness of vision, in separating the background from the foreground, or in accurately following printed information.  Commonly associated disabilities include: learning disabilities, head trauma, low vision, and blindness.

While each instructor knows the demands of his/her own class, the following questions may be considered so that classroom information is accessible to the student:

• Do I need to briefly review acceptable behavior toward a service animal to class members?
• Do I identify myself as I meet or greet the student?  Is my tone of voice the same?
• What assistance can I provide the student who is taping lecture notes, using a note taker, or using a Braille writer?  What works well for the student and what does not?
• Do I verbalize what is written on the blackboard or overhead projector?
• Do I encourage interaction of other class members with the student?
• What testing formats are appropriate for the student?
• Is assistive technology available to the student on campus?  What is it and where is it? 

Academic Considerations

• Most people with disabilities do not mind talking frankly about the disability.  Understanding and awareness of the facts promotes acceptance and integration.
• If the student’s vision is better than 20/200, he or she may be able to use large print materials.
• Reserved seating closer to the front of the classroom may help a student with low vision.
• Accommodations for special equipment may be arranged.  Adaptive equipment is available through the library (Braille translator, Braille printer, screen reader, enlarger, etc.).
• Testing accommodations may need to be considered and may vary according to the degree of impairment, such as enlarged tests, extended time, a scribe, or oral examination.
• The student may require books on tape.
• The student may benefit from use of a tape recorder during lecture or use of a note taker.