Written and designed by the staff of the Center for Teaching and Learning. Reproduce with permission only.
Every semester, more than three hundred
students enrolled at UNC-Chapel Hill have some kind of documented disability,
whether a physical disability, a learning disability, or a chronic medical condition.
These disabilities may be temporary (such as trauma sustained during an accident)
or permanent. Students with disabilities are expected to fulfill the same requirements
as all other students admitted to UNC. However, depending on the nature of their
disability, students with disabilities may need to modify how they fulfill
those requirements. Students with either physical or learning disabilities have
facilities on campus designed to aid them in their education at UNC. If you
have students with disabilities in your classroom you may have some contact
with these services and can take advantage of the assistance they offer:
Department of Disability Services (DDS)
Serves students with physical disabilities or medical needs
Student Affairs Division (basement of Steele Building) 6-4041
Learning Disabilities Services (LDS)
Serves students with learning disabilities
(Bank of America Building, Suite 602)
2-7227
Students with physical or learning disabilities can greatly benefit when the teacher takes a little extra time and thought to accommodate their needs. These students may need accommodations on some classroom activities or assignments. They may also need special testing formats. In this chapter, we will discuss the various kinds of situations that may arise if you have students with a physical or medical disability in your class. The most important thing to keep in mind is that each student with a disability is as able to learn as all other students. The only difference is that certain methods of presentation or testing are more likely to help these students excel.
According to federal law, all departments of the university must provide accommodations to students who disclose their documented disability.(1) Depending on the type of disability, DDS or LDS is responsible for determining the appropriate accommodations. Both offices are very interested in working closely with instructors during this process. These students will benefit greatly if you work with them on success strategies for your course.
This chapter first discusses general pedagogical issues concerning teaching students with a physical disability. Many of these pedagogical issues are also relevant to students with learning disabilities. After this general section, there is a section about specific considerations for the three main divisions of physical disabilities: hearing, vision, and mobility. Finally, there is a brief consideration of the related issue of students who are dealing with a chronic medical condition such as cancer, alcoholism, or AIDS. Issues affecting students with learning disabilities are discussed in the next chapter.
When teachers first see a student
with a physical disability in their class, they often worry, "Will I have
to change my teaching to accommodate this student?" While you will want
to change a few small things in your class, by and large you will be able to
teach as you would to students without this disability. In many cases, the DDS
will notify a teacher about a student with particular needs. Their letter will
also list possible accommodations. Changes to your classroom format might be
the presence of an interpreter or a guide dog, or finding an accessible place
in the classroom for a student with a wheelchair. How you should adapt your
methods to the needs of the student depends, of course, on the nature of the
disability. At the end of this section, we will offer suggestions based on specific
disabilities. The first part of this section, however, will address general
pedagogical issues relevant to all groups.
What to call someone is always a sensitive issue. But one can always take a cue from the student to learn the term with which that student is most comfortable. If a student refers to herself as "blind," she will probably not object to your use of that word; however the preferred term is "visually impaired" rather than blind. Avoid saying that a student is "confined" to a wheelchair. People who use wheelchairs generally see their wheelchair as a means of mobility rather than as a restriction. Generally, attitudes rather than words that will bother a student. A visually impaired student jokes about political correctness:
"The politically correct term for blind is 'visually challenged.' That's a little bit being too sensitive It wouldn't offend me, but they're trying to be too careful."
Thus it is not necessary to concern yourself too much about terminology. Different students may prefer different terms. Try to focus on meeting a student's needs and on treating each student as an individual. In fact, you will probably only rarely need to refer directly to a student's disability, perhaps only in the first meeting. If you focus on the important issues of student's needs and interests, the student will most likely not object to the smaller things, such as use of terminology. However, listen for hints that the student may offer concerning word choice. Listen to the student's descriptions of himself or herself and shape your own speech accordingly.
Sometimes teachers convey, through
tone of voice or the particular way they say things, a lack of confidence that
the student will be able to succeed in the course. Even an entirely well-meaning
teacher may do this because of anxiety about how students with disabilities
will perform in class. Ultimately this comes from the teacher's attitude toward
disabilities. Remember that a deaf student, a visually-impaired student, or
a student in a wheelchair may be as academically gifted as any other students
in your class. A visually impaired student put it this way:
"It takes a lot to offend me. The only thing that would really offend me is if someone said things in such a way that would imply that I could do less than anyone else, or that I was in some way fundamentally different from everyone else. But that's more an attitude, not so much the terminology."
Disabled students, like many other "minority" students, often have the feeling that they have to prove themselves every time they enter a new class. They often worry that the teacher will treat them differently from other students and expect less from them, which makes them feel that their intelligence and abilities are undervalued.
If you have a disabled student do
not spend an inordinate amount of time focusing on their disability. Rewarding
achievements with relevant praise, and offering critiques when the student's
work could be improved, just as you would for any other student, will make the
disabled student feel more included in the classroom. Disabled students generally
do not enjoy praise that is based on their disability rather than on their ability.
One student said, for example, that she felt just as irritated when teachers
praise her inappropriately as when they undervalue her:
"I did have one teacher who thought I was God's gift to earth or something. She used to say how wonderful I was every time, and she kept bringing up the fact that I was visually impaired and 'yet I do so much.' I got to the point where I wanted to say, 'Get off it.' Now that makes me uncomfortable."
Disabled students may not even view
their disability as a handicap, but rather as a different way of doing things.
The more matter-of-fact you are about the different ways the student works,
the more likely it will be that you will make the student feel welcome in your
class. Many students say that they feel comfortable with themselves, but when
they see that the teacher is uncomfortable about their disability, they in turn
will feel uncomfortable:
"I actually think that a lot of times it's more uncomfortable for the teacher than for me. I'm usually fine with it, but a lot of times I think the teachers are scared, like, 'Oh no, I'll upset him or offend him,' or something like that. When I feel nervous or uncomfortable, it's more for that person. Sometimes I'll feel more uncomfortable if the other person feels uncomfortable."
A student's visual impairment or use of a wheelchair is just one small aspect of that student's life. Like other students, students with disabilities are concerned about their social activities, their families, vacation plans, career plans and all the other things they have going on in their lives.
Just as for any other group of "minority"
students, apply the same high standards to students with disabilities that you
apply to other students. This bolsters the student's own self-worth and helps
to ensure excellence in the academic work the student does for your class. Occasionally,
you may encounter students who resist fulfilling some of the course requirements
because they believe they are unable to perform necessary activities. In these
cases, always review your course goals and ask yourself how important it is
that the student be able to perform that activity. Could the activity be replaced
with another one that is equally illustrative of the student's mastery of course
goals? If this is a necessary activity, work with the student and with DDS to
ensure that the student can perform the activity.
Perhaps the greatest source of anxiety
for teachers who have a student with a physical impairment is whether or not
the student will be able to participate in class activities. The best way to
alleviate some of this anxiety is to have a private conference early on with
the student where you can ask specific questions. For example, some visually
impaired students can see certain shapes or even text when the print is large,
but cannot read text in small print. Visually impaired students can also understand
the use of graphs and charts if the teacher explains verbally in detail what
is shown on the graph or chart. Students with disabilities report that their
anxiety about working with a new teacher is also lessened when the teacher approaches
the student privately and asks to schedule a conference. One visually impaired
student commented that she appreciated having teachers approach her:
"The advice that I would give to teachers would be not to say anything during the first class, but to take them aside after class and ask them if there is anything that they need. Because a lot of times students will be shy about coming forward and saying 'I need this' or whatever. Ask them how they work in class, because people with disabilities work differently."
During this initial meeting with
the student, you can ask the student information that will be important for
you when planning your class activities and projects. The student, likewise,
has the opportunity to share with you information that he or she feels you need
to know. Furthermore, this meeting gives you a chance to get to know the student's
interests so that the student becomes for you an individual who likes jazz and
studies psychology rather than simply someone who has a physical impairment.
On the next page are some questions you can ask your student in order to find out how the student learns best. Try to include questions that are particularly important for activities in your course. These could focus on such issues as the usefulness of materials that make equipment necessary in science classes or visual aids in a foreign language class. This is also a good time to ask questions about the student's studies and interests.
This initial contact with the student
will help greatly in establishing some basic procedures, but neither you nor
the student can foresee every difficulty. The student should be encouraged to
notify you throughout the semester if there is anything else you could be doing
to help
Good teachers often add to their
repertoire of teaching techniques and you might decide to try a new activity
that you had not mentioned to the student in your initial conference. Rather
than waiting until you introduce that activity in the classroom to find out
whether the student can do it, ask the student ahead of time so that you can
plan an alternate activity if necessary. If you wait until that class period,
you risk both embarrassing the student and not knowing how to make the activity
work. For example, one student stated:
"I prefer that the teacher take a couple of minutes after class [the day before the activity will be done] and say 'We're going to do this tomorrow, or next week or whatever. Can you give me some suggestions on how we can make this easier for you?' It was more of a private thing and I didn't feel like I was being singled out from a group of 25 students."
Questions to Ask Physically Disabled Students
1. How do you take notes?
(Disability Services will usually pay for a note taker.)
2. Is there anything I can do that will help you get the important information in the class?
3. How do you take tests?
(Some students have exams sent to Disability Services where an "amanuensis"
or scribe will write the student's answers on the exam sheet or where answers
are entered on computer.)
4. Are there any particular
things that are problematic for you in class?
(List all the things you generally do in your class, such as using visual
aids, putting students into groups, showing films, assigning in-class problem
solving)
5. Can you suggest some ways in which I could modify these activities so that you could participate more comfortably?
It will not be necessary to eliminate
the varied ways you present course material for the sake of a single student.
Plan to make an alternate activity for the student if possible, or spend time
outside of class with the student to present the material in a different way.
As one student said, "I would much rather spend time outside of class with
the teacher than have the teacher totally restructure the class for me."
Disabled students want to know that their teachers will help them. But on the
other hand, they don't want to feel they are causing problems for the teacher
or for the other students.
Students who have recently become disabled may feel an acute level of discomfort in speaking in front of others. Although you should try to encourage these students to participate fully in classroom discussion and activities, be sensitive to their discomfort. You will probably have a good sense of the student's feelings about him or herself from the initial private conference. You can lessen the student's discomfort by making it clear that you will assist the student in his or her class performance. The degree to which you insist on in-class vocal participation should depend on how important this kind of participation is to your course goals. In the case of a Communications Skills class, for example, the student is being evaluated on his or her ability to speak in front of groups and speaking is an important part of course goals. Whenever possible, however, try to help students who are reluctant to speak publicly by having them perform in areas in which they feel more comfortable.
No student likes to "stand for"
an entire group. It is not useful to ask the student to speak for all students
with a disability or all blind or deaf students etc., since the student will
not appreciate the hidden assumption that she or he is nothing more than the
disability in question. Although it might be tempting to use this student as
an "expert" if the topic arises during class, the teacher risks taking
away some of the student's sense of individuality and self-worth. If the student
wants to speak on this issue, she or he will most likely volunteer to do so.
Including students with disabilities in group activities will enhance their performance and may bring the other students to new levels of understanding as well. Even if it means slightly altering the activity for the group in which that student will work, the results will be positive. Convey to the student and to all the students in the class that you consider the disabled student an equal member in the class, capable of participating like everyone else. Sometimes, other students in the class might be hesitant as to how to work with the student. Perhaps they are concerned that the student will not be able to follow what is going on in the group, or they are anxious that they will do or say something to offend the student. Both of these anxieties may lead students in class to exclude students with disabilities from group activities. The teacher should consider explicitly announcing to the class (or to the individual group) that the student is to be an equal group member. A visually impaired student explained that the teacher can help to set the tone from the very beginning for the rest of the students:
The exclusion factor would be lessened a lot if teachers would just say at the beginning of the year, maybe the first time you're breaking into groups, "This is ______________. She's blind but she can do everything you guys can do, so don't exclude her from the group." But teachers should probably check first with the student before they announce anything like that to the whole class.
When you first meet with the student,
you might consider asking whether the student would appreciate such an announcement
or not. Whether or not you do choose to make such an announcement, observe carefully
how all the students in that group interact. Making sure that all students are
participating equally will prevent resentments and hurt feelings. If they are
not participating equally, make sure to assign an area of responsibility to
each member of the group in future activities, so that no single student can
"sit out" the activity.
Good teaching practice includes notifying
students of all important assignments both in writing and orally. This is especially
important for visually or hearing impaired students. Make sure to write assignments
clearly on the board, hand out assignment sheets that are easy to read, and
make clear announcements about assignment instructions and due dates. Announcing
assignments at the beginning of class rather than at the end will avoid the
possibility of telling students important information as they are filing out
of the classroom.
Although the DDS often will suggest
particular accommodations to make for a student, you and the student should
discuss the appropriate kind of accommodations. Some accommodations might include
having students who cannot read printed exams, or who are unable to write, take
their tests on a computer at DDS (see the Policy for Alternative Testing in
the Appendix C). Any time you send an exam to DDS for the student to complete,
you should include explicit written instructions on what the student may or
may not use during the exam. Anyone assisting the student (such as a reader)
must adhere to the Honor Code and must follow your stipulations. Some teachers
offer to administer the exam one-on-one to the student outside of class. However,
some students say that while they appreciate the special consideration the teacher
has shown, they feel awkward about taking the exam face-to-face with the teacher:
"If you're taking it one-on-one with the teacher, it's so much more pressure and it's embarrassing in a way. The teacher is directly watching your performance, as you do it. I don't mind doing it that way, but I'd prefer to do it away from the teacher because I feel more objective. It feels more like my own choices because I don't feel the pressure I would feel actually sitting with the teacher. If you ace the quiz it's great, because it's like special attention. But if you bomb the quiz, it's really embarrassing!"
In addition to the possible stress
the student experiences, giving the exam one-on-one introduces an element of
bias which may interfere with the teacher's own objectivity. It may also put
the student at a disadvantage. Whenever possible, have the student express him
or herself in the same way that other students will. If the test asks students
to read and write, do not ask the student to complete the exam orally unless
it is truly necessary. If the exam is to be done orally, try to allow the student
to complete the exam orally as well. If you have questions or concerns about
designing or administering testing for a student with a physical or medical
disability, contact DDS for advice.
The first section of this chapter addressed general pedagogical principles relevant to teaching students with any physical disabilities. This section examines specific strategies which you may need to consider for the following disabilities: hearing, vision, and mobility. At the end of the chapter there is a chart summarizing these strategies.
At the beginning of a course, determine how much the student can hear. The amount of hearing will influence the student's interaction in the classroom. If the student has an interpreter in the classroom, this means that the student will have to have all information signed to him or her by the interpreter. Try to look at the student whenever you talk, and encourage the other students to do the same. It is a natural response to want to look at the interpreter when you are talking or are listening, but try to focus on the student so that you show that you are exchanging ideas with the student, and not the interpreter. Asking the student questions directly and not in the third person is important too. For example: "Have you chosen a paper topic?" instead of asking the interpreter "Has she chosen a paper topic?"
Much of the student's success depends on the interpreter's skill. If you find that you must frequently repeat information or that there are frequent episodes of miscommunication, you might consult with the student and interpreter outside of class and determine the source of the difficulty. You may be doing something very minor that is impeding fluid communication. If the miscommunication is due the interpreter's insufficient skills, you may need to find other ways to help the student obtain the necessary information, such as giving handouts of your lectures or communicating outside of class, or even through e-mail. Try to contact DDS before the student's performance in your class has been negatively affected.
In the case of students who can read lips, try not to turn your back to the student or obscure your mouth. If you have a tendency to speak quickly, slow the pace of your speech and enunciate clearly without exaggerating sounds or shouting. Keep in mind that even good lip readers can grasp only about 30-50% of what is said. Information may have to be repeated or key information written on the board.
Students who are hard of hearing need to be able to clearly see a speaker's lips and facial expressions. Consider the light sources in your classroom. Try to avoid standing with your back to a window. Also watch for activities or gestures which might cover your face or lips, or cause you to turn away from the students in question. You can change locations in the room, but you might try to stay in the same location for at least a few minutes before moving to a new one.
Have students with limited hearing sit in the front of the classroom so that they can be closer to both the teacher and the blackboard. Using the blackboard frequently and effectively will greatly enhance the student's performance. Writing key terms in easily legible writing as you lecture or as important concepts arise in discussion also helps. Ideally, the teacher would have a written outline of the topics or questions to be discussed during that class. Give this sheet to the student before class or after the previous class. Also write down all new terminology and concepts. You may need to make your lecture notes available to the student since it is much more difficult for the student to record all of the lecture accurately.
If possible, have the class sit in a circle so that all students' faces are visible to the hearing impaired student. It is more likely that the student will be able to participate actively in discussion when all students' responses are visible. Repeat other students' questions before answering them and put student answers on the board. When calling on the hearing impaired student, signal this in an evident way such as gesturing or nodding (avoid direct pointing). Using this same signal when calling on other students will avoid unnecessary singling out of the disabled student. Developing a highly visual system of volunteering or calling on all students will help the student keep track of everyone's involvement in the class.
Controlling the noise level in the
classroom is also very important. For students who have hearing aids, extraneous
noise must be kept to a minimum. Keeping the door closed and insisting to students
that they refrain from talking and whispering while you or others are talking
will help the hearing impaired student sort through sounds in the room. Unfortunately,
many of the rooms on campus have no carpeting and may have high ceilings. They
will reflect echoes, which can add to the difficulty of students with limited
hearing.
Important dates and assignments should
always be prominently displayed on the board. Developing as solid a routine
as you can will help both you and the student remember to do this. For example,
always write homework assignments and important announcements on the same place
on the board at the same time of class (whether at the beginning or the end.)
When talking about these announcements to the class, indicate with your hand
the announcement to which you are referring. If you must change or cancel a
class meeting, make sure you notify the student well in advance so that the
interpreter can be canceled or rescheduled.
Students who are unable to speak will have difficulty performing oral testing. However, oral communication is usually a skill demanded of students, and it is often a significant part of a course grade. Obviously, oral testing provides particular difficulties for students with difficulty in speaking. For foreign language or speech communication classes, for example, the teacher must decide what kind of testing best evaluates the student's ability to perform. If a hearing-impaired person who traveled to a foreign country would be traveling with an interpreter's assistance, then it would be appropriate to give an oral test in which the student works with an interpreter.
Students who sign may encounter interference in their writing. Since their first language is American Sign Language, this language interferes with their expression in English, which is actually their second language. Thus, like ESL students, they may exhibit consistent patterns of grammatical errors. One way to deal with such communication problems is have the student work regularly with staff at the Writing Center. You might also have the student refer to Diana Hacker's Bedford Handbook for Writers (1991) for the chapter on "Editing for ESL Problems."
Students cannot lip-read films unless they are sub-titled. If you wish to show a film in class, see whether you can have the movie open-captioned. If this is not possible, provide the student with a screenplay or detailed written summary to ensure that the student obtains the material. If you are showing a short clip, you can simply type any dialogue in the clip. You can also arrange for the student to see the film outside of class, working with the interpreter. However you choose to do this, make sure that the student knows your reasons for using the film. Providing an outline of important points for all students to watch for will result in better class discussion in general.
You might start an electronic mailing list or print a list of e-mail addresses for all students. By establishing this avenue for communication, a teacher makes it easier for hearing impaired students to ask for clarification outside of class. If the student does not have an e-mail account, assist him or her in starting one.
If you need to contact a hearing-impaired
student by phone, call the North Carolina Relay Center at 1-800-735-8262. You
will talk to a person who will type your statements which your student can read
on a monitor. The person at the Relay Center will then relay back to you the
student's typed statements.
Visually impaired students require
that the physical room arrangement remain the same. Unexpected or abrupt changes
may unnecessarily disorient such a student. Warn the student before making any
changes (such as breaking into small groups or placing a projector or overhead
somewhere in the room). Students with guide dogs should have a place in the
classroom that comfortably accommodates student and dog. Although the dog can
become a sort of unofficial member of the class, discourage students from petting
or distracting the guide dog unless the student indicates otherwise. Guide dogs,
no matter how friendly, are work animals, and treating them as pets can interfere
with their usefulness to their visually impaired owner. An explanation of the
work relationship that the student and the dog have can make classroom life
easier and less disruptive for everyone involved.
As with hearing impaired students, try to have visually impaired students sit at the front of the class so that they can hear more of what you are saying. Keep the noise level down by closing the door, and insist that students not talk or whisper while others are talking to help the student concentrate.
Any time you present visual information, help the student by describing precisely what is being shown. For example, explaining a bar graph of poverty levels in developing countries by enumerating each bar and describing its height relative to the other bars will keep the visually impaired student from feeling left behind. Then a distinct summary of the conclusions the student should draw from the visual image will make sense. Even if visually impaired students cannot see graphs or visuals, do provide them with copies of these class materials so that they can, with the help of a reader, refer to them while studying for exams or other assignments. Other students in the class can sketch out copies of these graphs in their notebooks. Explaining the visuals clearly in class will give visually impaired students access to this kind of information as well.
If the student wishes to tape your
lecture or the class discussion, try to find a way to accommodate him or her.
Particularly if the student does not have a note-taker, the recorded tape can
be vital for the student's ability to acquire important information. Some students
have note-taking devices that they may use while in the classroom. Try to help
the student in taking notes by explaining clearly all items you write on the
board and by summarizing the key points you have covered during each class period.
Even more than other students, visually impaired students need the teacher to clearly announce all important due dates and any changes in the syllabus. Just as you organize your class for hearing impaired students, try to reserve a particular moment during class for making important oral announcements and reduce noise as much as possible while making these announcements.
Visually impaired students generally
do their reading by having the readings you assign recorded on tape. Because
it takes time to have these readings taped, reading material is only useful
when it is assigned well in advance. When assigning a course pack of readings,
make sure that the breaks between sections are clear and that each page is numbered
(this is useful for all students). Including an audiotape of the contents
will speed the student through his or her work. Make sure you distinguish between
required and recommended reading.
Students with visual impairments
read exams and other assignments with the assistance of Braille, readers, or
tape recordings (particularly for long multiple choice exams). DDS can put exams
into a computer which will transmit the written text into voice transmission.
The student can then type his or her responses into the computer and have them
played back for verification. Although students can spell words letter-by-letter
while typing, editing can be more difficult as the student will only hear the
final text. For this reason, make clear to students whether they can use spell
(and grammar) checkers. If knowing the spelling without assistance is important
for your course (e.g. for a foreign language course) make sure that the student
knows this.
Visually impaired students report
being frustrated that sighted people assume that they are unable to watch films.
Although they are not able to process strictly visual information, they are
able to understand much of what is important through sound and dialogue. Consider
emphasizing auditory aspects of the film that you might not have discussed when
teaching the film in the past. When you are emphasizing visual information,
include the visually impaired student by making sure you describe precisely
what is being shown.
Students with limited mobility may
have trouble finding a comfortable spot in a classroom (especially if the classroom
has fixed seats). Try to reserve an accessible place for the student to sit.
Make sure no objects obstruct the path to this place. If the student requires
the use of a table or some other object that is not already in the room, you
can contact your classroom support unit or your departmental office to have
the object brought to the room. Put a label on the object indicating it must
not leave the room, so that the student will never be without it during class.
If you plan to move to another room for a film or some other activity, you can facilitate this move by telling the students ahead of time so that any student with a disability can report directly to that room. The Department of Disability Services or Classroom Assignments have information on classroom accessibility.
Just as for other disabled students,
providing detailed instructions, due dates and assignment requirements on a
handout will avoid misunderstandings.
If a student has limited note-taking capacities, she or he may have someone in the class take notes. Disability Services will pay one student in the class to take notes over the course of the semester. Even if the student does have a note taker, it is advisable to provide handouts on important terms, concepts, and diagrams to lessen the degree to which the note taker's reliability determines the disabled student's success.
Students with limited upper-body mobility may be unable to raise their hands when they want to speak. Establishing a system so that these students can indicate when they want to speak will measurably increase their participation. When you have established the system of communication, remember to make enough eye contact with the student (who may be sitting off to the side of the classroom) to catch each offer to participate.
Group work always involves moving
around in the classroom. When assigning group work, try to make it as easy as
possible for the student to join classmates. Have group members sit near the
student. When assigning role plays or other situations requiring the use of
a written text, consider that you may need to provide a text in large print,
since the student may not be able to hold the paper up to look at it closely.
Students who have difficulty holding a pen or pencil generally take their written tests at Disability Services and work with a computer or with a person who will transcribe their answers. If you must assign in-class writing, inform the student ahead of time and allow the student to do the assignment outside of class. If you give pop quizzes, you will need to establish an alternative test for students who cannot write in class.
When scheduling events (such as review sessions, films, or invited speakers) outside of class, make sure the location is accessible to your student (wheelchair ramps and/or elevators).
In some cases, students who are paraplegic or quadriplegic may have to miss class for medical reasons. Since physical problems can arise suddenly, the student may need to spend a week or even more at home or in the hospital. Allow the student to make up the work and assist the student in acquiring information covered during the missed classes.
Guidelines For Teaching Students With Physical Disabilities
At some point or other in a teaching
career, a teacher will probably encounter a student who is coping with a chronic
illness. Students who are dealing with such illnesses as cancer, HIV or AIDS,
or alcohol or drug addiction might not tell you about their illnesses. In the
case of a student receiving services from the Department of Disability Services,
you might receive a letter informing you that this student has a medical condition
entitling him/her to accommodations. But you may notice students who show a
puzzling and dramatic decrease in their performance, who may show signs of emotional
distress in class, or simply not come to class at all. The most important thing
is to be prepared for a student to confide in you about a medical condition.
The way you react and your level of preparedness are important in helping the
student take appropriate steps in your course. As one student described it,
being a student with a chronic illness is like having an "extra ball to
juggle: you juggle about five balls and someone throws you another and you drop
them all."
It is always important to remember
the hidden diversity of your class. When class discussion touches on a particular
illness, there may be a student suffering from it in class. Although you may
intend to discuss it in the abstract, the subject is very real and emotional
for that student. A student with HIV tells about taking an exam:
"The question wasn't in any way unsympathetic or insensitive, I think it was fairly well written. But coming into that, I wasn't quite prepared for that, so I just froze at that point and was unable to really finish my exam. I didn't know how to handle that afterwards anything that is written about HIV-AIDS needs to take into account the fact that some people in the class may be personally affected by it; if not them then a family member or close friend. I think the professor was surprised that it was a real person."
Obviously, you do not want to avoid controversial topics in your course. The university provides a valuable service in openly discussing topics of importance to society that will affect our young people now or in later life. Remember, however, that any such topics may have a personal significance to someone in your class. Thus a teacher should always design assignments and exams that test knowledge and skills taught in the class, and try to avoid assignments that risk simply eliciting a student's fear, anger, or anxiety. You can help make these situations easier by offering an alternate question or topic that tests important course topics, but that does not involve the student personally.
If a student gets upset during a discussion of a particular illness or the topic of illness in general, or misses class after such a discussion, it may be a sign that she or he is personally affected by the topic. As you would with any student who shows signs of distress, ask to speak to the student privately and ask whether something is wrong. The student may share the problem with you, but if the student does not, do not force the matter. In order to help such students in the future, consider announcing the topics ahead of time so that the student can be emotionally prepared.
As do students with disabilities,
students with a chronic illness that interferes with their ability to function
in major life activities have the legal right to "reasonable accommodation."
It is up to the teacher to decide how to accommodate the student. These students
may need to visit the doctor frequently, and you will have to decide to what
degree the student's absences from class should affect his or her grade in the
course. Think about these issues and make these decisions before the
semester begins. There might even be a section in the syllabus that explains
how extended absences due to illness will be handled. In this way the teacher
is not open to accusations of favoritism by other students. There should be
a clear policy that eliminates the need for complicated mid-semester discussion
and soul-searching when the teacher notices that one of the students has a problem.
If you have a student with a prolonged illness, provide alternate assignments
or times outside of class for him or her to make up work missed for medical
reasons. In this way, you accommodate the student's need to miss class while
requiring that the student complete the required course work. Offer to help
any chronically ill students prove their competence in any way you can, but
do not feel that you should give these students a higher grade because of their
illness.
Summary of Teaching Strategies for Students with Limited Mobility
Discussion
Lecture
Testing
Other Considerations
Adapted from: Teaching a Diverse Student Body (pp. 68-69), by N. Loevinger, 1994, University of Virginia.
Summary of Teaching Strategies for Students who are Hard of Hearing
Assignments
Discussion
Lecture
Testing &Evaluation
Considerations
Summary of Teaching Strategies for Students with Limited Vision
Assignments
Discussion
Lecture
Testing
Other Considerations
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Last Updated: January 30, 2001