建议 for working with students who are blind or have low vision:
- Recording lecture options is a common accommodations for student who meet this need. It allows the student to listen to the lecture as many times as necessary.
- Preferential seating is important for a students who are blind or have low vision. Since visual cues may not be available, make sure they are getting all the auditory cues possible.
- 如果学生有服务性动物, it would help if the student were given an assigned seat so that the animal can aid them in getting to their seat. 服务性动物不能被当作宠物对待. 当服务性动物和主人在一起时,它们是在工作. 在与动物互动之前,询问学生是否可以. 服务性动物必须被允许和学生一起进入教室.
- Ask the student if they would like some help and then wait for a response before acting.
- Give students plenty of notice in the event that research papers are assigned. They may have an accommodation for extended time on written assignments.
- 协助视力不佳的学生, 当呈现, 尽量减少刺眼的光线,并用大字体书写.
- Important information that is written should also be emphasized verbally.
- Common accommodations for students who are blind or have low vision include alternative print formats, 放大设备, 明亮的白炽灯, 提高了字母, 触觉提示, 自适应计算机设备, 考试读本, 打印扫描仪, 早期的教学大纲, 优先注册, audio recording lectures and/or note taking support and lab assistants.
建议 for working with students who are 失聪的或重听的:
- Make sure you have a 失聪的或重听的 student’s attention before speaking. This can be done by vibrations, lights, or waving in their line of vision.
- Look directly at the 失聪的或重听的 student during a conversation, 即使有翻译在场. 说话要正常,不要大声喊叫. 如果你有问题被理解,重新表达你的想法. 写作是澄清的好方法.
- 确保你的脸清晰可见. 说话时不要用手捂住脸和嘴.
- 保持眼神交流. 如果你对一个失聪或有听力障碍的学生置之不理, 暂停你的谈话,直到目光接触重新建立.
- 使用面部表情和手势来帮助阐明你的信息. Pointing to appropriate objects or using visual aids can also be very helpful.
- If you are in a group situation, only one person should be talking at a time.
- Circular seating arrangements offer 失聪的或重听的 students the best advantage for seeing all class participants.
- 允许该学生和其他学生一样匿名(即. Avoid pointing out the student or the alternative arrangements to the rest of the class).
- 当对如何帮助学生有疑问时,问他们.
- Common accommodations for 失聪的或重听的 students include sign language or oral interpreters, 辅助听力设备, 信号装置(e).g., a flashing light to alert individuals to a door knock or ringing telephones), 优先注册, 早期的教学大纲, 注意接受者, 以及电影和视频的字幕.
建议 for working with students with disabilities impacting mobility:
- 如果需要的话,大多数使用轮椅的学生都会请求帮助. 不要想当然地认为需要帮助.
- If a classroom or faculty office is inaccessible it is necessary to make the area accessible to the student or locate an alternate class site that is accessible.
- 他们课间休息很短, a student who uses a wheelchair or has difficulty walking may frequently be a few minutes late. 不要因为学生迟到而惩罚他.
- 在包括实地考察或实地考察的课堂上, ask the student to participate in the selection of sites and modes of transportation. Announce field trips early so that students can plan ahead for their transportation. 如果学生不能参加,不处罚他们吗.
- Classes taught in lab settings usually require some modifications of work stations. 考虑因素包括家具的通用设计. Working directly with the student is the best way to determine needed modifications.
- Ask the student if they will need assistance during an emergency evacuation and assist in making a plan if necessary.
- Common accommodations for students with disabilities impacting mobility include 优先注册, 注意接受者, 访问教室/位置/家具, 以及完成作业的其他方式, 实验室或图书馆助理, 辅助计算机技术, 测试住宿条件.