Ask CTLT

QUESTION: What are my obligations as a faculty member when a student in my classroom has a disability or learning challenge, and what should I do if I suspect a student may have some type of learning challenge?

ANSWER:
Illinois State University is required by law to provide reasonable accommodations to students with disabilities. All faculty and teaching staff have a responsibility to ensure that each course is accessible, and accessibility should be at the forefront of course and technological planning. We are obligated to notify all students of services available, and including contact information for Disability Concerns on syllabi is crucial. If a student approaches you with a Disability Concerns ID Card, please take the time to discuss with him or her accommodations that are required and how best to facilitate those. Listen to what the student has to say and ask questions ONLY about how the disability will impact him/her in the class and about the accommodations the student is requesting.

If a student does not have a Disability Concerns ID Card and claims to have a disability, do NOT provide any accommodation. Instead, refer the student to Disability Concerns for the appropriate verification. This provides legal protections for you and the University.

If you suspect that a student has a disability (e.g. disorganization, poor comprehension, simple math errors, inconsistent spelling, difficulty walking, standing, sitting for long periods, limited attention, etc.), do NOT ask! Instead, approach the student as you would any student experiencing difficulty in your class. Inquire about factors that might be impacting the student‘s learning, and give him or her the opportunity to disclose information, if s/he chooses. If a student discloses a disability, but does not have a Disability Concerns ID Card, refer him/her to Disability Concerns for further assistance. In any case, provide the student with additional resources for assistance, including the University Center for Learning Assistance (UCLA).

From the Disability Concerns website:

Are there teaching techniques that can make a class more accessible?
The following are just a few of the common teaching techniques used by many faculty to enhance accessibility in their classes. These techniques can improve access for students with disabilities and enhance learning for all students:

Include the approved accessibility statement on your syllabus.
Meet with interpreters periodically to "check-in" about communication access.
Provide and adhere to a course syllabus which provides test/quiz dates and due dates for assignments. Provide access to lecture outlines, notes and/or copies of overheads for students during class. Speak clearly and slow down if you speak quickly or have an accent.
Introduce each lecture with a brief overview of the previous class information.
Use verbal and visual highlighting for major concepts and terminology.
Give assignments both orally and in written form.
Verbally describe or explain charts, diagrams and graphs.
When possible, demonstrate new procedures.
Verbally discuss information on the board or on transparencies.
Use cooperative learning techniques.
Encourage students to tape lectures or pair up to share and discuss the day's lecture notes.
Encourage students to form study and discussion groups.
Use voluntary student response options when possible to allow for differences in student response time.
Approach teaching and learning from a multi-sensory perspective.
Encourage peer learning and teaching.
Use and create materials that focus on students' experiences, opinions and reactions.
Use accessible technology, e.g., computers, assistive listening equipment, captioned videos etc.