Strategies for Faculty

General Strategies to Optimize Learning

Many teaching strategies that assist students with disabilities are also known to benefit students without disabilities. Instruction provided in a variety of approaches will reach a greater diversity of student needs in the classroom. The following are suggestions for teaching strategies that may be helpful in benefiting students in an academic setting.

The Syllabus & Textbook

Include a statement on the syllabus encouraging the student to inform the faculty members of their accommodation as soon as possible to ensure that those needs are met in a timely manner.

Because many students with disabilities need additional time to process and complete assignments, convey expectation in the syllabus (e.g., grading, material to be covered, due dates).

Have the class syllabus and list of required text available by request to students before the start of the semester to allow time for students to obtain materials in alternative formats and to begin reading assignments.

If available and appropriate, select a textbook with an accompanying study guide for optional student use. (Consider a text that offers an alternative format.)

Announce reading assignments and list in the syllabus well in advance for students using taped or alternative material formats. Recording an entire book can take up to 6 months, if available, ordering a book may take 7-14 days, and converting a book into electronic format may take up to a month.

General Strategies for Teaching and Presenting

• Begin class with a review of the previous lecture and an overview of topics to be covered during the lecture. At the conclusion of the lecture, summarize key points.
• Provide access to lecture outlines and major concepts, perhaps on the blackboard before class, on a website, or as a handout.
• Highlight major concepts and terminology both orally and visually. Be alert for opportunities to provide information in more than one sensory mode.
• Speak directly to the students at a distinct and relaxed rate, pausing frequently to allow students time for note-taking and asking questions.
• Diminish or eliminate auditory and visual distractions.
• Use visual aides such as diagrams, charts and graphs.
• Give assignments both written and orally.
• Provide adequate opportunities for participation, questions and/or discussion.
• Provide timelines and sequential steps (i.e. select a topic, outline, submit rough draft, make necessary corrections for approval, final draft) for long-range assignments.
• Provide study questions, sample test questions and/or review session to aide in mastering material and preparing for exams.
• Encourage students to seek assistance during your office hours, to utilize the Tutoring & Learning Center services, and study groups.