Gael Lindenfield. Understanding Emotional Intelligence. Gill Hasson.
Timothy J. Jo Ellen Grzyb. Positive Thinking. Straight Talk About Classroom Teaching. Patrice Joseph. Colman Noctor. Sue Cowley. Body Language. Elizabeth Kuhnke. Engaging NLP for Tweens. Flip the Switch. Jez Rose. Calmer Easier Happier Screen Time. Leigh Ashton. How To Be Assertive. Patricia McBride. Val Mullally. Promoting Positive Thinking.
Glynis Hannell. Bully-Proof Kids. Stella O'Malley. Gary Wilson. Power Up Your Confidence. Alice Muir. Behaviour Management Pocketbook. Peter Hook. Reboot Your Thinking. Nick Bowditch. Johnnie Young. The Million Dollar Handshake. Catherine Molloy. Five Deep Breaths. Dr Genevieve Von Lob. Gill Garratt. The Self-Esteem Workbook.
Suzie Hayman. Can I Go and Play Now? Greg Bottrill. Circle Solutions for Student Wellbeing. Sue Roffey. Surviving Other People's Self-Esteem. Darren F Magee. No Problem. Liesel Teversham. Jo Usmar. Relationship Intensive Care. Leonie R Schilling. Steph Caswell. Strategies For Surviving Bullying at Work. Evelyn M. Lynn Crilly. Skip the Guilt Trap: Simple steps to help you move on with your life.
Andy Cope. Bridges to Success. Olive Hickmott. Managing the Madness. Jack C. Ann Morris. Enjoy Parenting Teenagers. Bob Myers. Parents and Digital Technology. The Confidence Workbook: Teach Yourself. Adrian Tannock. John McLachlan. Talking to Teenagers. Helen Harvey. The Act Of Attraction in Business. Tamsen Garrie. I Am Human. Martin Johnson. The Gifted Introvert. Richard Daniel Curtis. For instance, participation in lab settings is critical for many biology classes; however, is traditional class lecture the only means of delivering instruction in a humanities or social science course?
Additionally, is an in-class written essay exam the only means of evaluating a student who has limited use of her hands?
Could an in-person or taped oral exam accomplish the same goal? When teaching a student with any disability, it is important to remember that many of the principles for inclusive design could be considered beneficial to any student.
Curricular Material | National Council for Special Education - CPD and In-School Support
Instead of adapting or retrofitting a course to a specific audience, Universal Design emphasizes environments that are accessible to everyone regardless of ability. By focusing on these design principles when crafting a syllabus, you may find that most of your course easily accommodates all students. For instance, a syllabus with clear course objectives, assignment details, and deadlines helps students plan their schedules accordingly.
Similarly, some instructional material may be difficult for students with certain disabilities. For instance, when showing a video in class you need to consider your audience. Students with visual disabilities may have difficulty seeing non-verbalized actions; while those with disorders like photosensitive epilepsy may experience seizures with flashing lights or images; and those students with hearing loss may not be able to hear the accompanying audio.
Additionally, it allows other students the opportunity to engage with the material in multiple ways as needed. For more information on Universal Design or making your class more inclusive at Vanderbilt, the Center for Teaching offers workshops and one-on-one consultations.
Additionally, the EAD office can help students and instructors address any questions or concerns they may have Bourke, A. Journal of Learning Disabilities, 33 1 , Burgstahler, S. Universal design in higher education: From principles to practice. Cambridge, Mass: Harvard Education Press. Hodge, B. Accommodations—or just good teaching? Westport, Conn: Praeger. May, A. Stereotypes of individuals with learning disabilities: views of college students with and without learning disabilities. Journal of Learning Disabilities, 43 6 , National Center for Learning Disabilities.
Developmental Disabilities Bulletin, 38 , Scott, S. Innovative Higher Education, 22 2 , Universal Design for Instruction.
Remedial and Special Education, 24 6 , Silver, P. United States. Students with disabilities preparing for postsecondary education: Know your rights and responsibilities. Washington, D. Walters, S. Technical Communication Quarterly , 19 4 , Wolf, L.
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Students with Asperger syndrome: A guide for college personnel. Teaching Students with Disabilities There is a newer version of this teaching guide. For those students with disabilities, the classroom setting may present certain challenges that need accommodation and consideration. Terminology Types of Disabilities Access to Resources Confidentiality and Disclosure Inclusive Design Learn More References Terminology In order to create an inclusive classroom where all students are respected, it is important to use language that prioritizes the student over his or her disability.
Teaching Students with Disabilities
Access to Resources When students enter the university setting, they are responsible for requesting accommodations through the appropriate office. Strategies A statement in your syllabus inviting students with disabilities to meet with you privately is a good step in starting a conversation with those students who need accommodations and feel comfortable approaching you about their needs.
Here are two sample statements: The Department of Spanish and Portuguese is committed to making educational opportunities available to all students. In order for its faculty members to properly address the needs of students who have disabilities, it is necessary that those students approach their instructors as soon as the semester starts, preferably on the first day of class. They should bring an official letter from the Opportunity Development Center explaining their specific needs so that their instructors are aware of them early on and can make the appropriate arrangements.
If you have a learning or physical disability, or if you learn best utilizing a particular method, please discuss with me how I can best accommodate your learning needs.
Related The Practical Guide to Primary Classroom Management (Primary Guides)
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