Accommodating the students learning problems ethan ruan dating

When students enter the university setting, they are responsible for requesting accommodations through the appropriate office.

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However, students with disabilities may feel nervous to disclose sensitive medical information to an instructor.

Often, students must combat negative stereotypes about their disabilities held by others and even themselves.

For example, if you ask the students to rearrange the desks, a student may not help because he has a torn ligament or a relapsing and remitting condition like Multiple Sclerosis.

Or, a student may ask to record lectures because she has dyslexia and it takes longer to transcribe the lectures.

One of the common concerns instructors have about accommodations is whether they will change the nature of the course they are teaching.

However, accommodations are designed to give all students equal access to learning in the classroom.

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 more information on terminology, see the guide provided by the National Center on Disability and Journalism: Disabilities can be temporary (such as a broken arm), relapsing and remitting, or long-term.

Types of disabilities may include: Students may have disabilities that are more or less apparent.

For instance, a recent study by May & Stone (2010) on disability stereotypes found that undergraduates with and without learning disabilities rated individuals with learning disabilities as being less able to learn or of lower ability than students without those disabilities.

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