This page contains instructional strategies for faculty who have SF State students with Learning disabilities, enrolled in their classes. The best instructional strategy is to facilitate the accommodations that the student is authorized for. You have the right to view the student's accommodation letter at any time. In addition, below are some strategies that some students have found helpful. Please contact the DPRC with any questions about these recommendations. Contact us at (415) 338-2472 or firstname.lastname@example.org.
The following strategies are suggested to enhance the accessibility of course instruction, materials, and activities for students with learning disabilities. They are general strategies designed to support individualized reasonable accommodations.
- On your syllabus, include a Disability Access Statement inviting students with disabilities to request accommodations. DPRC has developed the following Disability Access Statement for course syllabi: "Students with disabilities who need reasonable accommodations are encouraged to contact the instructor. The Disability Programs and Resource Center is available to facilitate the reasonable accommodations process. The DPRC, located in SSB 110, can be reached by telephone at 338-2472 (voice/TTY) or by e-mail at email@example.com."
- Keep instructions brief and as uncomplicated as possible.
- Assist the student with finding an effective notetaker or lab assistant from the class, if the student is eligible for these services.
- Allow the student to audio-record lectures.
- Clearly define course requirements, the dates of exams, and when assignments are due; provide advance notice of any changes.
- Provide handouts and visual aids.
- When appropriate, team a reader with a non-reading student during in-class assignments.
- Use more than one way to demonstrate or explain information.
- Have copies of the syllabus ready three to five weeks prior to the beginning of classes so textbooks are available for conversion to alternate media.
- Break information into small steps when teaching many new tasks in one lesson (state objectives, review previous lesson, summarize periodically).
- Allow time for clarification of directions and essential information.
- Provide study guides or review sheets for exams.
- Provide alternative ways for the students to do tasks, such as dictations or oral presentations.
- Provide assistance with proofreading written work.
- Stress organization and ideas rather than mechanics when grading in-class writing assignments.
- Allow the use of spell-check and grammar-assistive devices.
- When in doubt about how to assist the student, ask him or her.
- Allow the student the same anonymity as other students (i.e., avoid pointing out the student or the alternative arrangements to the rest of the class).
If your questions are not answered by what is in the information please contact the DPRC at (415) 338-2472 (voice/TTY) or firstname.lastname@example.org.