This page contains instructional strategies for faculty who have SF State students with psychological 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 email@example.com.
The following strategies are suggested to enhance the accessibility of course instruction, materials, and activities. 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 firstname.lastname@example.org."
- Students with psychological disabilities have good reason to fear the reactions of others given the lack of understanding and stigma about psychological disorders in our society. Make every effort to make students feel comfortable if they disclose their psychological disabilities to you. As with any disabled student, don't press students to explain their disabilities if they do not wish to do so.
- For disability-related reasons, students may need to miss class or even to leave the room in the middle of the class. The students will be responsible for the content of any lectures missed, but they will appreciate your understanding and any assistance with filling in the gaps.
- Allow the student to audio-record lectures.
- Assist the student with finding an effective notetaker or lab assistant from the class if the student is eligible for these services.
- Clearly define course requirements, the dates of exams, and due-dates for assignments; provide advance notice of any changes.
- When in doubt about how to assist the student, ask him or her directly.
- 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 listed above, please contact the DPRC at (415) 338-2472 (voice/TTY) or email@example.com.