Many teaching strategies that assist students with disabilities are known to also benefit
nondisabled students. Instruction that is provided in an array of approaches will reach more
students than instruction using one method. The following are teaching strategies that will
benefit students in the academic setting.

Required text

• select a text with a study guide
• select text early, for acquiring in alternative format.

• include a statement that students need to inform faculty members of their disability-related needs as soon as possible to ensure that those needs are met in a timely manner

• write key terms or an outline on the board, or prepare a lecture handout
• create study guides
• assign advance readings before the topic is due in the class session
• give students questions that they should be able to answer by the end of each lecture

• briefly review the previous lecture
• use visual aids such as overheads, diagrams, charts, graphs
• allow the use of tape recorders
• emphasize important points, main ideas, key concepts
• face the class when speaking
• explain technical language, terminology
• speak distinctly and at a relaxed rate, pausing to allow students time for note taking
• leave time for questions periodically
• administer frequent quizzes to provide feedback for students
• give assignments in writing as well as orally.

• consider a variant grading system with multiple grades for various tasks weighted differently
• work with the student to make arrangements early with the office of disability services for extended time or proctors for exams

Appropriate Language

• People with disabilities are people first. The Americans With Disabilities Act officially changed the way people with disabilities are referred to and provided the model. The person first and then the disability, emphasizing the person and not the disability.
• Do use the word disability when referring to someone who has a physical, mental, emotional, sensory, or learning impairment. Disability does not infer inability.
• Do not use the word "handicapped." A handicap is a limitation imposed by the environment where there are no accommodations, such as no curb cuts, braille, room numbers or interpreters.
• Do not refer to individuals as "victims" or "the disabled" or names of conditions. Instead, refer to people with disabilities or someone who has epilepsy.
• Do not use the term "wheelchair bound." A person uses a wheelchair for mobility and is a wheelchair user.
• When it is appropriate to refer to an individual's disability, choose the correct terminology for the specific disability. Use terms such as quadriplegia, speech impairment, hearing impairment, or the specific learning disability.

Appropriate Interaction

• When introduced offer to shake hands. People with limited hand use or artificial limbs can usually shake hands. It is an acceptable greeting to use the left hand for shaking.
• Treat adults as adults. Avoid patronizing people who use wheelchairs by patting them on the shoulder or touching their head. Never place your hands on a person's wheelchair as the chair is a part of the body space of the user.
• If possible, sit down when talking to a person who uses a wheelchair so that you are at the person's eye level.
• Speak directly to the person with a disability. Do not communicate through another person. If the person uses an interpreter, look at the person and speak to the person, not the interpreter.
• Offer assistance with sensitivity and respect. Ask if there is something you might do to help. If the offer is declined, do not insist.
• If you are a sighted guide for a person with a visual impairment, allow the person to take your arm at or above the elbow so that you guide rather than propel.
• When talking with a person with a speech impairment, listen attentively, ask short questions that require short answers, avoid correcting, and repeat what you understand if you are uncertain.
• When first meeting a person with blindness, identify yourself and any others who may be with you.
• When speaking to a person with a hearing impairment, look directly at the person and speak slowly. Avoid placing your hand over your mouth when speaking. Written notes may be helpful for short conversations.

Access for people with disabilities encompasses: Physical, Policy/Programmatic, Information, and Attitudinal environments. Evaluate the items below to help determine the accessibility of your unit. The checklist below is also on a separate page for printout.

Physical Environment Provides a wheel chair accessible location (elevators, wide hallways, lowered fountains/phones, ramps, accessible restrooms). Locates all equipment in wheelchair-accessible areas and the most frequently used materials on lower shelves. Provides nearby accessible parking. Schedules programs in accessible locations. Room numbers marked in braille and tactile format at appropriate height. Programmatic/Policy Environment Allows alternative admissions tests or test administration procedures. Keeps disability-related information confidential. Provides disability accommodations at events (e.g. interpreters). Includes a statement regarding availability of accommodations on all advertising. Adapts policies to allow for student's disability-related needs: allows students to borrow reserved material for taping or enlarging if not provided by the office. allows students with print-related disabilities to borrow materials for extended periods of time or use computers for longer periods of time. allows part-time students with disabilities to participate in programs for full-time students.  Consults with DSS regarding specific disability issues. Information Environment States on all materials that they are available in alternative format. Produces materials in alternative media (braille, large print, audiotapes) upon request. Shows videos/films with open or closed captions. Provides and publicizes TDD (telecommunications device for deaf people) or NC Relay 1-800-735-8262. Provides adaptive technology such as FM system. Includes information about DSS in promotional material. Provides assistance to students who need: readers scribes (for exercises & inventories) assistance operating machines assistance procuring materials Attitudinal Environment Monitors the attitudes of staff toward individuals with disabilities. Encourages positive attitudes of nondisabled students towards individuals with disabilities. Includes in materials pictures of people with disabilities portrayed in a positive manner. Uses appropriate language to refer to people with disabilities.

Completed   ___     ___ ___ ___ ___         ___ ___ ___ ___   ___   ___       ___   ___         ___ ___   ___ ___   ___ ___   ___ ___ ___ ___       ___ ___   ___   ___

In-Progress   ___     ___ ___ ___ ___         ___ ___ ___ ___   ___   ___       ___   ___         ___ ___   ___ ___   ___ ___   ___ ___ ___ ___       ___ ___   ___   ___

N/A   ___     ___ ___ ___ ___         ___ ___ ___ ___   ___   ___       ___   ___         ___ ___   ___ ___   ___ ___   ___ ___ ___ ___       ___ ___   ___   ___

When planning conferences, events and activities:

"To request disability accommodations, please contact (name, department, address, phone number)."

For publications: course syllabi, college bulletins, program brochures, newsletters, etc. Contact DSS for assistance in document conversion, 515-7653.

"This publication/material is available in alternative formats upon request. Please contact name, department, address, phone number)." "It is University policy to provide, on a flexible and individualized basis, accommodations to who have disabilities that may affect their ability to participate in course activities or to meet course requirements. Students with disabilities are encouraged to contact their instructors to discuss their individual needs for accommodations." Adapted from Aase & Smith, Accessibility Checklist, 1990 and University of Minnesota Guidebook,1996