Teaching Students with Disabilities

Teaching Students with Disabilities 5
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KirstyPotts,United States,Professional
Published Date:14-07-2017
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Teaching Students with Disabilities: A Toolkit for Faculty, Graduate Teaching Assistants, Librarians and Archivists Table of contents Teaching students with hearing loss ................................... 2 Teaching students with vision loss ...................................... 5 Teaching students with physical disabilities ........................ 7 Teaching students with learning disabilities ....................... 9 Teaching students with mental health disabilities ............ 10 Exams ............................................................................... 11 Resources ......................................................................... 13 Teaching Students with Disabilities: A Resource for Western Faculty, GTAs, Librarians and Archivists aculty members typically receive information from a Services for Students with Disabilities counsellor about F the needs of students with disabilities. This information often includes recommended accommodations for individual students. The information on this site may help faculty, graduate teaching assistants, librarians and archivists understand the nature of various disabilities as it relates to learning, and provides best practices for the classroom, lab, and other teaching settings to help make your teaching accessible. Teaching Students with Hearing Loss hearing aids, other assistive listening devices, and visual Challenges cues to assist them with communication. An estimated 310,000 Canadians are profoundly deaf and 2.8 • Deafened or late-deafened: Are people who grew up million Canadians have varying levels of hearing loss. hearing or hard-of-hearing and then suddenly, or gradually, experienced a permanent profound hearing loss. They may Hearing loss is an invisible disability that affects at least 10% or may not use hearing aids, cochlear implants and other of Canadians and often isolates students from their peers assistive listening devices, and rely on visual cues, visual and faculty. The inability to hear significantly diminishes the assistive technologies or sign language to assist them with student’s potential for learning, actively participating, and communication. connecting socially with peers and faculty in the classroom. • Deaf: Are people who have severe to profound permanent In spite of this, many students with hearing loss do not self- hearing losses and use either sign language, speech, or a combination to communicate. They may or may not identify, and are unaware of and/or do not apply for student use hearing aids, cochlear implants, and other assistive services in the classroom. technologies or sign language to assist them with Students with hearing loss can be grouped as follows: communication. • Hard-of-hearing: The largest group of people with hearing • Culturally Deaf: Are people who identify with and loss is those who are hard-of-hearing. Usually they have participate in the culture and community of Deaf people and use American Sign Language to communicate. They mild to severe permanent hearing losses and use hearing and speech to communicate. They may or may not use may or may not use hearing aids, cochlear implants and other assistive listening devices, and rely on visual cues, • FM system (student may ask you to wear a microphone), visual assistive technologies and/or sign language for wireless microphones are only available in larger classrooms communication. and are identified as auditory assistive systems on the Classroom Management Group website. Frequency Students with hearing loss should speak with their instructors –Modulated (FM) transmission systems amplify the voice of about their specific communication needs. the talker above extraneous noise in the classroom. A student using an FM system can access the audio signal within the Methods of communicating can vary and may include one or transmission range of the FM system, usually between 50 and more of the following; 200 feet. FM systems have two components, a transmitter • Lip or speech reading and a receiver. The transmitter is directly connected to the • Assistive listening devices audio output of the A/V system in the classroom. You must • Writing use the wireless microphone so that the audio signal is sent • Gesturing to the FM receiver. The receiver portion of the FM system is • Email, Messaging, TTY Relay worn by the student. When using the FM receiver, the student • Sign Language will only have access to the voice of the person who is using the microphone. It is important that if questions are asked or Students with hearing loss need to simplify communication so if comments are made by other students in the classroom, their speech and written work may be grammatically simple and the person using the microphone repeats or rephrases the direct. This is not indicative of level of education or understanding questions/comments before responding. of material. • Visual Supports; such as overhead and computer projection systems are available in most classrooms Because hearing loss can be very gradual, many people may not • Cochlear implant be aware of their own hearing challenges. • Closed captioning; only use films that are closed captioned and be sure that the DVD player’s closed captioning setting Speech Reading is turned on • WebCT; make full use of all aspects of WebCT and provide Speech reading is more than just lip reading. Because it involves electronic information prior to each class meeting the entire face and neck, such things as facial hair and gum • Messaging chewing present additional challenges. Speech reading is a difficult skill to master and is never a substitute for hearing. Even with the • Email best viewing conditions, only 25-30% of speech sounds are visible • Communication device or board on the lips and face. The remaining sounds are made in the back of • Bell TTY Relay Service the mouth and cannot be seen. Many sounds also look alike as they are formed on the mouth. (Eg. p-b-m - pack, back, mat; f-v - fold, Best Practices vote; island view’ - looks like ‘I love you’) Because a student cannot speech read and take notes at the same …in Your Classroom time, Services for Students with Disabilities will provide note-taking • Universal Instructional Design (UID) is beneficial to all services at the request of the student. students and is essential for students with hearing loss. UID considers the needs of all students, promoting a respectful classroom climate with clear expectations and feedback, Assistive Technologies natural supports for learning, use of multimodal teaching Technology solutions such as hearing aids and other Assistive methods, technology to enhance learning, and allowing students a variety of ways to demonstrate knowledge. Listening Devices (ALDs) do not restore hearing in the way glasses can restore eyesight to 20/20. They make everything louder • Make full use of all available technology in the classroom with no differentiation between wanted and unwanted sounds. • Use either the wireless microphone, or the microphone Deciphering sounds an d eliminating those that are not important wired to the teaching station. Remember to turn off any microphone that you are not using; it causes interference. is very tiring. • Assistive Listening Devices (ALD / Gentners) will only Assistive technologies for students include: transmit sound from the microphones or the VHS/DVD • Hearing aids; work best in quiet environments when player when the wired or wireless microphone is on. listening within close proximity to a limited number of • Turn OFF audiovisual equipment when not in use to reduce speakers background noise. • Permit only one student to speak at a time, and have • Include the student when you are chatting with others. students identify themselves (hand up) before they begin to • In one-on-one conversation be sure to have the student’s speak or point to them. attention before beginning to speak. Get the student’s • Repeat into the microphone all relevant Q&A from other attention before speaking by gently touching their arm or students. providing some visual clue. • Maintain eye contact. • Summarize discussion or group work visually (chalkboard, projected image, etc.) • Speak clearly and concisely. • Incorporate visual aids, handouts, etc. • Ask if one ear hears better than the other and position • Provide information in electronic format. yourself accordingly. • Plan a 10 minute break every 1 1/2 hours. • Rephrase what you are saying if you are asked to repeat. • Students should sit in a circle when doing group work or • Use gestures - they help with understanding. when it is a small class so that each person’s face is visible • Confirm that the student understands – ask them to review • Only talk when you are facing the students in the classroom key points. • Avoid moving around the room when you are talking • Use email and keep a writing pad handy. • Consider including information on the appropriate classroom communication environment in your course Avoid… syllabus • Situations where the student cannot clearly see your face - e.g.- talking to the chalkboard, screen or overhead/ …in Your Lab document camera; or positioning yourself with mirrors or windows behind you, or shadows on your face • Take the student on a tour of your lab. • Pacing or excessive movement – this interferes with voice • Discuss safety concerns. transmission • Assign a lab partner to ensure that the student is alerted in • Talking during a film or video case of emergency. • Using a film or video that cannot be close captioned • Provide written lab instruction prior to each lab, and written summaries of all demonstrations. • Drawing attention to the student • Yelling, exaggerating, or speaking unnaturally slowly …when Communicating • Changing topics without letting the student know • Communicate in a quiet location, away from all sources of • Extraneous noise in the classroom from students talking noise (overhead and computer projection systems, HVAC during lectures, typing on their keyboards, eating or systems, laptop computers, cell phones, students talking or otherwise creating disturbances eating, noise from hallway outside classroom) Teaching Students with Vision Loss Challenges A broad range of conditions result in various degrees and types of vision loss. Vision loss ranges from total blindness to partial or low vision that cannot be corrected fully with lenses. Vision loss includes difficulties with: • Depth and distance perception • Night vision • Restricted field of vision • Manoeuvring through areas with novel spatial configurations • Reading and recognizing signs and instructions • Writing • Describe verbally any visual aids that are used in class (e.g., • Seeing colours and contrast models, charts, graphs). Most people who are “legally” blind have some degree of vision. • Spell out terms, names or words that you project or write on the board if their spelling would not be obvious. Assistive Devices • Ensure your video and multimedia clips have described video. Western’s Instructional Technology Resource Centre can help The following devices are used to increase or maintain a person’s instructors make videos and course content accessible. ability to read, write, and navigate independently. • Monocular, binocular Learning Materials • Digital recorders, portable Braille note-taking and video magnification devices Most individuals who are legally blind use one or more of the following alternate text formats: enlarged print, electronic, • Computer-based screen readers and text magnifiers audiotape, or Braille. Most students are able to access text that Students may need to use one or more of these devices in order to contains verbal information when it is presented in electronic take notes in class and write exams. form. Nevertheless, students’ needs will vary as a function of their abilities and the nature of the information. For example, some Service Dogs students may require scientific notation, mathematical symbols, and diagrams in Braille. Service dogs are working whenever they are in their harnesses. • Make syllabi, handouts, short assignment sheets and reading Please do not feed, touch, make eye contact or otherwise lists available in an accessible format before class so the communicate with a service dog when it is in its harness. student can use the material at the same time as other students. Best Practices • Provide text transcripts of PowerPoint notes, including descriptions of any visual material in the slides. The following practices are intended to enhance the accessibility of • Select materials (e.g. books and articles) that are available in university courses. The applicability of these practices will depend an electronic or conversion-ready format. on the nature of students’ vision loss and environmental or task demands. …in Wet Labs • Take student on a tour of the lab. …in Your Classroom • Discuss safety concerns including auditory lab warning signals. • Provide preferential seating close to the front of the classroom. Visual warnings should be paired with audible alarms. Contact • Warn students if you dim lights; it may be difficult for them to adjust to abrupt changes. • Provide lecture notes, outlines, or handouts in electronic or audiotape format. the Occupational Health and Safety Consultant Anne Marie • When planning a route or guiding students, ensure that there McCusker by telephone 519-661-2111 ext. 84741 or by email is sufficient width for them to safely find their way. amccuskeuwo.ca for more information or specific concerns • Offer assistance with layout, visual prompts. regarding laboratory safety. • Keep aisles and emergency exits clear. …when Communicating • Ensure student knows where safety equipment is in the lab. • Identify yourself when approaching individuals who may be • Arrange lab equipment so that it is easily accessible. unable to recognize you. • Label all equipment that student would use (including safety • Use students’ names so that they know you are talking to equipment) using large print and braille. them. • Connect TV monitor to microscope to enlarge images. • Do not be afraid to offer a handshake to students who use • Give oral lab instructions of demonstrations and visual aids. canes or service dogs, but let them know that you are about to do so. • Provide lab instructions in electronic format if requested. • Be aware that students with tunnel vision may step back or • Provide adaptive lab equipment such as talking thermometers, reposition an object in order to see it more clearly. calculators, light probes and, tactile timers. • Replace glass with plastic when possible Guiding Students who have Vision Loss • Allow for a lab partner. • Ask students if they would like assistance. • Allow extra time to complete lab work. • Offer your arm; do not take theirs. • Use raised drawings or tactile models for illustrations. • Walk at their pace but a half step ahead. …in Computer Labs • Pause at stairs or curbs to warn that a change is coming. • Ask if you should describe major obstacles or changes in • Equip computers with adaptive software that supports direction. screen reading and text magnification programs (e.g., JAWS, ZoomText). Identify computers that have adaptive software • If a service dog is used, ask the handler if he/she wishes to take and ensure other students yield the adaptive work stations to your arm and/or where you should walk. students with vision loss. • Identify the arrival or departure of others, naming and • Consider accommodation such as an alternate assignment if introducing them if they do not do so themselves. your software applications are not accessible to screen reading • If giving directions, be precise, clear and specific (e.g., “on your software. left”, “about 3 feet in front of you).” Fieldwork Avoid… • Ask students how they might be able to do specific aspects of • Leaving students alone in the middle of a room. Show them field work. to a chair or guide them to stand by a wall, door or a piece of • Attempt to include students in fieldwork assignments. If this is furniture to maintain orientation. not possible, suggest an alternative assignment that does not • Walking away without saying goodbye compromise academic integrity. • Low light levels, shadows, glare, gloss finishes, mirror or glass surfaces Physical Space Configuration • Drawing attention to the student • Describe layout of room, its furniture, principal features, and • Touching the student without letting him/her know first, unless locations of other people by using a clock face, 1 o’clock, 4 it is an emergency o’clock, etc. • Image-only PDF files scanned from paper documents or hand- • Offer assistance with finding a chair to sit on by asking if you written notes since screen readers are not able to read them may place the individual’s hand on the back of the chair. • Handouts made from poor quality photocopies of books or • When directing an individual to an object (e.g. water glass), articles gently place your hand under his or hers and move your hand • Highlighted or underlined readings that will be difficult and towards the object. After contact is made, slide your hand time consuming to transcribe away, allowing the individual to locate the object. Ask before touching the individual. • Whenever possible, rooms with poor acoustics or loud background noise. Teaching Students with Physical Disabilities Challenges Students with a physical disability may be unable to... • Control spontaneous limb movement • Control speed of movement • Move quickly or in a well coordinated manner • Perform manual tasks such as gripping and turning a handle, holding a pen, and typing • Move arms or legs sufficiently to negotiate stairs and perform other actions • Move independently when walking beyond certain distances, standing for extended periods of time, getting in and out of a vehicle, etc. • Reach, pull, push, manipulate • Perform tasks that require endurance and strength Not all physical disabilities are visible. Students may have Best Practices difficulty performing some tasks yet may not otherwise appear to have a disability. Furthermore, students’ abilities may vary with …in Your Classroom changes in their illnesses. Conditions in which a disability may not • Most classrooms have wheelchair accessible student be visible or may be intermittently visible include: stations. Ensure these desks are available for students who • Arthritis need them and report any missing tables and chairs to Western’s Classroom Management Group. • Heart and peripheral vascular disease • Arrange information and handouts so they can be seen and • Multiple sclerosis and other progressive neurologic picked up without undue bending and turning. conditions • Make class assignments available in electronic format. • Joint replacements • Haemophilia …in Your Lab • Cancer • Offer assistance, but don’t provide it without asking unless • Diabetes the need is urgent. • Parkinson’s • Locate lab equipment and supplies within reach so as not to expose students to hazards. Persons with physical disabilities may use a cane, crutches, walker, • Provide adjustable tables and chairs. brace, wheelchair, scooter, support person, and service animal. • Allow extra time for setting up and completing work. Students using wheelchairs and scooters cannot always take the most direct route and may need additional time to travel among • Consider using a document camera to demonstrate on a large screen. buildings on campus. • Make containers with handles available. • Consider extended eyepieces on microscopes for students Physical Assistance who use wheelchairs. Provide time for persons to move or perform tasks independently, • Discuss safety concerns, taking into consideration that if they would like to do so. Offer assistance; however, do not students may not be able to react quickly to dangerous provide it without asking unless the need is urgent. situations. • Position fire extinguisher, emergency call button, eyewash …when Communicating etc. within easy reach. • Don’t be afraid to offer a handshake to a person with a • Ensure emergency exits within your labs are wheelchair missing or artificial limb, or to those who use a cane or accessible. crutches. • Pair a student with another student who can do fine motor • Position yourself in front of the person so that he/she manipulations. doesn’t have to change position to face you. • Use plastic instead of glass where possible. • Make eye contact. Don’t stand too close. • Keep lab uncluttered and aisles clear. • Sit when speaking with a short person or person in a wheelchair. …when Conducting Field Work • Try to have field trips in accessible locations. Avoid… • Include special needs in requests for field trip vehicle • Speaking loudly reservations. • Bending over during conversations • Consider alternate assignments if they would not • Pushing, pulling or leaning against a wheelchair compromise academic integrity (e.g., review video of field without permission work, analyze samples other students have collected, write a paper on the topic) • Lifting, supporting or moving a person unless you understand safe techniques and are asked to do so. Teaching Students with Learning Disabilities • Ensure periodic breaks. Challenges • Present your materials in a variety of delivery modes (oral, University students with learning disabilities, like those who do written, visual). not have disabilities, have average to above average intelligence and are similarly capable of graduating with a university degree. …in Your Lab Learning Disabilities are invisible and vary significantly from • Allow for a lab partner. person to person. • Provide seating at the front of the room to reduce Learning Disabilities often co-occur with attention deficit distractions. disorders, which are characterized by intermittent attention, • Ensure periodic breaks. difficulties persisting at a task, and sometimes impulsivity. • Demonstrate procedures and provide time for hands-on Students’ challenges may be further complicated by problems practice. with social skills which are sometimes characteristic of nonverbal • Present your lab materials and instructions in a variety of learning disabilities and attention deficit disorders. delivery modes (e.g., oral and written instructions, visual representation or demonstration). Students with Learning Disabilities (LD) may • Permit students to use assistive technology (e.g., a scanning and speaking pen to read text) be limited by one or more of the following... • Arrange lab equipment so that it is easily accessible. • Difficulties with relating sounds with their corresponding • Allow extra time for the student to set up and complete lab symbols, which may slow reading and writing, and make work. spelling difficult • Challenges in the ability to mentally hold onto or attend to …when Communicating information while integrating it with other information (or otherwise transforming it), which may result in the need for • Use plain language. additional time when reading and organizing one’s thought • Speak clearly; rephrase and repeat if the student does not for written expression, problem solving, and note-taking understand. • Challenges in the ability to work with part-whole • Reinforce words with pictures or graphics. relationships and visual information, which may be associated with problems with organization and problem- • Reinforce with demonstration of a process. solving in mathematics • Permit the student to record lectures or conversations for • Organizational skills later use. • Spatial orientation, directions and way finding • Allow time for the student to express his thoughts. • Ask the student to repeat what she is saying if you are having difficulty understanding. Best Practices • Read instructions out loud and explain the steps of a calculation process if requested. …in Your Classroom • Provide assistance in finding a volunteer note-taker from Avoid… the class in a manner that protects the student’s privacy • Making assumptions about the limits of what someone and dignity. might be able to do • Provide copies of presentation materials and course notes, or make them available through your learning management • Exaggerating or speaking unnaturally slowly system. • Finishing sentences or interrupting - you may misunderstand what the student is saying • Allow taping of class. • Drawing attention to the student and/or his/her challenges • Use captioned video. • Provide seating at front of room to reduce distractions. Teaching Students with Mental Health Disabilities …in the Classroom Challenges • Permit the student to leave class periodically. Students with mental health issues may be limited in the number or kinds of activities they can perform because of an emotional, • Provide preferential seating near the door to allow leaving class for prearranged breaks. psychological or psychiatric condition. Furthermore, the activities students are able to perform may change over time with fluctuations • Incorporate a variety of learning styles: auditory, visual, kinesthetic, experiential. in the severity of their conditions. • Permit assistance and/or accommodation with note-taking Teenagers and young adults aged 15-24 experience the highest (e.g., peer note-taker, photocopies of another student’s notes, incidence of mental health or psychological disorders of any age taping of lectures, use of laptop to take notes) group in Canada. • Make syllabus and course material available electronically in advance. Mental health issues can include but are not • Provide printed course material in audiotape or electronic limited to format. • Provide copies of overheads/class notes. • Heightened anxieties, fears, suspicions • Provide feedback in private. • Changes in personality • Permit the student a beverage if medication causes thirst. • Confused or disorganized thinking; ideas that may seem unusual or grandiose Assignments • Difficulty concentrating, making decisions, remembering things • Extreme highs and/or lows in mood • Make readings and assignments available in advance. • Difficulty with social interaction and communication • Extend deadlines to complete assignments when students’ conditions compromise their ability to do course work or Encourage open communication and comfortable exchange of attend classes. information between people. Respond to students’ needs. Be patient • Consider substituting assignments in specific circumstances if and calm. If conversation becomes lengthy and disorganized, ask doing so would not compromise academic integrity. them what you can do for them. Ask questions that require “yes” or • Allow assignments to be handwritten rather than typed if a “no” answers. student has difficulty using a computer. Adaptive Technologies Avoid…. Some students use computers equipped with text reading software • Taking responses personally to read text books and other documents. They report that using this • Assuming a therapeutic role (Instead, if you are concerned technology facilitates their concentration. Some students use voice about a student’s mental health or emotional wellbeing, refer recognition software if they have difficulty writing or typing (e.g., student to the appropriate service tremors from medication). http://www.health.uwo.ca/mental_health/If a student is in crisis and you are concerned about his/her safety, call Western’s 911 Emergency Services for immediate medical or Best Practices other assistance. • Stressful situations such as abrupt sounds, flashing lights, …in General confrontational interactions • Pushing social interaction and sharing of intimate or traumatic • Use a flexible approach to assignments and assessments. personal experiences in group work • If the student is being abrupt, acknowledge the request without commenting. • Be courteous, remain calm. Exams Academic accommodation for exams is intended to allow to type their answers using a computer. Additional time also students with disabilities a fair opportunity to write the exams. may allow students with mental health disabilities or learning Normally, Student Development Centre’s Services for Students and attention disorders to compensate for difficulties with with Disabilities (SSD) recommends exam accommodations concentration. for specific students. In most of these cases, faculty members Some faculty members are able to provide all of their students choose to have Exam Services, in the Registrar’s Office, with a large amount of time to write exams relative to the administer their exams with the accommodations that SSD has length of the exams. In these cases, students who only require recommended. additional time as an accommodation are able to write with The information below is intended to indicate exam their class and have easy access to their instructors. accommodations that SSD may recommend for individual students and to provide information that may help you make Separate, Quiet Location decisions concerning these recommendations, implement Many students who have diverse disabilities share a need certain recommendations, and make your exams more to write exams in a separate, quiet location. Some of these accessible in other ways. students have learning, attention, or mental health disabilities that make them more prone to distraction than are most of Extra Time their peers. Other students require a separate space in order The most commonly recommended exam accommodation is to monitor their blood glucose levels, administer insulin, and extra time. This accommodation is effective for many students consume beverages. Still others write in separate locations whose disabilities slow their progress on academic tasks. For because they use technology that would disturb classmates example, additional time may allow students with vision loss and/or computers that are housed in a facility in which internet to read questions and/or work with assistive technology. It access can easily be denied. may allow students with mobility impairments sufficient time Rest Breaks The opportunity to take supervised breaks away from the exam, without reducing the amount of time available, is beneficial for students who are unable to work efficiently for somewhat unpredictable amounts of time during exams. For example, students use such breaks to practice strategies for managing anxiety when they experience a worsening of their symptoms. Students with chronic illnesses such as Crohn’s Disease and diabetes use breaks to attend to health-related needs which may take them away from the exam for half an hour at a time. Students who have chronic pain stretch and move about during breaks in order to prevent their pain from increasing to a level that would prevent them from completing exams. Other Exam Accommodations Less common exam accommodations include: a. providing assistance with filling in scantron forms for multiple choice exams; b. providing a scribe for students for whom voice recognition software is not a good option; c. having students write exams in locations that are near washrooms; d. providing altered lighting (e.g., incandescent lighting, low level lighting) e. providing ergonomic seating, adjustable writing surface, slant board; Some students are able to write exams in the classroom if f. breaking exams into segments to be administered at different times to students who have conditions that limit they are permitted to sit in locations in which distractions are the length of time that they can work on exams; and minimized (e.g., near the front of the classroom, away from the g. permitting exams to be rescheduled to a time of day in door). which students do their best work if their conditions and/ or medications cause their abilities to fluctuate over the Technology course of a day. An increasing number of students use assistive technology In general, faculty members are encouraged to consider offering for exams. Students with low vision and those who are blind a variety of methods of evaluation, and allowing students some may use closed circuit televisions or computer software (e.g., choice as to how they demonstrate their knowledge. Zoomtext) to magnify print, screen reading software (e.g., JAWS) to hear the computer read aloud information displayed on the monitor, and computers equipped with Braille displays to read Braille versions of electronic exam questions and the answers that they have entered into the computer. Students with mobility impairments may use computers for word processing if typing is easier than handwriting or if they require the use of voice recognition software. Students with learning disabilities, attention deficit disorders, and mental health disabilities also may use computers for word processing for a variety of reasons. Resources Classroom Management Group General Resources at Western Lists all general use classrooms on the constituent university Student Development Centre campus and the instructional technology systems available Services for Students with Disabilities SSD in classrooms. Visual supports (overhead and computer You can communicate with a student’s counselor about projections systems) are available in most classrooms. Wireless academic accommodation and other ways in which to microphones and FM transmission systems are available only support students. Faculty members should contact SSD at in larger classrooms. FM transmission systems are identified as 519-661-2147 or ssduwo.ca auditory assistive systems on the CMG website. http://www.sdc.uwo.ca/ssd/ Please contact by telephone at 519-661-2111 ext. 82222 or by email cmguwo.ca Office of the Registrar Support Services Building Room 1301 Examination Services http://www.ipb.uwo.ca/cmg/ To communicate information regarding arrangements for the administration of exams under conditions of academic Western’s National Centre for Audiology accommodations, please contact Examination Services at Research and consultation on facilitators and barriers to hearing 519-661-2111 ext. 81536 assistive technology use, hearing conservation, how noise http://www.registrar.uwo.ca/examinations/accommodated_ affects the ability to learn and communicate. exams.html Contact by telephone at 519-661-3901 Elborn College Room 2262 Teaching Support Centre http://www.uwo.ca/nca/ For more information and resources on best teaching practices for students with disabilities. bell canada http://uwo.ca/tsc/ accessibility Services http://www.bell.ca/specialneeds/PrsSN_SvcLanding.page western libraries You can communicate with a student free in the local calling library accessibility area if they have TTY Service in their residence. http://www.lib.uwo.ca/accessibility 1-800-855-0511 Classroom Management Group Teaching Students with Vision Loss For information on all general use classrooms on the constituent university campus, and instructional technology systems which The Adaptive Computing Technology Centre are available in each classroom on campus. For advice regarding computer technology and Braille for Please contact by telephone at 519-661-2111 ext. 82222 or by students with vision loss, Faculty members should contact email cmguwo.ca 519-661-2111 ext. 86844 or kirkuwo.ca http://www.ipb.uwo.ca/cmg/ http://www.sdc.uwo.ca/ssd/index.html?ACTc ZoomText Software Resources for Teaching Students Screen Magnification and screen reading software products for the visually impaired. with Specific Disabilities http://www.aisquared.com/ Teaching Students with Hearing Loss JAWS Screen Reading Software Software for students whose vision loss prevents them from Student Development Centre’s Services for Students with seeing screen content; JAWS reads aloud the information on the Disabilities (SSD) computer screen. Please contact SSD to arrange services that are designed to http://www.freedomscientific.com/products/fs/jaws-product- facilitate participation of students who are deaf or have hearing page.asp loss in the classroom, such as interpreters, note-takers, etc. Please contact by telephone 519-661-2147 or email ssduwo.ca CNIB Canadian National Institute for the Blind Western Student Services Building, 4th Floor accessibility Resources www.sdc.uwo.ca/ssd/ http://www.cnib.ca/en/services/accessibilities/resources/ Default.aspx Teaching Students with Physical Disabilities Resources for Making Information accessibility at western and Course Content Accessible Accessibility Maps, Floor Plans and Service Disruptions Western’s Instructional Technology Resource Centre Provides information about areas of the campus that have For questions about making course content accessible to barrier free access, including information on the location of students with disabilities please contact the Instructional automatic door openers, elevators, washrooms and parking to Technology Resource Centre by telephone at 519-661-2111 assist students in navigating campus. This site also includes ext. 85513 or by email at itrcuwo.ca. The Instructional notifications of services or facilities that may be temporarily Technology Resource Centre is located in the Support Services unavailable. Building, Room 4320. http://accessibility.uwo.ca/ http://itrc.uwo.ca Teaching Students with Learning Disabilities Seven Principles for Universal Instructional Design from Brock university National Centre for Learning Disabilities Information and methods for instructional design which http://www.ncld.org/ is learner centered and reduces the need for special accommodations in the classroom. The International Dyslexia Association http://kumu.brocku.ca/twiki/Seven_Principles_of_Universal_ http://www.interdys.org/ Instructional_Design_(UID) World Wide Web Consortium (W3C) Teaching Students with Mental Health Resources on web accessibility Disabilities A list of points to check your web content for accessibility http://www.w3.org/WAI/gettingstarted/Overview.html Student Development Centre psychological Services webaim web accessibility in mind Western’s Student Development Centre provides professional, Introduction to Web Accessibility confidential psychological services free of charge to Western http://www.webaim.org/intro/ students. Western Student Services Building Suite 4100 webaim web accessibility in mind http://www.sdc.uwo.ca/psych/ The User’s Perspective http://www.webaim.org/articles/ Student health Services counseling clinic ontario ministry of community and Social Services The student health clinic offers free and confidential counseling Making Information Accessible and psychiatry services to all Western students. http://www.mcss.gov.on.ca/en/accesson/tools/making_ The SHS Counseling Clinic can be reached by telephone at information_accessible.aspx 519-661-3771 University Community Centre Room 11 (lower level) adobe Systems http://www.shs.uwo.ca/student/services.html accessibility Resource centre http://www.adobe.com/accessibility/index.html Canadian Mental Health Association a guide to college and university for Students with making your documents accessible Psychiatric Disabilities http://x.dc-uoit.ca/accessibledocs/ http://www.cmha.ca/youreducation/introduction.html Parts of this document have been adapted, with permission, from documents produced by the University of Guelph Teaching Support Services Teaching Students with Hearing Loss, Vision Loss, a Physical Disability, Learning Disability, Mental Health Disability http://www.tss.uoguelph.ca/resources/index.cfm

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