Initial Steps to Accommodations

Faculty play a critical role in helping students who may have disabilities by referring them to a trained specialist. Once identified faculty can develop "academic adjustments" that will permit students with disabilities to fully access lecture and course materials.

Before focusing on particular disabilities, the following are general suggestions to consider when you work with all students with special needs.

Setting a Positive Tone

Many disabilities are instantly recognizable but others are impossible to determine. Because of confidentiality rules, OSD cannot alert instructors that students with disabilities are in their classes without students' permission.

An easy way to identify students who have special needs is to print in your syllabus and announce at your first class session:

  • Any student who may need an accommodation for any sort of disability should make an appointment to see me during my office hours."

This approach preserves the student's privacy and also indicates that you are willing to provide assistance. You could also ask the students who have identified themselves how you, as a faculty member, can assist in facilitating course material.

Another way to set a positive tone is to use appropriate terms when describing students with special needs. First and foremost they are people; secondarily, they have one or more disabling conditions. Hence, they should be referred to as "students with disabilities." Also, avoid terms such as "handicapped" and "victim."

Meeting with Your Student

Be aware that many students are extremely uncomfortable in approaching instructors to discuss their disability and special academic needs. Students receiving services from OSD may approach you with our "Approved Academic Accommodations" form.

  • It informs the you that the student has a documented disability.
  • indicates that that the student is receiving services from OSD.
  • lists some accommodations that would equalize the student's chances of success in the learning environment.
  • gives the OSD counselor's name and office phone extension in case you have any questions.

Other suggestions to keep in mind when working with students with disabilities

  • treat them as intelligent adults.
  • don't make them discuss their needs in front of other people.
  • keep an open mind and avoid skepticism or hostility.
  • remember that all information about your students is confidential. Don't make comments about them to other students or your colleagues.
  • Encourage students to use campus support services (e.g., assistance in ordering taped textbooks, alternative testing arrangements, specialized study aids, peer support groups, diagnostic consultation, study skills, developmental skill courses, and academic tutorial assistance).

Course Syllabus

Provide a detailed course syllabus before registration (if possible). Since students with disabilities need ample time to make arrangements for support services and to complete assignments, please include the following:

  • If possible, select a textbook with an accompanying study guide for optional student use.
  • the test and assignment schedule.
  • complete bibliographic information on reading assignments to facilitate tape recording of textbooks.
  • a clear explanation of your grading procedures.
  • announce additional reading assignments at least 4 weeks in advance.

Your syllabus should include the following statement: "If you have a disability and need an accommodation, please make arrangements to meet with me outside of class. PCC Students requesting accommodations must provide documentation of disability and work with The Office for Students with Disabilities (OSD) at 503-977-4341." This approach preserves the student's privacy and also indicates your willingness to provide assistance. Bring this statement to the attention of your class at the first class meeting.

Online Course Syllabus Statement: PCC is committed to supporting all students. If you plan to use academic accommodations for this course, please contact me as soon as possible to make arrangements. Accommodations are not retroactive, but begin when the instructor receives the OSD Approved Academic Accommodations form from the student (this form may be submitted via email). To request academic accommodations for a disability, please contact a counselor in the Office for Students with Disabilities (OSD) on any PCC campus. Office locations, phone numbers and additional information can be located on the OSD website: www.pcc.edu/resources/disability

Notetaking Assistance

Many students with disabilities need to use a classmate's notes but are uncomfortable about asking for a volunteer. Offer your help in recruiting another student as a notetaker. OSD offers free NCR notepaper (no carbon sheet is required) and a photocopy machine for students to make quick copies of notes. You may consider offering incentives to students to volunteer (such as extra credit points).

Tutoring and Study Groups

Provide information on available tutoring resources on your campus. This may need to be done at the first class meeting and then repeated later after the first exam. Also, encourage the organization of "study buddies" or study groups.

Lecture and Testing Format

Suggestions for Lectures

  • Permit students to tape record class lectures. Tapes may be a vital study aid for these students.
  • Start each lecture with an outline of material to be covered that period.
  • Speak directly to students, and use gestures and natural expressions to convey further meaning.
  • Present new or technical vocabulary on the blackboard or use a student handout. Terms should be used in context to convey greater meaning.
  • Give assignments both orally and in written form to avoid confusion.
  • Provide memory tricks and study strategies whenever possible.
  • Provide adequate opportunities for questions and answers, including review sessions.
  • At the conclusion of the class, briefly summarize key points.

Suggestions for Testing

  • Provide, in advance, study questions for exams that illustrate the format, as well as the content of the test.
  • Explain what constitutes a good answer and why.
  • If necessary, allow students with learning disabilities to demonstrate mastery of course material using alternative methods (e.g., extended time limits for testing, oral exams in separate room).
  • Permit use of simple calculators, scratch paper, pocket spellers, and dictionaries during exams.