Teaching Students with Disabilities
While SDAC does not ask for diagnostic information in compliance with state law, SDAC serves may serve who have disabilities such as, but not limited to, the following:
- Attention Deficit Hyperactivity Disorder (ADHD)
- Autism Spectrum Disorder
- Blindness or Visual Impairments
- Cerebral Palsy
- Chronic Illness (eg. HIV/AIDS, Arthritis, Asthma, Cancer, Diabetes, Fibromyalgia, etc.)
- Deafness or Hard of Hearing
- Epilepsy or Seizure Disorders
- Learning Disabilities
- Neurodivergence (inclusive of a number of disabilities)
- Orthopedic Impairments
- Psychiatric Disabilities
- Speech/Communication Disabilities
- Traumatic Brain Injury (TBI)
Emergency/Crisis Support: University Police Department (UPD) and the Personal Growth and Counseling Center (PGCC) will support faculty with emergency and crisis situations.
In an emergency that requires immediate attention, call 911 or University Police at (831) 655-0268
The Personal Growth and Counseling Center (PGCC), at (831) 582-3969 is staffed with professionally trained counselors and staff who are able to help students in crisis situations. In the unlikely event that a student becomes stressed to the point of needing immediate assistance, advise the student of the availability of such services. PGCC is located in Health & Wellness Services (Building 80).
Conduct Support: The Care Team and the Office of Student Conduct will support faculty by addressing disruptive and concerning student behavior. Both offices request faculty to Report Concerning Behavior, utilizing the Maxient system. If the concern may relate to a disability, that can be noted on the report. The Office of Student Conduct will reach out to SDAC directly.
- Start each lecture with an outline of materials to be covered; summarize key points at the conclusion.
- Clearly spell out expectations before the course begins
- Give assignments both orally and in writing to avoid confusion.
- Allow an audio recorder to aid notetaking.
- 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.
- Present new or technical vocabulary on the board or in a student handout. Terms should be used in context to convey greater meaning.
- Encourage students to use campus support services.
Additional etiquette for students who are Deaf or Hard of Hearing
- Get the student's attention before speaking. Arrange with the student how this should be done before class.
- Do not hesitate to ask the student to repeat what was said if you do not understand. If that is not effective, suggest that they communicate in writing and e-mail.
- Speak naturally and clearly. Slowing down slightly may help.
- It is impossible to lip-read a word that the student has never seen before. If time permits, it helps to write the word and then let him/her see how it looks on the lips.
- Short sentences are easier to understand than longer sentences with several clauses.
Additional etiquette for students with Mobility and/or Physical Disabilities
- When talking with a wheelchair user, attempt to converse at eye level as opposed to standing and looking down.
- A wheelchair is also a part of a student's personal space; please do not lean on or touch the chair.
- If a student has communication impairment as well as mobility impairment, repeat what you understand, and when you don't understand, ask for clarification.
- A student with a physical disability may or may not want assistance in each situation: please ask before giving assistance.
Accessibility Resources from the Center for Academic Technologies (CAT):
Faculty interested in proactively making their courses more accessible are encouraged to reach out to the Center of Academic Technologies.
Accessibility Resources from SDAC:
Try to utilize accessible material at all times; CAT can assist you in understanding digital remediation and accessibility for students. SDAC will assist faculty by making materials accessible for individual students when necessary.
How to encourage students to discuss disability-related needs:
Prepare course syllabus with the SDAC sample syllabus statement and make it available at least 6 weeks prior to the semester.
Create a welcoming and responsive climate by announcing that students can request accommodations in several class meetings. Also post this statement on the board and the course materials, and repeat two weeks before each test/quiz/exam.
How to respond to students who say they have a disability which isn't apparent:
Never challenge a student who confides in you regarding a disability; listen to ways the condition functionally affects the student's learning. One of the most frustrating statements reported by students with hidden disabilities involves the complaint that people say the student "looks fine to me." Most disabilities are not evident by simple observation.
In many situations, a student with a severe and not obvious disability is required to cope with the disability and also battle the attitudes of well-meaning persons who, in essence, have challenged their credibility.
When approached, ask how the disability affects learning and what the student thinks will be helpful. Please refer the student to Student Disability and Accessibility Center (SDAC) to begin the interactive process to discuss potential accommodations.
What to do if you or a student suspect they have a learning disability:
The diagnosis of a learning disability should be made in accordance with standards of the California State University system. Students enrolled at CSUMB who suspect they may have a learning disability should seek assistance from SDAC, where they can be referred to a qualified professional. The results of the evaluation will be reviewed by SDAC for eligibility and recommendations.
Meanwhile, SDAC may support the student with on-campus referrals and learning strategies.