Teaching Students with Disabilities

Emergency, Conduct and Accessibility Support for Faculty

Emergency and Crisis Support

In urgent situations:

• Call 911 or University Police at (831) 655-0268
• For student mental health crises, contact thec Personal Growth and Counseling Center (PGCC) at (831) 582-3969. Trained counselors are available in Building 80, Health & Wellness Services.

Faculty are encouraged to connect students to PGCC when immediate emotional or psychological support is needed.

Conduct and Behavior Concerns

For disruptive or concerning student behavior:

• Use the Maxient system to Report Concerning Behavior
• Reports are reviewed by the Care Team and Office of Student Conduct
• If a disability may be involved, note it in the report — Student Conduct will coordinate with SDAC

 

Inclusive Teaching and Course Etiquette

Classroom Practices for All Students

• Begin with a lecture outline; end with key takeaways
• Provide assignments in writing and verbally
• Offer study guides and explain exam expectations
• Allow audio recording for note-taking
• Introduce new terms in context (on board or handout)
• Encourage use of campus resources

Additional Considerations

For Students Who Are Deaf/Hard of Hearing

• Agree on attention signals in advance
• Speak naturally and clearly
• Use short, clear sentences
• Be open to written communication when needed

For Students with Mobility/Physical Disabilities

• Speak at eye level when possible
• Respect personal space — don’t touch or lean on mobility devices
• Ask before offering help
• Clarify communication if needed

 

Accessibility and Disability Support

Designing Accessible Courses

• Use accessible materials and digital formats whenever possible
• The Center for Academic Technologies (CAT) can assist with proactive accessibility
• The Student Disability and Accessibility Center (SDAC) provides individualized accommodations and accessible materials as needed

Encouraging Accommodation Requests

• Include the SDAC syllabus statement
• Make the syllabus available 6+ weeks before the semester
• Remind students often about how to request accommodations

Responding to Hidden Disabilities

• Never dismiss a student’s disclosure; listen respectfully
• Ask how the condition affects learning and what support would help
• Refer students to SDAC for official accommodations

Suspected Learning Disabilities

• Refer students to SDAC for screening and support
• SDAC can coordinate referrals and short-term learning strategies