Etiquette

Learning Disability

  • 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. 

Deaf and Hard of Hearing

  • Get the student's attention before speaking. Arrange with the student how this should be done before class. Look at the person when you speak
  • 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. Communication is the goal; the method is unimportant.
  • Speak naturally and clearly. Slowing down slightly may help. Do not exaggerate lip movement; do not shout.
  • 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. Do not be alarmed if a student does not understand and you cannot understand him or her. If the student does not understand, try repeating; if the student still does not understand, rephrase or use a different word order rather than again repeating the same words. You may be surprised as to how quickly you will become accustomed to each other in time. Written communication may be used if the need arises.

Mobility & Physical Disability

  • 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 (for example, in the case of an individual with moderate cerebral palsy), 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.

Chronic Health Disability