- Read a statement at the beginning of the semester dyslexic/LD students who may need academic assistance to the Academic Assistance Program office.
- Announce your willingness to discuss learning styles and accommodations with dyslexic/LD students.
- Provide students with a detailed course syllabus indicating requirements, due dates, and grade guidelines.
- Let students choose the best location for seating.
- Allow students to tape record lectures.
- Arrange for a fellow student to take notes to supplement the notes of dyslexic/LD students.
- Present materials in visual as well as auditory form. Use as many kinesthetic/tactile learning experiences as possible.
- Give an overview at the beginning of each class and summerize the key points at the end.
- Permit students to use a “word master” if spelling is evaluated on in-class writing assignments.
- Provide a study guide well in advance of examinations.
- Make provisions for students to have extended time on examinations. Provide a quiet location free from distractions.
- Allow students to write on test booklets.
- Discuss options for alternative forms of testing: essay vs. multiple choice; oral vs. written; or a combination.
- Invite dyslexic/LD students to share specific information about their learning needs with you during an office appointment.
- View dyslexic/LD students as competent and capable students who have much to contribute to the university community.
|
