1. Dillard University
Division of Student Success: Office of Disability Services
Disability-Friendly Classrooms: Suggestions for Instructors
August 27, 2010
1.Understand that many disabilities are "invisible" (e.g., learning disabilities, attention deficit
disorders, chronic fatigue syndrome, etc.). Many students with these disabilities have been treated
with skepticism and disbelief, and may be understandably hesitant to talk about their disability,
fearing similar reactions from instructors and students.
2.Include a statement in your syllabus encouraging students with disabilities to talk with you privately
about what accommodations, if any, they may need. Make a similar verbal announcement during the
first few days of class. (Students who are reluctant to approach you often respond positively to this
kind of invitation).
3.Respect students' privacy. Talk to them about their disability privately, never in front of others. Do
not divulge the fact that they have a disability to anyone else without their permission.
4.Students are encouraged to make an appointment with their instructors during the first two weeks of
class in order to discuss their need for disability accommodations, and to give instructors a copy of
their official Course Accommodations Form (or letter) from ODS. Instructors should ask for a copy
of the current semester's Course Accommodation Form (or letter) before
granting accommodations.
5.If instructors think that an approved accommodation may violate or compromise an essential
element of their course or program of study, please contact ODS right away. Even in these situations,
it is important to continue to provide the ODS-approved accommodations(s) until the issue is
resolved.
6.Two of the most common accommodations for Dillard University students are 50% extra time on in-class
tests and permission to take tests in a separate, distraction-reduced room. An appropriate room in the
instructor's department is an ideal option, if distractions are minimized (e.g., talking, telephone ringing, copy
machines, people walking in and out, etc.). When necessary, ODS may be able to provide a distraction-reduced
room if the student submits a completed "Exam Request" form to ODS at least four (4) days ahead of time.
However, due to space limitations,
sometimes ODS will not be able to handle a request. In those situations, it is the instructor's responsibility to
arrange for an appropriate test location. If an instructor is unsure how to handle a disability accommodation,
please contact ODS (504-816-4714).
7.It is beneficial if you can begin class with a review of materials covered last time and an overview of topics
to be covered that day. The more structure you can provide the better. Providing an outline of each lecture is a
very helpful learning aid to all students. Posting a set of class notes on the internet (e.g., CourseInfo,
BlackBoard, etc.) is another helpful practice.
8.Give assignments both orally and in writing to help students with auditory/visual processing difficulties or
attention deficit disorders understand and record the assignments accurately.
9.Provide study questions in the same format as those on the test. Make exam questions as clear and concise
as possible. Avoid double negatives, unduly complex sentence structure, and questions within questions.
10.Address disability questions and concerns to ODS staff.
Making appropriate accommodations for students with disabilities is like allowing students with visual
acuity problems to wear glasses/contacts. Rather than conferring an advantage over other students,
appropriate accommodations merely allow students with disabilities an equal opportunity to learn and/or
demonstrate their knowledge.