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Faculty Resources

Syllabus Statement

All instructors are encouraged to include in their syllabus a statement inviting students with disabilities to meet with them in a confidential environment to discuss making arrangements for accommodations.  This statement helps to normalize the accommodations process and to foster a positive and welcoming environment for students with disabilities.  The following example statement can be used or adapted for your course syllabus:

If you are a student with a documented disability and anticipate needing accommodations in this course, please contact me as soon as possible so that we can discuss your specific needs.  You will need to bring your Notification of Accommodations issued by the Disability Resource Center which verifies the speciifc accommodations which you have been approved to use.  


Test Accomodations

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Deaf and Hard of Hearing

DHH: Tips for working with DHH students

The following strategies are suggested in order to enhance the accessibility of course instruction, materials, and activities. They are general strategies designed to support individualized reasonable accommodations.

    • The inability to hear does not affect an individual's native intelligence or the physical ability to produce sounds.
    • Some Deaf and hard-of-hearing students are skilled lip-readers, but many are not. Many speech sounds have identical mouth movements, which can make lip-reading particularly difficult. For example "p," "b," and "m" look exactly alike on the lips, and many sounds (vowels, for example) are produced without using clearly differentiated lip movements.
    • Make sure you have a Deaf or hard-of-hearing student's attention before speaking. A light touch on the shoulder, a wave, or other visual signal will help.
    • Look directly at a Deaf or hard-of-hearing person during a conversation, even when an interpreter is present. Speak clearly, without shouting. If you have problems being understood, rephrase your thoughts. Writing is also a good way to clarify. E-mailing and using any Relay Services are very good communication alternatives outside of class.
    • Make sure that your face is clearly visible. Keep your hands away from your face and mouth while speaking. Sitting with your back to a window, gum chewing, cigarette smoking, pencil biting, and similar obstructions of the lips can also interfere with the effectiveness of communication.
    • Circular seating arrangements offer Deaf or hard-of-hearing students the advantage of seeing all class participants, especially in a seminar setting.
    • For the lecture setting, keep front seats open for students who are Deaf or hard-of-hearing and their interpreters.
    • Repeat the comments and questions of other students, especially those from the back rows; acknowledge who has made the comment so the Deaf or hard-of-hearing student can focus on the speaker.
    • When appropriate, ask for a hearing volunteer to team up with a DHH student for in-class assignments.
    • Assist the student with finding an effective note-taker or lab assistant from the class, if the student is eligible for these services.
    • If possible, provide transcripts of audio information.
    • Face the class while speaking. If an interpreter is present, make sure the student can see both you and the interpreter. If there is a break in the class, get the Deaf or hard-of-hearing student's attention before resuming class.
    • Because visual information is a Deaf student's primary means of receiving information, films, overheads, diagrams, and other visual aids are useful instructional tools. Spoken dialogue and commentary in films, videotapes, DVDs, and online course websites, should either be presented in captions or other alternate means, such as a transcript.
    • Be flexible: allow the DHH student to work with audio-visual material independently and for a longer period of time.
    • Allow the student the same anonymity as other students (i.e., avoid pointing out the student or the alternative arrangements to the rest of the class)
    • When in doubt about how to assist the student, ask him or her!

DHH: Tips for working with DHH service providers

    • Provide the Interpreter or Captioner with copies of your syllabus, relevant handouts, lists of vocabulary or terminology, names specific to your course
    • If your course material is on Blackboard, the Interpreter/Captioner will need to be added to the class
    • Face the class when you speak
    • Speak clearly, in a normal tone, and at a normal pace
    • Provide copies of overheads or handouts, especially when reading material aloud
    • Have one student speak at a time during class discussions because it is not possible to follow several people speaking at once
    • All videos need to be closed captioned (link to ‘Directions for CC’).  Generally, captions on YouTube are not an appropriate accommodation

DHH: Related Links

- The Postsecondary Education Programs Network   (http://www.pepnet.org)

-Tips for using Sign Language Interpreters    (http://www.sfsu.edu/~dprc/dhohsrvc/tips/tipsigninterpret.html

- Tips for Brief Communication with Deaf & Hard-of-Hearing People (http://www.sfsu.edu/~dprc/dhohsrvc/tips/commbrief.html

- Tips for Communication with DHH People in Group Settings  (http://www.sfsu.edu/~dprc/dhohsrvc/tips/commgroup.html

- Tips for using Computer-Aided Real-Time Translation (CART) (http://www.sfsu.edu/~dprc/dhohsrvc/tips/tipusingcart.html

- How to Identify, Show or Record Captioned Media:  A Step-by-Step Guide (http://www.sfsu.edu/~dprc/dhohsrvc/tips/checkmediaccsdh.html)


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General FAQs

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