Making your classroom accessible

Academic accommodations

Once a learning disability has been diagnosed and evaluated by a registered Clinical or Educational Psychologist, the student may be eligible for academic accommodations such as but not limited to:

• extended time for tests and exams
• in-class peer note taker
• content tutor

Instructional classroom strategies

Students with communication-based learning disabilities may benefit from the following instructional strategies:

• class access to lecture notes and PowerPoint presentation slides
• provide alternate assignments for oral presentations or exams
• provide a study guide or outline for quizzes, tests, and exams

Helpful tips for instructors with deaf or hard of hearing students:

• use blackboard, whiteboard or PowerPoint to present new information in a visual way
• present new vocabulary orally and in print
• identify speakers during group discussion to enable students to follow and participate in discussions
• minimize movements which distract or block the student's view of you
• provide students with an outline of the class format so they can follow the process
• address the student directly

If the student works with an oral or sign language interpreter:

• look directly at the student, not the interpreter, when speaking. The interpreter will sign what is being said.
• watch the student's expressions in response to their statements and questions. assist in communication.
• ensure that only one person is speaking at a time so the interpreter can sign the conversation.
• speak at a normal rate. Don't exaggerate the movement of your mouth in an effort to clarify. The interpreter is there to relay messages back and forth.
• interpreter is obligated to interpret what is said if feelings are expressed

It may be necessary to recruit a note taker for the deaf/hard of hearing student during class lectures. Accessibility Services may ask for your help to find a suitable candidate.

What is an Educational Interpreter?

Developmental coordination disabilities can be seen in difficulties with motor skills including:

• eye-hand coordination. An example is difficulty with handwriting
• small muscle control
• large muscle control eg clumsiness

Academic accommodations

Once a learning disability has been diagnosed and evaluated by a registered Clinical or Educational Psychologist, the student may be eligible for academic accommodations including:

• using a computer for tests and exams
• audio recording lectures
• in-class peer note taker

Instructional classroom strategies

• access to lecture notes or PowerPoint presentation slides
• short-answer or point-form responses in content courses
• content tutor

A language-based learning disability may show up in either or both:

• reading--decoding, word recognition, phonics, comprehension
• written language--spelling, written expression

Academic cccommodations

Once a learning disability has been diagnosed and evaluated by a registered Clinical or Educational Psychologist, students may be eligible for academic accommodations that may include:

• reader and/or scribe for tests and exams.
• reduced course load
• audio recording lectures.
• assistive technology such as laptop, voice recognition and speech to text software
• alternate format of course material digital textbooks, e-text, books on tape for assignments and exams
• content tutor

Classroom strategies

Students with language-based learning disabilities may benefit from the following instructional strategies:

• providing feedback error analysis of tests and exams
• providing outlines and organizational structure for class lectures
• using demonstrations, visual aids, and concrete examples to reinforce course material
• introducing key vocabulary and concepts before each unit of course material
• allowing questions for student clarification before the start of an assignment or task
• giving access to lecture notes or PowerPoint presentation slides

For more information, see understanding disabilities, or go to the Learning Disabilities Association of Canada website.

Types of service dogs

1. guide dog - a dog trained to serve as a travel tool for individuals who are blind or have low vision
2. hearing dog - a dog trained to alert a person with a significant hearing loss or who is deaf when a sound occurs (e.g. a knock on the door, a fire alarm, or the phone ringing)
3. service (assistance) dog - a dog trained to assist a person who has a mobility or health impairment. Types of duties the dog may perform include carrying, fetching, opening doors, ringing doorbells, activating elevator buttons, steadying a person while walking, etc.
4. signal (sig) dog - a dog trained to assist a person with autism. The dog alerts the person to distracting repetitive movements, such as hand flapping, which are common among those with autism. This intervention allows the person to stop the movement. A person with autism may also have deficits in sensory input, and may need the same support services from a dog as people who are blind or deaf
5. seizure response dog - a dog trained to assist a person with a seizure disorder. The methods by which the dog serves the person depends on the individual's needs. Some dogs have learned to predict a seizure and warn the person in advance.

Documentation requirements

The handler of the service animal must show proof that the animal has met licensing regulations:

• if the animal lives on campus, it must meet the Town of Vermilion or City of Lloydminster licensing requirements and wear any required tags
• If the animal accompanies a commuter student, employee or other campus visitor, the animal must meet the licensing requirements of the handler's resident town and wear any required license tag

Control ​requirements

• The animal must be on a leash at all times. It should never be permitted to wander around off leash except if the animal is working.
• The handler must be in full control of the animal at all times.
• The animal must be well groomed and measures should be taken, at all times, to maintain flea and odor control.
• Consideration of others must be taken into account when providing maintenance and hygiene of service animals.
• A service animal must be well-behaved and its handler must ensure that the animal does not engage in behaviour that would be a direct threat to the health and safety of others.

Public etiquette by students, staff, instructors and visitors

You should not:

• pet a service animal while it is working. Service animals are trained to be protective of their partners and petting distracts them from their responsibilities
• feed a working service animal
• deliberately startle, tease, or taunt a service animal
• separate or attempt to separate a service animal from its handler
• hesitate to ask a student if they would like assistance if the team (handler and service animal) seem confused about a direction in which to turn, the location of an accessible entrance, the location of an elevator or other office, building or landmark

Relief areas

Additional information

Here are links to more information about service animals. In Canada

• Canadian Guide Dogs for the Blind
• Canine Vision Canada

In the United States

• Eye Dog Foundation for the Blind
• Guide Dog Foundation for the Blind
• Seeing Eye

Read more in Teaching Decision Making to Students with Learning Disabilities by Promoting Self-Determination from ericsdigest.org

Developed in New Brunswick especially for post-secondary faculty, there are 11 modules in  Supporting Students with Disabilities course. They include:

• the big picture
• attention deficit and hyperactivity
• autism spectrum disorders
• chronic health conditions
• compulsive behaviours
• deaf & hard of hearing
• learning disabilities
• mental health disorders
• physical disabilities
• substance abuse
• blind or partially sighted

Each section covers:

• myths and facts
• definitions
• implications for learning
• videos
• scenario
• references

There are also sections on assistive technology and general resources.