In-Class Strategies:

• Post lecture notes/outlines on the web.
• Provide a detailed syllabus prior to the first class.
• Repeat crucial concepts several times in lectures.
• Allow the use of a dictionary, computer spell check or calculator on exams.
• Read aloud material written on overhead or chalkboard.
• Offer students extra credit to share copies of their notes with other students.
• Offer an alternative space or quiet room to take exams, when possible.
• Allow flexibility on assignment deadlines.
• Design tests to take 60% of the class period so time is less of a factor.
• Provide an outline of each lecture with space between sections for notes.
• Allow students with test anxiety to start exams before the rest of the class.
• Use visual aids, discussion, and hands-on examples wherever possible in lectures.
• Provide multiple ways for students to demonstrate knowledge, such as oral response, demonstrations, portfolios or group work.

Additional Resources:

Center for Advancement of Learning, Learning Strategies Database

Appropriate Language - how to remove bias in language as it relates to language referring to persons with disabilities

Class Act – Improving existing teaching practices by enhancing access to instruction for Deaf and Hard of Hearing students in mainstream postsecondary classrooms.

P3 - Preparing Postsecondary Professionals

Effective Tutoring Practices with Deaf and Hard of Hearing Students

FAME contains information on how college faculty, administrators, disability service providers, and students can work individually and collaboratively to improve the accommodations, teaching-learning process, and overall campus environment for students with disabilities.

Foreign Language Instruction - Tips for Accommodating Deaf and Hard of Hearing Individuals

Accommodating Deaf and Hard of Hearing Student

Academic Advising - Serving Deaf and Hard of Hearing Students

Tipsheets - Northeast Technical Assistance Center

Center for Advancement of Learning, Learning Strategies Database