学习的挑战

现在

  1. Make note of the student's behaviors in relation to 你的班级 that you believe are impacting/may impact the student's or others' learning. THESE are the focus of your interactions with the student, NOT any suspected disability. Examples  – delays completing particular types of work in class but not others such as ease with discussion but difficulty with calculations or reading, written work 和/或 test scores not consistent with other indicators of knowledge like class discussion, 努力高，成绩低, 避免特定类型的任务, 表现出“愚蠢”的自我形象,“记忆力或注意力方面的挑战, 极度的考试焦虑. 
  2. Speak with the student in a confidential environment. Keep in mind that some experts estimate that as many as one in every three to four students may have an UNDIAGNOSED learning disability. 也, students who have been diagnosed previously may have experienced significant stigma, and may therefore be reluctant to disclose to anyone, 包括需求方.
  3. DO NOT ask the student if s/he has a disability. 为什么? 看到 权利与责任. 
  4. 问学生 what challenges s/he is experiencing in the class and what strategies s/he has used successfully in the past, and use these to inform your instructional practice.
  5. 也 讨论你的顾虑 这个学生还没有提出, based on your observations and your knowledge of your upcoming assignments and curriculum. Then strategize with the student how to address these. 你不妨参考一下 教学策略 创意页面.
  6. 如果学生透露 他/她有残疾， 感谢他/她的分享 that information with you and note the specific diagnosis. Later, you may wish to research specific information about that disability using links at the 更多教师资源 页面. 将任何披露视为机密.
  7. 如果学生有住宿计划 从 需求方, 复习和讨论 与学生的计划. REMINDER – the plan is based on documentation, including any relevant psychometric assessments and medical records, 由dsp审查. You are legally obligated to honor the accommodations in the plan. If you believe that the accommodations fundamentally alter the nature of the course or activity, 你有权对他们提出异议, but you should contact 需求方 to discuss this, 不是学生.
  8. If the student does NOT have an accommodation plan: REMINDER - providing a student accommodations that are not offered to ALL students in the class may be considered preferential treatment if the student has not followed due process with the 需求方办公室 to be evaluated for eligibility. 看到 权利与责任.
  9. While you can't directly refer a student to the 需求方办公室 or inquire whether the student currently works with 需求方, you CAN recommend a RANGE of campus services 致学生. Discuss student support services on campus including 在中科院辅导, CAS工作坊, 需求方办公室, 咨询, and other services as appropriate, and offer to refer the student as s/he wishes, using 早期预警.

下一个步骤

  1. URGENT: Check your instructional materials for ADA, 504, and 508 compliance 使用这个 检查表 and begin retrofitting your materials to meet these federal requirements. Many of these changes will also benefit your other students, as well. If your student uses assistive technologies such as screen readers or other software, 优先考虑电子化 文件访问 so that they will be compatible with those technologies.
  2. Allow increased flexibility in how you assess knowledge: Give ALL students in 你的班级 choices 从 a pre-determined menu acceptable for you. 例如, you could allow students to choose among writing a paper, 参加考试, or giving a class presentation to demonstrate their mastery of a concept or textbook chapter's content.
  3. 检查 教学策略 页面 for ideas that seem to be most relevant to your student's situation.
  4. 向同事咨询策略 they have used successfully when dealing with similar challenges, but be careful to maintain the student's confidentiality.
  5. 联系 the 需求方办公室 to request any resources they may have available to support your working with a student with the challenges you are observing. They may have media or print materials specific to your concerns, or they may be able to refer you to a campus colleague who has had success working with similar students.
  6. 如果你有顾虑 关于你学生的安全, 你的班级, 和/或自己, 联系你的系主任, 你的院长或主任, or the Vice President for Student Services for guidance.

为未来的

To expand your knowledge base for working with students with disabilities:

  1. 检查 教学策略 具体策略页面.
  2. 探索 更多教师资源 页面 for links to additional guides, information, and materials to build your skills.
  3. 我的 残疾的意识 图书页面, 电影, 在线视频剪辑, and other materials to provide context to work effectively with these students.

 

Material provided for information purposes only. For legal advice, consult a legal professional.