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Teaching at SU
Students with Disabilities
Syracuse Unversity provides resources and support for students
with a wide range of learning disabilities. As an instructor, it is important that you be
knowledgeable about these services and sensitive to ways in which your teaching strategies
and practices can affect students with special needs.
What Resources Does SU Have for Students with Learning Disabilities?
- Accommodation Letters
- Notetakers, Readers, and Exam Assistance
- Special Equipment and Services at Bird Library
Equipment is available for students with low vision and hearing
impairments at the library, for example, a television monitor for close captioned viewing, taped
editions of the World Book Encyclopedia and American Heritage Dictionary, etc.
- Computer Services for Students with Disabilities
Braille print-outs, large print software, and over-sized terminals
are available through Computing and Media Services; adaptive equipment is also available.
What Support Does SU Have for Students?
- Individual Tutoring
focuses on coursework, skills enhancement, specific subject areas
- Group/Study Circles
focus on structured learning, cooperative experiences, Gateway
courses
- Modifications
determined as a result of a diagnostic evaluation and may include
such items as (1) use of a tape recorder or notetaker in the classroom, (2) use of textbooks on
tape, (3) time extensions for tests, assignments, or in-class work, and (4) alternative testing
methods
Whom Should I Contact if I Have Questions?
Contact the Office of Disability Services (443–4498).
What Can Instructors Do?
All course syllabi should have a statement regarding student
disability such as the following:
"If you require special consideration because of any sort of disability,
please see me during office hours in the first two weeks of class."
In addition to specific disabilites such as reading or writing, LD
students often lack organizational skills; they have trouble keeping track of assignments and
deadlines. Faculty can help by paying special attention to the organization of their course and
class presentations. The LD student will learn to organize his or her academic work by observing a
faculty member’s good modeling behavior.
What Are Some Helpful Teaching Strategies?
[These suggestions are adapted from The Beacon, A Guide to
Faculty Developmement at St. Norbert College, Vo. X, No. 1, January 1995]
- Choose textbooks early.
Many LD students depend on recorded textbooks; most sources of
recorded materials require at least a six-week lead period. Changing textbooks close to the
beginning of the semester creates problems for LD students.
- Prepare a detailed syllabus
A syllabus is most helpful to LD students if it includes:
- instructor’s name, office location, office hours and phone number
- precise expectations for the class: attendance, class participation,
policy on makeup exams, etc.
- an explanation of the grading system
- departmental TA hours, if any, and the location
- information on academic support services and their locations
- dates of examinations
- a list of books and articles used in the course
- semester calendar with due dates for readings and papers
Because some learning disabilities have an optical component, print
quality is important. Clear, well-defined print can be a learning aid for the LD student. Finally,
it’s helpful for LD students if the professor reviews information on the syllabus with the class.
- If you lecture, vary the lecture format with use of
multi-sensory teaching aids, films, tapes, and transparencies to the extent possible.
- Select a reader-friendly text and spend a little time explaining it at
the beginning of the semester.
If you chose the book, share reasons for your choice with the
class; let them know why it is good. Discuss the organization of the book vis-a-vis the
organization of lectures. Point out the text’s strengths, e.g., its organization, its
bibliography.
- Choose settings, persons, or phenomena with which students are familiar
when providing examples to facilitate understanding of concepts or theories.
- When you ask a question, allow at least ten seconds before taking
answers.
Many LD students process information at a slower pace than their
classmates. The extra seconds allows LD students time to process and encourages their
participation in the class.
- Never disclose a student’s disability status to others.
Many LD students are highly sensitive about their disabilties. An
LD student’s disclosure of disability is a private matter between the student and the professor
and should remain so.
More Information
If you would like more information on this topic, please contact the
Center by email at
mailto:cstl@syr.edu or by phone at 443-4572.
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