1. Make a syllabus available four to six weeks before the beginning of class and, when possible, be available to discuss the syllabus with LD students considering taking the course.
   
   
2. Begin lectures and discussions with review and overview of topics to be covered.
   
   
3. Use a chalkboard or overhead projector to outline lecture material, reading what is written or what is on previously prepared transparencies.
   
   
4. Use a chalkboard or overhead projector to highlight key concepts, unusual terminology or foreign words (be mindful of legibility).
   
   
5. Emphasize orally important points, main ideas, and key concepts in lecture.
   
   
6. Give assignments in writing as well as orally and be available for clarification.
   
   
7. Provide opportunity for participation, question period, and/or discussion.
   
   
8. Provide time (office hours) for individual discussion of assignments, questions about lectures, and readings.
   
   
9. Provide a study guide for text, study questions, and review sessions to aid in mastering material and preparing for exams.
   
   
10. Allow oral presentations or taped instead of written papers.
    
    
11. Modify evaluation procedures by:
    1. allowing for untimed tests.
       
       
    2. allowing a reader for the student in an objective exam.
       
       
    3. providing an essay instead of an objective exam, or vice versa.
       
       
    4. allowing a student to take an exam in a separate room with a proctor.
       
       
    5. allowing for oral, taped, or typed exam instead of a written exam.
       
       
    6. allowing students to clarify a question and rephrase it in their own words as a comprehension check before answering exam questions.
       
       
    7. analyzing processes as well as the final solution (as in math).
       
       
    8. allowing alternative methods of demonstrating mastery of course objectives.
       
       
    9. allowing a student to use a multiplication table, simple calculator, and/or secretary's desk reference on exams.
       
       
    10. avoiding double negatives, unduly complex sentence structure, and embedding questions within questions in composing exam questions.
        
        
    11. providing adequate scratch paper and lined paper to aid those with overly-large or poor handwriting.
        
        
    12. providing an alternative to computer-scored answer sheets.
        
        

From The College Student with a Learning Disability: A handbook for college LD students, admissions officers, Faculty and administrators, 2nd ed., by Susan A. Vogel, Ph. D.