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