Specific Impairments and Related Classroom Strategies

Attention Deficit Disorder (ADD)
The essential feature of ADD, with or without hyperactivity, is a persistent pattern of inattention, hyperactivity, and impulsivity that is more frequent and severe than that typically observed in individuals at a comparable level of development. Diagnostic criteria include onset of behaviors before age six and evidence of behaviors in at least two different settings (i.e., school, home, work). Characteristics include difficulty with sustained attention, following instructions, organization of tasks and activities, and procrastination.

Suggestions for assisting students with ADD include:

• A detailed syllabus, outlines, graphic organizers, pre-organizers, etc., help the student organize information.
• Classroom and course expectations (i.e., assignments, attendance, deadlines, participation, etc.) should be made as clear and specific as possible.
• Highlighting and summarizing key concepts and terms in lecture to help with focus.
• Faculty and staff should be sensitive to the impacts of ADD (and possibly the medication) yet consistent regarding expectations and deadlines.
• Faculty and staff should be aware that students with ADD may have difficulty completing long-term assignments; consequently, any support in this area (referral to DS, providing more structure, working individually with students, etc.) is valuable.
• Students with ADD often require more ongoing feedback regarding academic performance.
• Refer students to Disability Services for assistance and support services.

Blind and Visually Impaired
Most students with visual disabilities are not totally blind, but have low vision. Of those who are blind, only about half read Braille. Students with visual impairments must plan in advance to get their course materials in alternative format. Texts are available from a variety of resources, such as the Recordings for the Blind and Dyslexics (RFB&D). If materials are not available through these resources, DS will assist the student in finding alternate formats. Students need to request a course syllabus or list of required textbooks several weeks before the start of the semester. (RFB&D requires six to eight weeks notice.)

Suggestions for assisting students with visual impairments include:

• Provide enlarged print materials for students with low vision.
• Materials can be Brailled in the DS Assistive Technology Lab.
• Information on chalkboards or overheads should be as large and clear as possible. All visual information should be read aloud or described. Verbal description should also accompany classroom activities.
• Lab and field experiences may require unique accommodations. DS will assist in determining reasonable accommodations.
• During class discussions, acknowledge the speaker by name.
• Determine whether any additional or specialized lighting is necessary and request it through Facilities Management.
• Trained guide dogs (or other service animals) are working animals; therefore, they should be treated as such. Service animals are permitted anywhere on campus.
• Referrals to the Assistive Technology Lab in Willard 332 (303-492-8672 or 303-735-4836) are encouraged.
• Disability Services is a resource for providing access for visually impaired students. Feel free to call with questions or concerns.

Hearing Loss
There are two categories of hearing loss: pre-lingually deaf and post-lingually deaf. Individuals who are pre-lingually deaf were deafened before the acquisition of a spoken language. Individuals who are post-lingually deaf have had the opportunity to acquire form of spoken language, although they may not have complete mastery of that spoken language.

All accommodations, both academic and non-academic, are determined on an individual basis. Some students have learned sign language and are qualified for a sign language interpreter. Others would qualify to use captioning, assistive listening devices or notetaking services.

To better understand students with hearing loss in your class, take a 30-minute online training with the Postsecondary Education Network (PEPNet). The online training covers:

• Define basic terms and concepts related to deafness and hearing loss
• Explain how deafness and hearing loss influence people's life experiences
• Identify languages and communication strategies used by people who are deaf and hard of hearing
• Apply skills for communicating with students who are deaf or hard of hearing
• Describe the services available for students who are deaf and hard of hearing
• Adapt instruction to accommodate the needs of students who are deaf and hard of hearing

Online Orientation to Serving College Students Who Are Deaf or Hard of Hearing
http://199.17.224.20/cover.htm

Below are general teaching strategies in teaching students with hearing loss:

Teaching Students Who Are Hard of Hearing
 http://www.netac.rit.edu/publication/tipsheet/teaching.html

Language and Learning of Students who are Deaf
http://www.netac.rit.edu/publication/tipsheet/langlrnga.html

Serving Students Who Have Cochlear Implant
http://www.netac.rit.edu/downloads/TPSHT_Cochlear_Implants.pdf

Working with Students Who Are Late-Deafened
http://www.netac.rit.edu/downloads/TPSHT_Late_Deafened.pdf

Classroom Technology: How to Use AV Equipment for Visual Learners
http://www.netac.rit.edu/downloads/TPSHT_AV_Equip.pdf

Learning Disabilities
A learning disability is a clinical diagnosis of a specific cognitive processing deficit that impacts academic achievement (i.e., reading, written language, mathematics, etc.). The presence of a learning disability does not mean that the individual has low intelligence.

Suggestions for assisting students with learning disabilities include:

• Provide materials such as a detailed syllabus, outlines, pre-organizers, lecture summaries, and graphic organizers to help the student organize information.
• Classroom and course expectations (i.e., assignments, attendance, deadlines, participation, etc.) should be made as clear and specific as possible.
• Highlighting and summarizing key concepts and terms in lecture to help with focus.
• Students with learning disabilities may have a history of academic struggles. Consequently, patience and a positive attitude are important.
• Students should be encouraged to meet individually with faculty for clarification of course information.
• When possible, provide information in both visual and auditory modes. Handouts and specific explanations are helpful.
• Encourage peer study groups.
• Students with learning disabilities may need more time to process information. Consequently, they may need more time to respond to questions or to complete reading assignments in class.

Physical Disabilities and/or Systemic Illnesses
Physical disabilities and systemic illnesses refer to a heterogeneous group of chronic body centered impairments, injuries and/or illnesses that include but are not limited to mobility impairments, multiple sclerosis, cerebral palsy, chemical sensitivities, spinal cord injuries, cancer, AIDS, diabetes, muscular dystrophy, and spina bifida. Students with physical disabilities and/or systemic illnesses may be impacted with respect to paths of travel and building/classroom accessibility. Some students with systemic illnesses may be impacted with respect to self-monitoring or self-treatment of medications and/or food while in classes or exams.

Suggestions for assisting students with physical disabilities and/or systemic illnesses include:

• Be conscious of classroom/office accessibility and request necessary adaptations. (i.e., height of desk or table should be adjusted to accommodate a wheelchair, allow sufficient space for wheelchair mobility).
• Provide the least restrictive and most inclusive setting possible.
• When communicating with a person in a wheelchair, it is preferable to sit down.
• If a room or building is not accessible, contact DS or the ADA coordinator who will facilitate accessibility, which may include relocating the class or activity.
• Breakdown of assistive technologies upon which some students depend may cause absence, tardiness, or an interruption in course work. Be sensitive and aware of this possibility.
• The impacts of systemic illnesses are often unpredictable; consequently, students may miss classes or may have difficulty meeting deadlines for assignments. In these particular situations, individualized response may be necessary, including requesting documentation from the physician. DS can provide technical assistance regarding rights and responsibilities of students, staff, and faculty in these situations.
• Never lift or carry an individual with a disability without the person's permission.
• Trained guide dogs (or other service animals) are working animals; therefore, they should be treated as such. Service animals are permitted anywhere on campus.

Psychological Disabilities
A psychological disability is defined as any persistent psychiatric or psychological disorder resulting in impairment of educational, social, or vocational functioning. Psychological disabilities include, but are not limited to, schizophrenia, severe depression, anxiety and/or panic disorders, bipolar disorder, phobias, and personality disorders. Although psychological disabilities can be unpredictable, with appropriate medical management, most can be effectively controlled. However, medication can also cause varying impacts. Psychological disabilities are cyclical in nature, and symptoms can become more apparent at different times in the semester.

Suggestions for assisting students with psychological disabilities include:

• Be aware that the student with a psychological disability may exhibit the following: distractibility, difficulty with concentration and multitasking, drowsiness problems with time management and follow-through, listlessness, social detachment, and inconsistency, etc.
• Be flexible regarding class attendance if student's absences are due to the disability and supported by appropriate documentation.
• In the event of prolonged absences because of the disability, faculty should meet with the student to discuss options regarding completion of the course (i.e., consideration of an incomplete rather than a failure).

Speech and Language Disorders
Speech and language disorders refer to problems in communication and related areas such as oral motor functions. Speech disorders include difficulties with articulation or phonological disorders, pitch, volume, or voice quality. A language disorder impacts one's ability to understand and/or use words in context.

Suggestions for assisting students with speech and language disorders include:

• Refer students to Disability Services and/or Speech, Language, and Hearing Sciences (303-492-5375).
• Students with speech and language disorders may need additional time (wait time) to respond.
• Some students may use speech enhancers which, again, means that wait time is important.

Traumatic Brain Injury (Head Injury)
Traumatic Brain Injury (TBI) is defined as an acquired injury caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a person's educational performance. The term applies to open and closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, motor abilities; psychosocial behavior; physical functions; mental fatigue, information processing, and speech.

Suggestions for assisting students with traumatic brain injury include:

• Sensitivity and awareness that students with TBI may experience an enormous sense of loss and/or frustration related to the loss associated with the injury.
• Since memorization, organization, and attention are generally areas of concern, any assistance in this area is valuable.
• Strategies appropriate for students with learning disabilities are also appropriate for students with TBI.
• Referral to DS for assistance or advocacy.

Updated 6/2007