Accommodation Strategies in Lecture and Laboratory Classes


You may also consider referring qualified tutors and lab assistants to students with disabilities. The student and aides will make their own arrangements about the type of help needed.

Be aware of students' audiotape recorders. Students who cannot take notes in class may be offered the accommodation to audiotape lectures.

  • For their benefit, it is important you lecture clearly from a position close enough to the microphone to allow recording.
  • Always explain what you are demonstrating in class, what you are writing on the board, or what is being depicted in slides or other visual aids.
  • Students with hearing impairments may ask you to wear a lapel microphone, which is linked to a headset that amplifies your voice through wireless radio transmission.

Face the class when you are speaking. Students with hearing impairments who read lips cannot do so when the speaker's head is turned. If you are writing on the board or narrating a desktop demonstration, try to avoid talking when you are facing the board or the desktop.

In class discussion and conversation, focus primarily on the student with the disability and not on the student's aide or interpreter. In talking to students with hearing impairments, some instructors tend to address the interpreter or to say things like, "Tell her she should ..." Instead, look at and speak directly to the student, with only occasional reference to the interpreter.

It is helpful to distribute your reading lists in advance. Students who hire readers or who rely on Braille, large print, and tape-recorded books will appreciate the lead time. By mid-semester, many students with disabilities try to obtain the reading lists for the courses they anticipate taking the following term.

Disability Specific Instructional Strategies