最佳实践

• 有残疾的学生不会总是寻求帮助. It is important to notify all students of 学生无障碍服务.
• Accommodation are deemed reasonable by a professional in 学生无障碍服务. 住宿提供了平等的机会，而不是优势. 
• It is important to not accommodate the student beyond what is reasonable.
• Expect students with disabilities to meet the same standards of academic performance as other students.
• Students with disabilities enrolled at SCSU have met academic qualifications for admission.
• Make a general announcement at the beginning of the semester when going over the syllabus to encourage students to seek out services who may need it.
• 在你的教学大纲中包括住宿说明.
• Students with disabilities know themselves best and are the best sources of information regarding their disability. Do not hesitate to ask them questions about how you can facilitate their participation. 
• 每个学生都有自己独特的住宿计划. 住宿 are not automatically applicable to all students with disabilities. 残疾的限制程度各不相同, 这个人有残疾的时间长度, 条件的稳定性, 等.
• 残疾学生并没有获得不公平的优势.

建议 for working with students who are blind or have low vision:

• Recording lecture options is a common accommodations for student who meet this need.  It allows the student to listen to the lecture as many times as necessary. 
• Preferential seating is important for a students who are blind or have low vision. Since visual cues may not be available, make sure they are getting all the auditory cues possible.
• 如果学生有服务性动物, it would help if the student were given an assigned seat so that the animal can aid them in getting to their seat. 服务性动物不能被当作宠物对待. 当服务性动物和主人在一起时，它们是在工作. 在与动物互动之前，询问学生是否可以. 服务性动物必须被允许和学生一起进入教室.
• Ask the student if they would like some help and then wait for a response before acting.
• Give students plenty of notice in the event that research papers are assigned. They may have an accommodation for extended time on written assignments.
• 协助视力不佳的学生, 当呈现, 尽量减少刺眼的光线，并用大字体书写.
• Important information that is written should also be emphasized verbally.
• Common accommodations for students who are blind or have low vision include alternative print formats, 放大设备, 明亮的白炽灯, 提高了字母, 触觉提示, 自适应计算机设备, 考试读本, 打印扫描仪, 早期的教学大纲, 优先注册, audio recording lectures and/or note taking support and lab assistants.

建议 for working with students who are 失聪的或重听的:

• Make sure you have a 失聪的或重听的 student’s attention before speaking. This can be done by vibrations, lights, or waving in their line of vision. 
• Look directly at the 失聪的或重听的 student during a conversation, 即使有翻译在场. 说话要正常，不要大声喊叫. 如果你有问题被理解，重新表达你的想法. 写作是澄清的好方法.
• 确保你的脸清晰可见. 说话时不要用手捂住脸和嘴.
• 保持眼神交流. 如果你对一个失聪或有听力障碍的学生置之不理, 暂停你的谈话，直到目光接触重新建立.
• 使用面部表情和手势来帮助阐明你的信息. Pointing to appropriate objects or using visual aids can also be very helpful.
• If you are in a group situation, only one person should be talking at a time.
• Circular seating arrangements offer 失聪的或重听的 students the best advantage for seeing all class participants.
• 允许该学生和其他学生一样匿名(即. Avoid pointing out the student or the alternative arrangements to the rest of the class).
• 当对如何帮助学生有疑问时，问他们.
• Common accommodations for 失聪的或重听的 students include sign language or oral interpreters, 辅助听力设备, 信号装置(e).g., a flashing light to alert individuals to a door knock or ringing telephones), 优先注册, 早期的教学大纲, 注意接受者, 以及电影和视频的字幕.

建议 for working with students with disabilities impacting mobility:

• 如果需要的话，大多数使用轮椅的学生都会请求帮助. 不要想当然地认为需要帮助. 
• If a classroom or faculty office is inaccessible it is necessary to make the area accessible to the student or locate an alternate class site that is accessible.
• 他们课间休息很短, a student who uses a wheelchair or has difficulty walking may frequently be a few minutes late. 不要因为学生迟到而惩罚他.
• 在包括实地考察或实地考察的课堂上, ask the student to participate in the selection of sites and modes of transportation. Announce field trips early so that students can plan ahead for their transportation. 如果学生不能参加，不处罚他们吗.
• Classes taught in lab settings usually require some modifications of work stations. 考虑因素包括家具的通用设计. Working directly with the student is the best way to determine needed modifications.
• Ask the student if they will need assistance during an emergency evacuation and assist in making a plan if necessary.
• Common accommodations for students with disabilities impacting mobility include 优先注册, 注意接受者, 访问教室/位置/家具, 以及完成作业的其他方式, 实验室或图书馆助理, 辅助计算机技术, 测试住宿条件.

支援残疾学生的单元:

• This site has been designed to be a resource for postsecondary education faculty and accessibility services. 
• 11 modules can be found here that include information regarding how to support students with:
  • 注意力缺陷 & 多动症(ADHD)
  • 自闭症谱系障碍
  • 慢性健康状况
  • 强迫行为
  • 充耳不闻 & 听力障碍
  • 学习障碍
  • 心理健康
  • 身体残疾的
  • 药物滥用
  • 盲目的
  • 脑损伤
• 了解更多关于支持残疾学生的模块 

与系统性残疾学生合作的建议:

• Students affected by systemic disabilities differ from those with other disabilities because systemic disabilities are often unstable. This causes a person's condition to vary; therefore, 对合理住宿的需求和类型也可能发生变化.
• The condition of a student with a medical disability may fluctuate over time, 导致对住宿类型的需求变化.
• Some of these conditions may cause the student to exceed an attendance policy. 
• A student may need to leave the classroom early and unexpectedly; The faculty should be accommodating with this.
• Ask the student if they will need assistance during an emergency evacuation and assist in making a plan if necessary.
• Some common accommodations for students with systemic disabilities include conveniently located parking, 注意接受者, 延长完成任务的时间, 灵活的最后期限, 重新安排会议或班级, 早期的教学大纲, 优先注册, 测试住宿条件.