教学

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• Make available lecture notes f或者你所有的学生 (if you do this electronically, 确保你的文件符合ADA/508标准 无障碍文档页面). Pedagogical options – select when you will supply notes (before, 后, or during the lecture) according to your pedagogical goals, noting that many students with and without disabilities will benefit from having the notes available BEFORE the lecture; may make notes incomplete/fill-in-the-blank so students will research, 审查, 和/或合作完成它们.
• 使用视觉, 听觉, AND graphic cues in notes AND during the lecture itself to communicate the structure of the lecture and to distinguish between need-to-know and nice-to-know information
• 重复或改写问题和回答.
• Break up lectures into smaller chunks (15 minutes or less) and intersperse with active learning techniques (the On Course program on campus is one source of training in active learning techniques).
• 记录, 或者允许学生录音, 你的讲座, on condition that recordings are for personal use only and are not to be distributed (be aware of your intellectual property rights, 关于这些的潜在陷阱, 和补救措施)
• Create examples in 你的讲座 using students’ names (on a rotating basis) and/or interests (hobbies, 最近的热门电影, 等.).
• Move some lecture content into other modes of presentation/learning, i.e. 思考/结对/组队，同侪课程和演讲等.
• Communicate the same information through multiple modes: speech, 在船上写字, 投影在屏幕上的项目(ppt), 垫凸轮, 电脑屏幕图像, 等.)、三维模型等.

Provide instructions in at least two forms to all students: orally, on overhead projector via 垫凸轮era or computer screen (if very detailed, type up in advance and access text in flash drive or via 电子邮件 when needed to project), on paper handouts (can provide just one per group to save paper), 在课堂网站, 透过电邮发给学生, 诸如此类.

• Allow all students the option of working alone if they so choose (when your pedagogy allows).
• Use the same assigned groupings repeatedly so you can place the student with sympathetic peers, and they can capitalize on prior experience working with one another as the semester unfolds.
• Try mediating group communication electronically through 闲谈，聊天, 讨论, 短信, or other electronic text media rather than through speech face-to-face.
• 组织不同的参与方式, 包括计时员或记录员等角色, to allow students with challenges to contribute meaningfully.
• Allow “peripheral participation” – with the group’s and the student’s agreement, the student may sit adjacent to the group and simply observe rather than participate fully.

看到 无障碍文档页面.

• 集 clear behavioral expectations in your syllabus including a sequence of consequences for violating these expectations, 在第一周和学生一起复习.
• 必要时提供行为期望提醒.
• Follow through on the sequence of consequences if behavioral expectations are violated.
• Structure differing ways of meeting participation requirements, 包括计时员或记录员等角色, or media such as written questions/responses (paper or electronic) or clicker technology, 让学生选择如何参与课堂.
• Allow all your students choices to complete work alone or with peers (when your pedagogy allows).
• Allow students to choose their partners/groups occasionally.
• Identify class peer(s) who express willingness to work with the challenged student and occasionally assign these to work with the student.

• 请提前与网站主机联系, 简明扼要地指出技术上的困难, 并要求修改以使网站符合ADA要求.
• Locate an alternate website that is compliant and covers the same material or accomplishes the same pedagogical goal.

• 联系出版商(如果可能的话提前联系), 简明扼要地指出技术上的困难, and request modifications to make the e-book ADA compliant.
• 联系 the DSPS office to see if they have an accessible version in their resources, or have funding sources available for creating an accessible version (i.E，扫描文本)
• 在未来, adopt an alternate textbook with an e-book version that is compliant and covers the same material or accomplishes the same pedagogical goal.

• Keep a supply of inexpensive foam earplugs among your teaching supplies and offer them to all students at the start of any quiz, 测试, 和/或考试.
• 考虑为学生提供, 或者你所有的学生, the choice whether to take quizzes/测试 in class OR use the Test Proctoring service at CAS (main campus) or the Chico Center 图书馆 and Support Services Center, 设定适当的完成期限.
• Provide extended time for ALL students taking the 测试 when speed of completion isn’t integral to the skill/knowledge being 测试ed.
• Use multiple shorter measures rather than a single long exam. This reduces pressure AND has been shown to have better student learning outcomes for all students.
• If the student has not yet been authorized 测试-taking accommodations, 但你有一个合理的预期，他/她会, 考虑定时测试, 等. as follows: Arrange to administer the 测试 separately from the class. At the end of the same time period that you give ALL your students (for example, 一个小时), have the student change to a different colored pen/pencil/font. 在1.5点(在我们的例子中), 一小时三十分钟), 换成第三种颜色的钢笔/铅笔/字体. At the 两倍时间 point (two hours in our example), change to a fourth color. 跟踪每一种颜色所代表的时间段. 这允许你, 在未来, recalculate the grade for the 测试 based on the authorized accommodation (time-and-a-half, 两倍时间, 或无限时间). It also gives the student tangible motivation to complete the application for accommodation.
• Use alternate means of assessment as appropriate: group or collaborative assessment, 论文, 演讲, 投资组合.
• Offer for all students to select from a preselected list of options for assessment of learning.
• Allow a “resubmission” option for students to correct or retake the assessment.
• Encourage students to attend workshops at CAS on 测试-taking (Tips, Anxiety, 等.).
• Provide pre-测试 supports (study guides, sample questions, 审查 periods). 更好的是, have students jointly develop and try to complete study guides and sample questions, and provide feedback on their responses prior to the 测试.

• 学期伊始, set up partners or groups for ALL students that they may contact for notes, 材料, and support in case of absence (allow students to select what contact information they are willing to share with others).
• Make course 材料 (handouts, video, lecture notes, 等.)可在课堂网站(Blackboard)下载.
• 允许重新安排或灵活地设定一些截止日期.
• 允许以电子方式完成/提交一些工作. If a computer with Internet is not available, perhaps photos of the work can be sent via smartphone.
• Leverage technology to allow student to participate in class: live video (Skype) or phone (speaker phone) connection, online 闲谈，聊天 and/or 讨论; also see “讲座” area on this page for further ideas.
• 集, 坚持下去, clear boundaries for yourself and the student about what work must be completed, 以什么方式, 什么时候, for the student to meet the course requirements AND COMMUNICATE THESE IN WRITING when appropriate (电子邮件 can be a good method for this).
• When appropriate, file an Incomplete grade contract with the student at the end of the semester.

行为:

1. 集 clear behavioral expectations in your syllabus including a sequence of consequences for violating these expectations, 在第一周和学生一起复习.
2. 提供必要的行为期望提醒.
3. 与学生单独见面, discuss the behaviors you are observing and the resulting difficulties, and invite the student to strategize how to change those behaviors.
4. Follow through on the sequence of consequences if behavioral expectations continue to be violated.

需求:

• Meet with the student outside of class to strategize approach(es): peer mentor/partner, 学生服务，如CAS(辅导)或DSPS办公室, leveraging technologies (example: taking pictures of instructions via smartphone, 电子邮件ing instructions to students in advance of activity), 组成学习小组, 出席你的办公时间, 等.
• Provide material such as lesson plan, handouts, lecture notes, activity instructions, 等. to student in advance so that student can prepare as needed for class by studying, 寻求辅导支持, 编程通信装置, 等.

• 允许所有学生选择改变位置(1).e., to stand in place or at back of the room) as needed to refocus attention, 只要不干扰别人就行.
• 集 clear behavioral expectations in your syllabus including a sequence of consequences for violating these expectations, 在第一周和学生一起复习. Consult with your Dean or the Vice President for Student Services if you would like guidance.

1. 与学生单独见面, discuss the behaviors you are observing and the resulting difficulties, and invite the student to strategize how to change those behaviors. Identify or 审查 clear consequences for continuing with disruptive behaviors.
2. If warranted, file an Incident Report with the Vice President for Student Services. Otherwise, document the meeting if needed for a future Incident Report.
3. Follow through on the sequence of consequences if behavioral expectations continue to be violated.

• 提交在线工单到 设施 requesting adjustments to furniture arrangement or other elements as appropriate. If possible, include measurements needed for path of travel, height of surfaces, 等.
• Request a room change (typically done through your area’s administrative staff).

• Design a range of activities during each lesson to allow frequent opportunities for rest, 休息时间, 和/或固定活动.
• Allow students to partially design and manage their own workloads within a range of choices acceptable to the instructor and in alignment with the course objectives and outcomes.
• Permit students to step out of class for 休息时间 as needed, 只要你尊重地使用这个特权.

1. 测量, 或者让学生提供测量结果, of the height needed both for clearance (fitting under) and work surface heights, 以及旅行路线要求.
2. Request an appropriate height or adjustable height table or desk for your classroom by submitting an online work order to 设施. Be sure to include the measurements and path-of-travel requirements!

• Shift small group communications to written (paper) or electronic form (text, 闲谈，聊天, 讨论, 电子邮件, 等.)而不是说话，至少部分时间是这样.
• 允许优先或预订座位.
• Have all speakers raise their hands, stand up, or otherwise visually cue when they are speaking. 这也有助于确保一次只有一个说话者.
• Use the podium microphone, or request a lapel microphone from the DSPS office.
• Have students write responses silently before sharing them orally, explaining that this process respects the needs of both those learning best in silence, 那些在与他人互动中学习得最好的人.