The student with a disability is the best source of information regarding necessary accommodations. In post-secondary settings, it is the student's responsibility to request special accommodations, but a faculty member can make a student comfortable by inquiring about accommodation needs once the faculty member has received written verification of a student's disability and accommodations. Here are some suggestions:
- Include a statement on the class syllabus inviting the student to discuss academic needs with you. For example, "If you have a documented disability and wish to discuss academic accommodations, please contact the Services for Students with Disabilities Office (773-508-3700 and SSWD@luc.edu) as soon as possible."
- Talk with the student, inquire about special needs in the classroom, in the lab, in fieldwork and on field trips. For example, Loyola owns an accessible van, which can be requested from Public Safety. Work with the student and Services for Students with Disabilities to determine and provide appropriate accommodations.
- Select course materials early. Distribute syllabi, assignments and reading lists in advance and in electronic format (e.g., disk, network) to facilitate translation to audio-tape, Braille and large print.
- Face the class when speaking. Repeat discussion questions. Write key phrases on the blackboard. Hand out assignments in writing. Provide written summaries of demonstrations in advance and use captioned films if you have a student who is deaf or hard of hearing.
- Verbally describe visual aids if there is a student with a visual disability in class. For example, you might say, "This three inch-long steel rod," rather than "this." Have large print copies of all syllabi and handouts available for students with visual disabilities.
- Administer exams for students whose accommodations require extended time.