When you have a student in your class with a learning disability:

• Be prepared for requests to provide a detailed course syllabus in advance. Some students with learning disabilities will begin prepareing before the class begins;

• Clearly spell out the expectations of the class (e.g. grading, material to be covered, and due dates);

• Start each lecture with an outline of material to be covered during that period. At the conclusion of the class, briefly summarize the key points;

• Face the class when speaking. Use gestures and natural expression to convey further meaning;

• Use multi-sensory approaches to presenting information, e.g. give assignments both orally and in written form;

• Anticipate that many students with learning disabilities will use tape recorded textbooks to supplement their visual reading (see section on working with students with visual impairments);

• Anticipate the need for note-takers (see section on working with students with hearing impairments);

• Provide recommended test accommodations. These may include extended time, a non-distracting test taking site, tape recorded test, opportunity to produce essay or short answer responses on a computer, oral responses, use of a calculator (non-programmable) and scratch paper, use of pocket spellers or dictionaries, etc. DSS can prepare tests in alternative format and proctor exams;

• Encourage students to use campus support services (e.g. Montgomery Technology Center, Writing Center, assistance in ordering taped textbooks, alternative testing arrangements, tutoring, study skills workshops, etc.).