Faculty Handbook

Working with an Interpreter

• Interpreters view all information from an interpreting situation as confidential.
• Interpreters maintain an impartial attitude while interpreting.
• Interpreters are not allowed to provide tutoring assistance to the student.
• Interpreters may not counsel the student or instructor.
• Interpreters neither add to nor delete from any interaction that takes place. Everything that is said will be interpreted into sign and everything signed by the hearing-impaired or deaf person will be voiced.
• The interpreter is present to facilitate communication and to serve all parties involved. Therefore, if you do not understand the hearing-impaired person's voice or signs, you may ask the interpreter to repeat what has been said.
• Speak directly to the hearing-impaired person, not to the interpreter. The interpreter is not part of the conversation, and is not permitted to voice personal opinions, or enter into the conversation.
• Speak clearly and in a normal tone. Do not rush your speech. The interpreter or the hearing-impaired person may ask you to slow down or repeat a word or sentence for clarification.
• Remember that the interpreter is a few words behind the speaker. Give the interpreter time to finish so that the hearing-impaired person can respond or ask questions.
• Replace terms such as "here" and "there" with more specific terms such as "on the second line" and "in the right hand corner."
• In a conference room or class environment, the deaf student and interpreter will work out seating arrangements, with the interpreter usually located near the speaker.
• Inform the interpreter in advance if there is an audiovisual element in a presentation so arrangements can be made for lighting and positioning.
• Be sensitive to sessions that extend longer than one hour. The interpreter may require a short break to maintain proficiency in interpreting.

Assistive Listening Devices (ALDs)

Blindness / Visual Impairments

• reading lists or syllabi in advance to permit time for transferring into alternate format
• textbooks ordered in the preferred medium of the student
• seating in the front of the class without glare from windows
• tape recording of lectures and class discussions
• note taking devices such as pocket Braille computers
• handouts in the medium that the student prefers
• clear black print on white or pale yellow paper for students with visual impairments
• testing accommodation: taped tests, reading of tests, scribe, extended time, separate test location, enlarged print, computer word processing software with speech access
• materials presented on the board or on transparencies read out loud
• lab assistance
• advance notice of class schedule changes

• Audio tape Textbooks can be ordered on tape from Recordings for the Blind and Dyslexic
• Large print Standard sized materials can be enlarged on a copier using 11" X 17" paper.
• Computer disk Convert the test of materials to ASC II format. Documents can also be made available by placing them on the Internet.
• Braille Adaptive equipment will be necessary to provide alternate format in Braille; however, Braille is probably the least requested alternate format for students.

Working with Students with Visual Impairments & Blindness

• Choose texts early, and notify the bookstore of selections. This will enable the student to order and receive taped copies of the text prior to the commencement of the semester (usually at least 6 to 8 weeks lead time is necessary).
• Provide visually impaired students with materials in alternative formats at the same time the materials are given to the rest of the class.
• Provide the student who is visually impaired with (large) print copies of any outlines and transparencies.
• Read aloud what is written on the board or presented on overheads and in handouts.
• Allow students to tape-record lectures.
• Pace the presentation of material; if referring to a textbook or handout, allow time for students to find the information.
• When appropriate, ask for a sighted volunteer to team up with a student with a visual impairment for in-class assignments.
• When you first meet a blind or visually impaired person, identify yourself to let the person know you are talking to them.
• When giving directions, use descriptive words such as "straight ahead" or "forward." Be specific in directions and avoid vague terms such as "over there."
• Do not hesitate to use words like "see" or "look" when speaking with a visually impaired or blind person.
• Keep a front row seat open for a student with a visual impairment. A corner seat is especially convenient for a student with a guide dog.
• Make arrangements early for field trips and ensure that accommodations will be in place on that day (e.g., transportation, site accessibility).
• If you are walking with a visually impaired or blind person, let him/her take your arm just above your elbow and walk in a relaxed manner. The person can usually follow the motion of your body. If the person is using a guide dog, they will usually keep the dog to their left and take your arm with their right hand. Warn the person when you are approaching a step or other obstacle.
• Be flexible with deadlines if assignments are held up by the document conversion process.
• When in doubt about how to assist the student, ask him/her.
• "Guide dogs" are working animals. It can be hazardous for the visually impaired or blind person if the dog is distracted. Check for the owner's preference before petting the dog.

Deafness / Hearing Impairments

• seating in the front of the classroom
  
  
• written supplement to oral instruction, assignments, and directions
  
  
• visual aids as often as possible
  
  
• speaker facing the class during lectures
  
  
• speaker repeating the questions that other students in the class ask
  
  
• note taker for class lectures
  
  
• test accommodations: extended time, separate test location, proofreading of essay tests, access to work processor, interpreted directions
  
  
• unfamiliar vocabulary written on the board or a handout
  
  
• small amplification system called an FM loop system
  
  
• interpreter seated where the student can see the interpreter and the lecturer
  
  
• excess noise reduced as much as possible to facilitate communication
  
  

Working with Students with Hearing Impairments and Deafness

• Be sure you have the hearing-impaired person's attention before beginning to speak. This may necessitate physical contact.
• Be sure there is a direct line of vision between yourself and the hearing-impaired person. Maintain eye contact. This eye contact conveys a feeling of direct communication even though an interpreter is present.
• Don't assume all hearing-impaired people use the same mode of communication. Ask the person what their preferred mode of communication is. Don't assume they are a "lip reader" or a "signer."
• Don't shout- you will only embarrass yourself. Don't exaggerate lip movements. Exaggerating makes lip reading impossible. Speak at a normal speed unless asked to slow down. Don't put things in your mouth such as cigarettes, cigars, pipes, or gum.
• Circular seating arrangements offer deaf or hearing impaired students the best advantage of seeing all class participants. When desks are arranged in rows, keep front seats open for students who are deaf or hearing impaired and their interpreters.
• When appropriate, ask for a hearing volunteer to team up with a deaf or hearing impaired student for in-class assignments.
• Be aware of lighting. Any light source behind you will put your face in shadow and create a glare for the visually impaired person who is talking to you, making lip reading nearly impossible.
• Use clear speech. Be direct. Avoid using idioms or colloquial expressions. Short sentences are easier to understand than long ones.
• Try to stay on the topic of discussion and make the topic clear. Hearing-impaired people who lip read pickup words in context which helps them follow the conversation more easily.
• Use gestures and facial expressions, body language and pantomime to help the communication. In group settings, suggest that only one person speak at a time. Enforce this suggestion.
• If you have a hard time communicating an idea, rephrase it. Rephrase what you have said rather than repeating the same words again. Some lip movements and therefore some words are harder to lip read than others.
• Use open-ended questions which need more than a "yes" or "no" answer. Do not assume that the hearing-impaired person understands if they nod their head. Open-ended questions assure that your information has been communicated.
• Don't be embarrassed about communicating with paper and pencil. It is OK to write notes. Remember to keep the notes simple and direct. Assist in filling out forms.
• If a student uses an FM-assisted listening device, clip the device on your clothing and try to remain within the broadcasting area (usually 20-40 feet) during lectures.
• If you are using an interpreter, speak directly to the deaf person, not to the interpreter. Don't say, "Ask him. . ." "Tell her. . ."
• Be aware that deaf people who use sign language as their primary language regard English as a second language; therefore, their grammatical constructions may vary from standard English.
• It may take a while to get used to the speech of a person with a hearing impairment. But never pretend to understand the person if you are having trouble doing so. Repeat what you understand and give the student a chance to clarify for you. Remember, communication is the goal.
• Be patient.
• When in doubt about how to assist the student, ask him/her.
• Allow the student the same anonymity as other students (i.e., avoid pointing out the student or the alternative arrangements to the rest of the class).

Learning Disabilities (LD)
Attention Deficit/Hyperactivity Disorder (ADHD)

• tape recording
• copies of classmate's notes

• extended time
• proctored testing in a quiet area
• read test to student
• student respond orally to essay test
• alternative type of exam
• scribe
• blank card or paper to assist in reading
• calculator

• taped texts
• reader

• reduced course load
• priority registration

• calculator for a student with a disability in the area of math processing. (The SAT is now allowing the use of a standard four function calculator as an accommodation)

• extended time to complete assignments
• course substitution for nonessential course requirements in major
• word processor with spell check
• extended time for in-class assignments to correct spelling, grammar, punctuation

Working with Students with Learning Disabilities & ADHD

• Instructions should be presented both in written and oral formats.
  
  
• Assist student in finding an effective note taker from the class.
  
  
• Allow the student to tape-record lectures.
  
  
• Clearly define course requirements, the dates of exams, and when assignments are due; provide advance notice of any changes. Make all expectations clear.
  
  
• Provide handouts and visual aids.
  
  
• For large projects or long papers, help the student break down the task into its component parts. Set deadlines for each part; for example, there might be deadlines for the proposal of an essay topic, for a research plan, for the completion of research, for pre-writing, for a writing plan or outline, for a first draft, and for a final edited manuscript.
  
  
• Whenever possible, start each lecture with a summary of material to be covered, or provide a written outline. If you use broad margins and triple-space, students will be able to take notes directly onto the outline: an aid to organization. At the conclusion of each lecture, review major points.
  
  
• Use more than one way to demonstrate or explain information.
  
  
• Have copies of the course reading list ready two to three weeks prior to the beginning of classes so textbooks can be taped or scanned.
  
  
• Allow time for clarification of directions and essential information.
  
  
• Provide study guides or review sheets for exams.
  
  
• Avoid making assignments orally. Always write assignments on the board, or pass them out in written form.
  
  
• Provide assistance with proofreading written work.
  
  
• Stress organization and ideas rather than mechanics when grading in-class writing assignments.
  
  
• Allow the use of spell check and grammar-assistive devices.
  
  

Mobility Impairments

• accessible location for the classroom and place for faculty to meet with student
• special seating in classrooms
• note takers, use of tape recorders, computers, or photocopying of peer notes
• test accommodations: extended time, separate place, scribes, access to word processor
• special computer software: voice recognition, word prediction, keyboard modification
• extra time for assignments due to slow writing speed
• adjustable tables in classrooms
• lab assistance, accessible parking, customized physical education class
• alternative formats for textbooks and written materials
• advance planning for field trips to ensure accessibility

• Quadriplegia is paralysis of the extremities and trunk, is caused by a neck injury. Students with quadriplegia have limited or no use of their arms and hands and often use electric wheelchairs.
• Paraplegia, is paralysis of the lower extremities and the lower trunk, is caused by an injury to the mid-back. Students often use a manual wheelchair and have full movement of arms and hands.
• Amputation is the removal of one or more limbs, and is sometimes caused by trauma or another condition.
• Arthritis is the inflammation of the body's joints, causing pain, swelling, and difficulty in body movement.
• Back disorders can limit a student's ability to sit, stand, walk, bend, or carry objects. They include, but are not limited to, degenerative disk disease, scoliosis, and herniated disks.
• Cerebral palsy is the result of damage to the brain prior to or shortly after birth. It can prevent or inhibit walking and cause a lack of muscle coordination, spasms, and speech difficulty.
• Neuromuscular disorders include a variety of diseases, such as muscular dystrophy, multiple sclerosis, and ataxia, that result in degeneration and atrophy of muscle or nerve tissues.

Working with Students with Mobility Impairments

• If necessary, arrange for a room change before the semester begins. (Example: If a classroom or lab can only be reached by stairs, it will be necessary to arrange to meet in an accessible location).
  
  
• Try not to seat a wheelchair user in the back row. Move a desk or rearrange seating at a table so the student is part of regular classroom seating.
  
  
• Make arrangements early for field trips and ensure that accommodations will be in place on the given day (e.g., transportation, site accessibility).
  
  
• Make sure accommodations are in place for in-class written work (e.g., allowing the student to use a scribe, to use assistive computer technology, or to complete the assignment outside of class).
  
  
• Some students may not be able to participate in a lab class without the assistance of an aide. The student will learn everything except the physical manipulation of the lab materials. Simply, the student can give all instructions to the aide in order to complete required lab assignments.
  
  
• Give the student plenty of advance notice in the event that research papers are assigned. Assignments that require library work or access to sites off-campus will consume more time for a student with a mobility impairment.
  
  
• Students with back or other orthopedic problems may need to change position frequently or during long classes. Be tolerant of this need.
  
  
• If a student needs writing assistance to take an exam, the Disability Resource Center Coordinator must be contacted in advance. Due to the time needed to make arrangements for a scribe, "pop quizzes" in class create tremendous difficulty.
  
  Either the student must be given prior notice of tests or the instructor may make contact ahead of time to arrange for an aide.

Psychological Disorders

• extended time for exams, quiet testing area with a proctor
• note takers, readers, or tape recorders in class
• seating arrangements that enhance the learning experience of the student
• "incompletes" or late withdrawals in place of course failures in the event of prolonged illness
• assistance with time management and study skills
• extra time spend with student, assisting student with planning projects
• encouragement to use relaxation and stress reducing techniques during exams
• flexibility in the attendance requirements in case of health-related absences
• reduced course load

• Depression is a major disorder that can begin at any age. Major depression may be characterized by a depressed mood most of each day, a lack of pleasure in most activities, thoughts of suicide, sleep problems, and feelings of worthlessness or guilt.
• Bipolar disorder (manic depressive disorder) causes a person to experience periods of mania and depression. In the manic phase, a person might experience inflated self-esteem and a decreased need to sleep.
• Anxiety disorders can disrupt a person's ability to concentrate and cause hyperventilation, a racing heart, chest pains, dizziness, panic, and extreme fear.
• Schizophrenia can cause a person to experience, at some point in the illness, delusions and hallucinations.

Working with Students with Psychological Disorders

• Spend extra time with the student, when necessary, assist the student with planning and time management.
  
  
• Allow the student to tape-record lectures.
  
  
• Assist the student with finding an effective note taker.
  
  
• Clearly define course requirements, the dates of exams, and when assignments are due; provide advance notice of any changes.
  
  
• Written exercises or other out-of-class assignments may be necessary for the student to best demonstrate their grasp of the required knowledge.
  
  
• A student may need to go into the hospital for a week for a medication check or brief emergency; extra time on a due date might be all that is needed for the student to pass the course. The delay should be specified; a new due date should be negotiated and formalized, not be left open-ended.
  
  
• Be willing to clarify assignment and class performance expectations, several times, if necessary.
  
  
• Establish clear boundaries regarding your relationship with students. Refer them for counseling, if necessary.
  
  
• Pre-arranged breaks help the student anticipate and manage anxiety, stress, or extreme restlessness caused by medication.
  
  
• If behavior is a concern:
  • Discuss classroom behavior with the student privately and candidly. Be specific.
  • Do not attempt to diagnose or treat the psychological disorder; focus on the student's behavior.
  • If it seems appropriate, refer the student to the Counseling Center, located in KSC-220, (Phone) 787-6540.
  • If the student's behavior is abusive or threatening, contact the College Safety Office, KSC-125, (Phone) 787-7900.
  • If you have any questions or concerns, contact the Disability Resource Center, KSC-119, (Phone) 787-7171.

Traumatic Brain Injury (TBI)

• reduced course load
• alternative format for textbooks and printed course materials
• coordination of readers, note takers, scribes
• use of adaptive technology
• copies of overheads/class notes
• testing accommodations: extended time, reformatted exams, quiet room
• tape recording of lectures and class discussions
• accessibility to classrooms, labs, facilities, and field experiences
• time extensions
• instructions presented in more than one way

Working with Students with Traumatic Brain Injuries

• Repeat information to be learned whenever possible.
  
  
• Give students an established routine or use step-by-step instruction.
  
  
• Remove unnecessary distracters in the classroom.

Health-Related Impairments

• extended time for exams
  
  
• alternative formats
  
  
• tape recorded course materials
  
  
• readers
  
  
• computers or other adaptive equipment
  
  
• scribes
  
  
• flexibility in attendance requirements in case of health-related absences
  
  

Working with Students with Health-Related Impairments

• Occasional absence or tardiness may be unavoidable.
• Scheduling may be an issue. Special projects, testing may need to be flexible to allow students to work during optimal time periods of the day.
• Progression of illness in unpredictable. Periodic remissions may allow for added energy and euphoria, while exacerbations may require hospitalization.

• AIDS
• Arthritis
• Asthma
• Cancer
• Cardiovascular disorders
• Carpal Tunnel Syndrome
• Cerebral Palsy
• Chronic pain
• Diabetes mellitus
• Epilepsy
• Hemophilia
• Lupus
• Multiple Chemical Sensitivity
• Multiple Sclerosis
• Muscular Dystrophy
• Renal-kidney disease
• Respiratory disorders
• Sickle Cell Anemia
• Stroke
• Tourette's Syndrome