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Disability information for teaching staff

Students who have a disability may learn in different ways, but the differences do not imply an inferior ability to learn. There is no need to dilute the curriculum or to reduce course requirements for students who have a disability. Any adaptations made should not affect academic standards and students who have a disability are expected, and will themselves expect, to meet the normal assessment standards. However, particular accommodations may be needed, as well as modifications in the way information is presented and in methods of examination and assessment. Making adjustments for students who have a disability is an integral part of the responsibility of academic staff and the student should be involved in every level of these discussions.

It is not the disability itself, but the effect the disability has on the student and other people that is relevant.


General teaching strategies

  • People with a disability often experience a lack of self-esteem and confidence - be encouraging and sensitive to their needs. Be patient, show trust and respect confidentiality.
    • Ask if assistance is required. Don't make assumptions about a student's needs.
    • Give the student reading references for the next lecture and tutorial topics in advance.
    • Write clearly and provide handouts wherever possible.
    • Write key words on the board, provide an outline of the lecture beginning with an overview or ending with a summary.
    • Explain new concepts as you introduce them.
    • Face the class when speaking - speak clearly in a normal voice. Keep your hands away from your mouth when speaking.
    • Allow students time to express themselves.
    • Be aware that coursework may take longer to complete.
    • Ensure that walkways are clear.

Teaching students who are dyslexic

  • Be encouraging and sensitive to the needs of individual students: students with dyslexia often suffer from a lack of self-esteem and confidence.
  • Write clearly and provide handouts whenever possible: copying for the student is slow and difficult.
  • Write key words or phrases on the board, follow or provide an outline, begin the lecture with an overview or end with a summary; stress important words: notetaking is often a problem for students with dyslexia.
  • Avoid writing in red, for some this can be difficult to read.
  • Some students with dyslexia have difficulty reading black on white – handouts on pastel coloured paper can help.
  • Highlight important items in booklists to help students select: students who have dyslexia cannot skim and reading can take a very long time.
  • Reading and writing is a laborious process - be aware that coursework may take students with dyslexia longer than their peers and be prepared to clarify coursework questions if requested.
  • Don't ask people with dyslexia to read aloud in a group.
  • Many people with dyslexia have strong creative talents in the arts, design, computing and lateral thinking - be aware that such students will find information in diagrammatic form easier to comprehend than text.
  • Verbal comprehension is not a problem for students with dyslexia and their long-term memory is often very good, however their short-term memory may be poor - encourage students to write down dates, times and instructions.
  • Give students permission to tape lectures.
  • Disregard poor spelling, handwriting and punctuation.
  • Useful links:

Teaching students who are blind or partially sighted

  • Before the start of the term
    • Provide reading lists or course outlines well in advance to allow time for arrangements for taping or Brailling of texts to be made. Ensure reading lists are up-to-date.
      Encourage the student to contact the Disability Office to assist in finding readers, notetakers or other assistance, as necessary.
      Be aware that guide dogs must not be refused entry to buildings and classrooms. If a guide dog is used, it will be highly disciplined and require little space.
      Ensure that students who are blind or partially sighted are notified of organisational changes in an appropriate way. It is difficult to find lecture rooms if changed at the last minute.
  • During the term
    • Face the class when speaking. Speak clearly in a normal voice, not loudly, slowly or with exaggeration. Keep your hands away from your mouth when speaking.
    • Convey orally whatever you have written on the board or shown on overheads, particularly charts and diagrams.
      Work with the student and service providers to ensure information is received in appropriate formats - enlarged copies of the required size, Brailled information or audio tapes - for all important or recurrent information.
    • If you are planning to use a video, tell the student and discuss alternative ways to approach information that the student may miss.
    • Ensure that any visual aids used in the course of lectures are accessible to the student or that an alternative method of conveying the information is provided.
    • Ensure that there are verbal announcement of School notices as well as use of noticeboards.
    • Be aware that students will need assistance in using references and the library.
    • Be flexible with assignment deadlines and allow extra reading time.
    • Identify yourself by name, in case the person does not recognise your voice.
    • Indicate verbally when you are entering or leaving the person's presence.
    • Ask if assistance is required, don't assume it is, but be alert to the person's needs.
    • Doors should be kept closed or open, not partly open.
    • Wherever possible objects should not be moved from their usual place without letting the person know.
    • Check walkways are not obstructed.
  • During exams
    • Open-book exams pose a major problem for students who are blind or partially sighted. If you are planning to use this method, discuss with the student and/or the Disability Office whether an alternative is required.
      Be aware that students with visual impairment may need to use an amanuensis, extra time and adaptive equipment in exams.
      Provide task lighting.
  • Useful links

Teaching students who are deaf or hard of hearing

  • Students who are deaf or hard of hearing will benefit from sitting in the front. A clear line of vision is necessary for students who rely on lip reading and visual clues. Ensure your face is well lit.
  • Do not speak facing the board. Keep your face within view of the student and speak in a natural tone.
  • Write key words on the board and explain new concepts as you introduce them.
  • Be aware that moustaches, beards, hands, books or microphones in front of your face can add to the difficulties of lip readers.
  • Use your usual lip patterns. Do not shout.
  • Do not speak while the person is writing. Make sure you have the attention of the student before you attempt to communicate.
  • Repeat questions or remarks of other people in the room.
  • Do not hesitate to communicate with the student in writing when conveying important information such as assignments, scheduling, deadlines, etc.
  • Be amenable to wearing a microphone transmitter for use with an FM aid if asked.
  • Try to avoid using amplified sound.
  • Use visual aids to reinforce spoken presentations when possible.
  • Give student reading references for next lecture and tutorial topics in advance.
  • When possible, provide the student with class outlines, lecture notes, lists of new technical terms and printed transcripts of audio and audio-visual materials.
  • Be open to going over work covered again with the student’s notetaker, if requested.
  • Where possible, arrange seating in a circle for tutorials to assist students who lip-read.
  • Encourage students to ask lots of questions in tutorials so they can have some control of discussions. Place in smallest tutorial group.
  • Students with an interpreter
    • A clear line of vision is necessary for students who use an interpreter. The student's view should include the interpreter and the lecturer.
    • When an interpreter is being used, speak directly to the student and not to the interpreter.
    • Ask the student and the interpreter for their suggestions on how you can assist.
    • Recognise the brief amount of extra processing time that the interpreter takes to translate a message from its original language into another language (whether to English or sign language, or vice versa) because this will cause a delay in the student’s receiving information, asking questions and/or offering comments.
    • Where a loop or similar system is in place, check that it is switched on and working correctly;
    • Make allowances for the fact that for students who use BSL, English may be their second language.
    • Understand the importance of speaking clearly but not shouting or distorting normal rhythm of speech
    • Making a visual sign before commencing to speak
    • Additional tutorial support to enable the student that’s/he has correctly understood material presented in lectures.
  • Useful links

Teaching students with speech difficulties

  • Patience is crucial in teaching students who have a speech and language difficulty.
  • Speak to students naturally. Don't assume that they cannot hear or comprehend. Difficulty with speech and communication does not necessarily mean the thinking process is faulty.
  • Maintain eye contact.
  • Allow students the time they need to express themselves, without interrupting them by filling in gaps in their speech. Don't be reluctant to ask a student to repeat a statement and don't make assumptions on what has been said.
  • If the student appears embarrassed when making a comment in class, after a reasonable time suggest that the student meets with you after class to discuss the points.
  • Give students the opportunity - but do not compel them - to speak in a group situation.
  • Clarify by repeating a statement.
  • Check whether the person uses an alternative communication system/aid, for example, Cannon Printer.
  • Consider course modifications, such as one-to-one presentations or a typed presentation read by another student.

Teaching students who have Asperger's Syndrome

  • As far as possible try to keep the routine for the student the same. Notify them of impending changes well in advance and, if necessary, go through planned change with them so as to reduce any anxiety.
  • Students may find it particularly difficult to participate in group work and a sensitive approach to handling any problems that arise from this type of work needs to be employed.
  • Use plain language when explaining topics, do not use idioms. Check that the student is clear about what he/she has to do.
  • Students who have Asperger’s Syndrome may have difficulties in motivation for certain parts of their course due to them having a particular interest in one aspect of it.
  • Use detailed, clear instructions. Do not assume that a student who has Asperger's Syndrome will automatically understand what you mean.
  • Useful links

Teaching students who have mental health problems

  • Students with mental health difficulties are likely to be more than usually sensitive to the kinds of stresses which affect all students (e.g. academic pressure, isolation, homesickness, friends and relationships). In addition, their ability to keep up with work may be affected by disturbed sleep patterns or the effect of medication. The stigma that is often attached to mental health difficulties may be an additional barrier, and it is therefore particularly important for lecturers to be sensitive to the needs of these students.
  • Depression
    • One of the most common mental health problems among students is depression. The condition may be temporary, in response to pressures at University, in a job, at home or in the person’s social life. It may be manifested as a pathological sense of hopelessness or helplessness, which in its extreme may provoke threats of or attempts at suicide (threats of suicide should always be treated seriously).
    • Depression may also be a symptom or side effect of some other condition or illness, for example, cancer or chronic pain problems. It may appear as apathy, disinterest, inattention, impaired concentration, irritability, or as fatigue or other physical symptoms, resulting from changes in eating, sleeping or other living patterns.
  • Anxiety
    • Anxiety is also prevalent among students and may also be the transient reaction to stress. Mild anxiety, in fact, may promote learning and improve student’s functioning. Severe anxiety, however, may reduce concentration, distort perception and weaken the learning process. Anxiety may manifest itself as withdrawal, constant talking, complaining, joking or crying, fantasising, or extreme fear, sometimes to the point of panic. Bodily symptoms might include episodes of light-headedness or hyperventilation.
  • Effects of medication
    • Some students who are undergoing treatment take prescription medication to help control disturbing feelings, ideas and behaviour. This medication might cause side effects such as drowsiness, disorientation and lack of motivation.
  • Teaching strategies
    • For many students who have mental health problems the stressful nature of participating in the learning situation itself will pose problems. This will be particularly so when undergoing formal assessment and when giving oral or group presentations. It is imperative to consult the student with sensitivity on issues that may cause stress to him or her.
    • The kinds of academic supports which are likely to be required by students with mental health difficulties are:
    • good general academic support and encouragement
    • the possibility of re-negotiating deadlines for submission of work
    • speedy and clear feedback on assignments
    • the possibility of extra tutorial support to enable the student to catch up on missed coursework
    • the possibility of extra time in exams.
  • Useful links
    • Mind: the leading mental health charity in England and Wales.
    • London Nightline: a confidential listening support and information helpline for students in London, staffed by student volunteers. Tel: 0207 631 0101 - Lines are open between 6pm and 8am.
    • Rethink: information resource on mental illness.
    • The Mental Health Foundation: aims to help people survive, recover from and prevent mental health problems.

Teaching students with seizure disorders

  • Students with seizure disorders (such as epilepsy) often take preventive medication, which may cause drowsiness and temporary memory problems. Medication makes it unlikely that a seizure will occur in class but if you are concerned about what to do if the student does have a seizure in class, speak to them to find out what you should do.
  • Useful links

Teaching students with Chronic Fatigue Syndrome/ME

  • Chronic Fatigue Syndrome (CFS), also known as ME (myalgic encephalomyelitis) is believed to be caused by an abnormal response to a virus or some other 'trigger' factor.
  • CFS/ME is a chronic condition lasting months or years. People with CFS are prone to relapse if they exceed the limits of physical or mental exertion which their illness imposes.
  • Symptoms may vary in severity from day to day, and even from hour to hour. These may be: profound physical and mental exhaustion; persistent pain in muscles and joints; headaches varying from dull to intense; dizziness, nausea, fainting, poor concentration and memory; pallor or flushing of face; an inability to tolerate extremes of heat, light or sound, for example a noisy lecture room and a sensitivity to various agents and chemicals.
  • As a consequence of this illness, the student may feel a great sense of isolation and loneliness with a serious loss of self-confidence.
  • It is important that the student be trusted and treated sympathetically. Difficulties should be discussed as they arise. Good communication between the staff member and the student is essential and the student’s ability to cope will be assisted by such empathy.
  • The student will need to avoid prolonged standing, extremes of heat and cold, exposure to fumes from science laboratories and gas heating, and mental or physical exertion beyond the limits imposed by their condition.
  • CFS may affect the student"s ability to participate in the whole range of course activities and they may require alternative assessment/examination arrangements. This will vary from student to student and negotiating with the student is essential.
  • Lecturers will need to ensure that they:
    • are aware of what to do in an emergency, if appropriate
    • can provide copies of lecture notes, overheads etc., particularly where the student is forced to miss lectures or if the condition means that s/he tires easily
    • are prepared for the possibility of re-negotiating deadlines for submission of work
    • are prepared for the possibility of extra tutorial support to enable the student to catch up on missed coursework
    • expect the possibility of a helper to take notes or provide assistance with using library services
    • allow use of a word processor or amanuensis for written work.
  • Useful links

Teaching students with physical and/or mobility impairments

  • Speak directly to the student.
  • Allow in-class written assignments to be completed out of class with the use of a writer, if necessary.
  • When talking to a wheelchair user try to either sit down at a similar height, or stand with a suitable space to allow direct eye contact. Don't hold onto the wheelchair arms when talking to a person with a disability, as this is very intimidating.
  • Be alert to offer assistance unobtrusively with holding doors open, carrying objects, providing photocopies, assisting with phone calls, ensuring clear passageways and removing library books from high shelves.
  • Facilitate a barrier-free environment.
  • Plan allocation of accessible tutorial rooms in advance.
  • Give copies of lecture notes, overheads etc.
  • Ensure that all teaching takes place in accessible rooms.
  • Acknowledge that the student may tire easily and may require additional time to submit assignments.
  • Allow for the possibility of negotiating more flexible access to the curriculum.
  • Be prepared to offer assistance with getting around the campus
  • See if the student needs assistance with note-taking.
  • Find out if the student needs assistance with using the library
  • Be prepared for the use of a word-processor or amanuensis for written work.
  • Provide assistance with practical aspects of the course.

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