When developing a teaching strategy for a disabled student you should think about
For example, sighted people often take for granted the amount of visual information received every day. Many blind students do not have a lifetime of visual experiences to draw on. You should consider the amount of assumed visual content in your teaching and in the learning tasks your students undertake and think about whether this can be modified or presented differently.
Work out in advance a strategy for teaching a disabled student. The following approach may be helpful.
Identify your teaching objectives and the learning outcomes they are meant to deliver for a given activity.
Identify any difficulties that your teaching environment, methods and materials will cause the student. Might this make it difficult for them to achieve the learning outcomes? Is it possible for them to achieve the learning outcomes another way? You should discuss this with the student – do not make assumptions.
In consultation with the student and the staff member who is coordinating their support, identify the reasonable adjustments you can make to your teaching methods and materials to meet the student’s needs without compromising the teaching objectives and learning outcomes. If necessary, get advice from other staff in your institution on what constitutes a reasonable adjustment. Let the student know about the adjustments to be made.
If the student has individual support from specialist support staff (e.g. a study support assistant, a mentor or a scribe) find out what their role is and discuss how the three of you can work together effectively.
Agree which actions will be taken by you, which by your institution and which by the student to provide the reasonable adjustments you have identified. These adjustments may include actions taken before, during and after a given teaching activity.
Keep a record of decisions made and give the student a copy. Such a document may be useful for other staff teaching the same student. However, don’t assume it can be used to determine adjustments for another student – each student must be considered individually.