Acquired Brain Impairment

现在

  1. Make note of the student's 行为 in relation to 你的班级 that you believe are impacting/may impact the student's or others' learning. THESE are the focus of your interactions with the student, NOT any suspected disability. Examples – challenges retaining information/course content, speaking over or interrupting others, 行为 that distract others, difficulty completing assignments at home or tasks in class, difficulty structuring or organizing tasks.
  2. Speak with the student in a confidential environment, describing the BEHAVIORS that you are observing.
  3. DO NOT ask the student if s/he has a disability. 为什么? 看到 权利 and Responsibilities.
  4. Ask the student what challenges s/he is experiencing in the class and what strategies s/he has used successfully in the past, and use these to inform your instructional practice.
  5. 也 discuss any concerns you have that the student has not already raised, based on your observations and your knowledge of your upcoming assignments and curriculum. Then strategize with the student how to address these. You may wish to refer to the Teaching Strategies 页面 for ideas.
  6. If the student discloses that s/he has a disability, thank him/her for sharing that information with you, and treat the information as confidential.
  7. If the student has an accommodation plan 从 需求方, review and discuss the plan with the student. REMINDER – the plan is based on documentation, including any relevant assessments and medical records, reviewed by 需求方. You are legally obligated to honor the accommodations in the plan. If you believe that the accommodations fundamentally alter the nature of the course or activity, you have the right to contest them, but you should contact 需求方 to discuss this, NOT the student.
  8. If the student does NOT have an accommodation plan: While you can't directly refer a student to the 需求方 office or inquire whether the student currently works with 需求方, you CAN recommend a RANGE of campus services 致学生. Discuss student support services on campus including tutoring at CAS, workshops at CAS, 需求方 办公室, 咨询, and other services as appropriate, and offer to refer the student as s/he wishes, using 早期预警.

下一个步骤

  1. As appropriate, review the Vision Challenged, Motor/Mobility Challenged, Hearing Challenged, Learning Disability, Autism/Asperger Syndrome和/或 Attention Deficit 页面 for additional specific classroom strategies.
  2. 检查 Teaching Strategies area of this site for ideas that seem to be most relevant to your student's situation for help, keeping in mind that individuals with acquired brain impairments vary in their experiences, 行为, 和需要.
  3. Ask colleagues for strategies they have used successfully when dealing with 行为 和需要 like those you are observing, but be careful to maintain the student's confidentiality.
  4. Check your instructional materials for ADA, 504, and 508 compliance 使用这个 检查表 and begin retrofitting your materials to meet these federal requirements.
  5. 联系 the 需求方 office to request any resources they may have available to support your working with a student with the challenges you are observing. They may have media or print materials specific to your concerns, or they may be able to refer you to a campus colleague who has had success working with similar students.
  6. If you develop concerns regarding the safety of your student, 你的班级和/或 yourself, contact your department chair, your dean or director, or the Vice President for Student Services for guidance.

为未来的

To expand your knowledge base for working with students with disabilities:

  1. 检查 Teaching Strategies page for specific strategies.
  2. 探索 Further Resources for Teachers page for links to additional guides, information, and materials to build your skills.
  3. 我的 Disability Awareness 图书页面, 电影, online video clips, and other materials to provide context to work effectively with these students. 

 

Material provided for information purposes only. For legal advice, consult a legal professional.