Universal Design

  • Effective teaching and sound pedagogy helps students with disabilities and benefit students without disabilities.
  • A wide array of instructional modes will reach a larger percentage of learners and address a greater number of student learning styles.
  • Do include the disability statement in the course syllabus and distribute the syllabus and statement during the first class meeting.
  • When available and appropriate, select a textbook with an accompanying study guide for optional student use.
  • Publish or announce reading assignments and list far in advance for students using taped or alternative material formats.  Recording an entire book can take up to 6 months and ordering a book may take up to 2 weeks if the book is readily available and the student user is a current member of the Regional Day School for the Blind and Dyslexic.
  • Begin class with a review of the previous lecture.  At the end of the class, summarize key points.
  • Provide students access to lecture notes, major concept outlines, and/or lesson highlights on the board before class or on a website or as a handout.
  • Use generous amounts of visual aides such as charts, video streaming, graphs, etc.
  • Give assignments both orally and in writing.  Provide timelines and sequential steps (i.e. identify a topic, outline, submit rough draft, make necessary corrections for approval, final draft) for long range assignments.
  • Diminish or eliminate auditory and visual distractions.
  • Provide study questions, sample test questions or review sessions to help in mastering material and preparing for exams.
  • Encourage students to seek assistance during your office hours, to utilize the Tutoring Center services, Language Labs when appropriate, and study groups.
  • Use proximity as a tool for helping attention deficit or hyperactive students to focus by standing near their desk or table.  Remember, planning is done in your seat; teaching is done on your feet.
  • Be Transparent.  Talk to other faculty persons in your department and share success and failures on strategies that work and those that work even better.
  • Participate in faculty development activities sponsored by the PVAMU Center for Teaching Excellence and those offered at the System level.

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