If this is your first experience having a student with a psychiatric disability, you may be feeling nervous. This is normal. However, as you continue through the semester, you may come to realize that this student is just like the other students in the class. The only difference is that this student may not be able to process information the way the others can.

Discuss with the student the accommodations you may provide, as they may have their own preferences. Treat the student as you would any other student, and keep your expectations of the coursework the same. However, you may need to adapt your coursework requirements for someone who cannot process information in the traditional way.

For quizzes and tests, it is the responsibility of the student to make arrangements with the Accessibility Services Office (ASO) for accommodations. You will need to request that your instructor leave a copy of the test in the Testing Center. The Testing Center may be reached at: 303.340.7542 V, 303.340.7543 F, or Michelle.Duran@CCAurora.edu.

Students are encouraged to use the adaptive equipment in the Computer Access Center, located in the Learning Resource Center (LRC). They may contact the ASO for a brief orientation on what equipment is available. Equipment is also available for classroom use.

This can be a wonderful and unique experience!  If you have any questions or comments, you may contact the Accessibility Services Office (ASO) Coordinator, Reniece Jones, at (303) 361-7395 or e-mail:  Reniece.Jones@CCAurora.edu.  If you would like to discuss your classroom situation with another instructor who has had experience in working with a student who is Deaf or hard of hearing, you may contact the Coordinator of ASO for referrals.    

CLASSROOM STRATEGIES FOR WORKING WITH STUDENTS WHO ARE PSYCHIATRIC DISABILITY
 

CLASSROOM

• Allow the “anxious” student to leave the classroom. Allow the student to do deep breathing techniques to control the anxiety and other relaxation methods to keep the anxiety in check.

• Divide work into small, short range, mini-goals that can be achieved in the time scheduled.

• Expect requests for notetakers, additional time on examinations, and access to computers.

• Use a multi-sensory instructional approach and providing information through the use of a variety of visual and auditory materials. Allow a student to learn material using all senses: listen to a lecture, write and recopy notes, read text and course material or explain the material to someone else.

• Assign students to work in teams to write and organize questions in order to share learning tasks.

• Create interest in the course material, make it relevant, and relate it to something of interest for the students. State class session objective.

• Be very concrete and precise in your communications. Use clear directives. Remind students of their sense of purpose for studying.

• Allow students to avoid mental fatigue by taking frequent breaks in lectures, at least 10 minutes for each hour of lecture.

• Keep instructions direct and check comprehension. Reinforce with “cue” words. For example: “When looking up articles in the database Academic Search Premier, always search for your topic in the title first. So, search for your topic first in the title.”

• Go over (or have student go over with a study partner) lecture material with student immediately after class for memory retention. Remind students that forgetting is the greatest within 24 hours without review.

EXAMS

• Extended time for testing and assignments. Allow extended time for in-class assignments or exams (time and one half is reasonable).

• Allow testing in the Testing Center. Be aware that distractions taking the test in the classroom are due to students finishing early, getting up to turn in exams, and then packing up to leave.

• Permit oral examinations and consider other ways for the student to demonstrate mastery of course material.

• If approved on the accommodation letter, encourage the student to contact the Accessibility Services Office (ASO) in advance to arrange for a reader for quizzes, exams, etc.

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