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Each semester Marshall University enrolls and serves many students with a range of disabilities.  Marshall University and it's faculty are renown for their willingness to work with students needing academic accommodations.  We applaud your willingness to assist students as they make the transition of having things done for them to meeting with faculty, asking for accommodations, and making adjustments, if necessary. 

On this webpage we will offer suggestions that may help you and your students make this transition as smoothly as possible.

Helping Students With Mobility Impairment

Helping Students Who are Deaf or Hearing Impaired

Helping Students Who are Visually Impaired

Helping Students Who are Learning Disabled

Helping Students With Mental Health Impairments

Please remember that if you have questions, concerns, or questions concerning accommodations please feel free to call us at #2271 for assistance at any time.

1. Ask any student who might special assistance to approach you sometime during the first week of school.  You may want to include a statement on your syllabus.
2. The student should have documentation to support the special assistance they are requesting.  We suggest you send them to the DSS, HELP, or Student Athlete Program Offices and have them send you a letter listing the accommodation they are requesting.
3. If it appears that a student with a disability needs some assistance, do not hesitate to approach him/her.  If the students does not need assistance, he/she will tell you.  Offering assistance is not an insult - nor is being refused.
4. If your coursework requires field trips, labs, internships, field placements, lengthy reading assignments, extensive library research, and you have questions about how to handle these issues with students with disabilities please call the DSS Office for assistance.
5. Be certain that a student with a disability is held responsible for EQUIVALENT learning in comparison to your other students.
6. Be creative in thinking of alternative methods to teaching and evaluation.  There are people willing to help in Disabled Student Services.
7. Absences due to a student's disability can not be counted against them.  Please give him/her the opportunity to make up missed assignments or tests.  If absences become excessive you may want to have a conference with the student to discuss their continuation in the course.

Helping Students With a Mobility Impairment

Marshall students with mobility impairments make up about 7% of the total student body population.  A person with impaired mobility may have difficulty moving from place to place and/or managing personal needs.  Some people use crutches, braces, or wheelchairs; however, many mobility disabilities are invisible such as lower back injuries and chronic orthopedic pain. 

1. It is very important NOT to present key material in the first few minutes of the class meeting.  Students with a mobility disability may not be able to avoid being late due to transportation problems, inclement weather, or lift or wheelchair breakdown. It is often helpful to arrange that an easily accessible seat or space is left for the student.
2. If the students has difficulty taking notes or lecture outlines then notes on a web site would be useful (not just for that person but for all students.)  DSS may assign a notetaker to attend class with the student.  The notetaker should sit next to the student in class.  The student may choose to tape record the class lecture.
3. Give thought to structuring lab experiences for students in wheel chairs.  If the student's arm/hand mobility is limited, could she/he participate in such an experience on a "buddy system" with another student doing the active experience portion of the exercise?
4. It may be necessary to make arrangements for tests to be taken in some alternative manner.  Could they be taken orally?  Could they be taken with a Graduate Assistant (GA), Teaching Assistant (TA), or someone from the DSS Office doing the writing under dictation from the student?  Could the student take the test in the normal manner if given more time for writing and/or use of a computer?

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Helping Students Who are Deaf or Hearing Impaired

The extent of hearing loss in students with a hearing impairment may range from mild to profound, and may involve the loss of frequencies of sound.  It is often possible for people to hear certain sounds but not others.  Students coughing, chatting in the back of the room, or the sound of the air conditioner or heating system may interfere with how well a hearing impaired student can hear what is going on in class.  Some hearing impaired students rely on lip reading and notetakers while other students may need a sign interpreter. 

1. If you have a deaf student enrolled in your class that student will have an interpreter and notetaker accompanying him/her to class.  The notetaker should set next to the student.
2. You will receive an email or letter from the DSS Office before classes begins, if possible, letting you know that a deaf student, interpreter, and notetaker will be in your class.
3. Please give this student preferential seating.  You may wish to discuss with the student and the interpreter the best location for the interpreter to provide the greatest benefit for the hearing impaired student without distracting the other class members.  You may wish to experiment with different placements until you find the most successful one for accessing the interpreter and for lip reading clues.
4. If you are going to show slides or movies, it would help the hearing impaired student greatly if you could provide an outline or summary of the materials to be covered.  She/he is going to be at a disadvantage in trying to process information from such presentations - an alternative assignment might be considered or giving the student access to the slide show or movie at a later time.
5. You may have hearing impaired students in your class, they may or may not be wearing hearing aids or we may ask you to use an FM Loop System to help the student hear better.
6. Try not to talk with your back to the class (as when writing on the chalkboard)... it destroys any chance of the student getting facial lip-reading clues.
7. When questions are asked from the class, it would be a great help to the student if you would repeat the question before answering it.  If you have given her/him preferential seating so that you can be seen and heard easily, the student will not be able to see or hear the rest of the class as well.
8. Beware of giving procedural information while handing out papers, etc.  Make sure that information is clearly understood by the student. 

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Helping Students Who are Visually Impaired

No two students who are visually impaired see in the same manner.  Visual impairments can range from total blindness to being able to see things a few feet in front of them.  Sunny days and/or overcast weather can affect vision also.  A student's level of vision may fluctuate, deteriorate, or remain constant.  Each student's visual impairment is unique and must be individually accommodated.  Students are the best source for the accommodation that works best for them in your specific course and its requirements. 

1. Visually impaired students may need to tape record lectures, so that they can replay it later.
2. Students may need to use a Brailler or laptop computer to take notes in class.
3. Some students may need preferential seating to better see things written on the black board.  It would be helpful to give visually impaired students a copy of anything written on the blackboard or any overheads used in class.
4. A visually impaired student will need accommodations for test taking such as a reader or scribe.  The DSS Office will provide assistance as needed.
5. Always identify yourself when meeting a student with a visual impairment.  They may not recognize who is speaking particularly if you are meeting outside of your normal context. 
6. When giving directions indicate "Left", "Right", "Up", or "Down" in relation to where the student is and use the clock method, whereby 3 o'clock means directly to their right. 
7. If a student asks for physical guidance ask how they would like to be assisted.  Do NOT grab them by the arm.  Allow them to take your arm above the elbow while you walk slightly ahead so that they can follow your body movement.
8. Some students may be accompanied by a guide dog.  Please do not pet or feed the dog without permission or interfere with his/her work.

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Helping Students Who are Learning Disabled

Specific Learning Disabilities often occur in people of average or above average intelligence and they involve one or more basic processes used in understanding or using spoken or written language.  Learning Disabilities impair such functions as reading, writing, and mathematical calculations.  Students with Learning Disabilities will have a combination of abilities and weaknesses which, when examined together, will present an inconsistent learning profile.  Students with Learning Disabilities will have difficulty taking in and processing information. 

1. Students with Learning Disabilities should contact the H.E.L.P. Program, Disabled Student Services, or the Student Athlete Program and have one of these offices send a list of reasonable accommodations for the student.  These may include preferential seating, extended test time, etc.
2. If you suspect a student may have a learning disability please make them aware of the support services available and encourage them to seek assistance. 
3. Students may wish to tape record class lectures or use a laptop computer.
4. Begin lecture and discussion with a review of the last class and an overview or outline of the topics to be covered during class.  Try to stay on topic, demonstrate, and use concrete examples.  It will be helpful to the student if you provide a summary of the main points at lectures end. 
5. Allocate time, during office hours, for individual follow up of assignments, lectures, and readings. 
6. You may help students with learning disabilities to organize their time by listing weekly/monthly schedules of assignments and due dates for your class.
7. Students with reading disabilities may find it embarrassing to read out loud, please be sensitive to these needs.
8. Some students require assistance with spell checking and reading (grammar) and may need to have assistance through the writing center.  Students with this disability should not be penalized for spelling errors.
9. Whenever feasible offer alternative methods of assessment to the student.  For example, allow oral presentations instead of written papers or provide an essay test instead of an objective (multiple choice) test.  Some students may need extra testing time (The University recognizes extended time as time and a half) and in a separate, quiet room, with a test proctor to oversee the testing process.
10. It is essential for the student with a learning disability that your evaluation of their work be based on the acquisition of knowledge and not their ability to read or write.

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Helping Students With Mental Health Impairments

A lack of good mental health occurs in all of us from time to time, especially in times of great stress.  It shows up in a variety of ways--irritability, muscle tension, crying, and difficulty sleeping.  Some mental illnesses begin at an age when many people are at the university. One of the main barriers to education for a person with a mental illness is the stigma and discrimination associated with a mental illness.  Promoting a safe and empathetic environment that is based on knowledge and understanding is the best strategy for overcoming this major barrier.  We see many students with Bipolar Disorder, Depressive Disorder, Anxiety Disorder, and other mental health impairments. 

1. If a student makes you aware of their mental impairment remember that this disclosure takes courage and needs to be treated with respect.  DO NOT SHARE THIS INFORMATION WITH OTHERS UNLESS YOU HAVE WRITTEN PERMISSION BY THE STUDENT TO DO SO.  If you need more information please contact the Disabled Student Services Office.
2. Let the student know that you are open to discussing different needs that they may have.  Ask the student if they would like a meeting time to discuss any particular needs they have and how you can be of assistance.  Please allow them to bring a support person or the Coordinator of Disability Services.
3. You may want to consider allowing time extensions for those students who have recently been unwell. (With a doctor's statement where it is deemed necessary.)
4. Most students with a mental illness show a gradual decline in functioning as they become unwell.  If you notice this ask the student if he/she is ok or needs any help.  If the student refuses help, remember it is their choice to do so.
5. If you have concerns about a student please feel free to call Counseling Services at 696-3111 or the Coordinator of Disabled Student Services at 696-2271.

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