Disability Specific Instructional Strategies

Strategies List

1. Vision Impairments
2. Hearing Impairments
3. Mobility Impairments
4. Systemic Disabilities
5. Psychiatric Disabilities
6. Learning Disabilities
7. Attention Deficit Hyperactivity Disorder (ADHD)
8. Traumatic Brain Injury (TBI)

Vision Impairments:

Upwards of two million Americans are considered legally blind. Close to 25 percent of that number are totally blind (i.e., have only light perception, or no vision at all). The remaining 75 percent have either central visual acuity equal to 20/200 or less, or a visual field limited to 20 degrees or less. The former impairment means that the individual can view at 20 feet something which a person with normal vision can see at 200 feet. The latter impairment describes limitations in peripheral vision.

In very practical terms, a student who is legally blind may require the use of a cane to walk safely around the campus, and yet be able to use his/her central vision to read normal size print. Many diseases and disabilities can significantly diminish the visual processing necessary to function in an academic setting.

It should be noted that even if students do not fall under the category of being legally blind, they may still qualify for accommodative services. This will depend on such factors as documented eye strain, pain, severely fluctuating vision, or an inability to track print for a substantial length of time.

Some Considerations:

1. Most students with very low vision or who are totally blind use a cane or a dog guide. These travel aids also serve to indicate that the person has a severe vision impairment. The use of such mobility aids may vary in accordance with individual preference and circumstance. For example, a student may have good "day vision" and only require the use of such travel aids when it is growing dark.
2. Like anyone else, students with vision impairments will appreciate being asked if help is needed before it is given. Ask a student if he or she would like some help and then wait for a response before acting.
3. Words and phrases that refer to sight, such as 'TII see you later" are commonly used expressions and usually go unnoticed unless a speaker is particularly self- conscious. Students with vision loss can still "see" what is meant by such expressions.
4. When talking with or greeting a student with a vision impairment, speak in a normal voice. Most people with vision impairments do not also have hearing impairments; if they do they will let you know. Do not speak to the student through a third party or companion, and use the student's name when directing the conversation to him or her.
5. When entering a room, identify yourself to the student.
6. When giving directions, say "left" or "right", "step up" or "step down." Convert directions to the vision-impaired student's perspective. When guiding a student (into a room, for example) offer your arm and let him or her take it rather than pulling the person's sleeve.
7. If a student uses a dog guide, it should never be petted or distracted while in harness. To distract a working dog guide undermines the training and/or the performance of the animal, thereby placing the student in serious danger.
8. Common accommodations for students with vision impairments include alternative print formats, magnification devices, bright incandescent lighting, raised lettering, tactile cues, adaptive computer equipment, the use of scribes and readers for exams, print scanners, priority registration, taped lectures, lab or library assistants, and time extensions for assignments and exams.

Instructional Strategies

1. Invite students to self-identify on the first day of class by making a public statement such as: "Please contact me to request disability accommodations."
2. Include a disability access statement in the course syllabus such as: "To obtain disability-related academic adjustments and/or auxiliary aids, students with disabilities must contact the course instructor and the Disability Resources and Educational Services (DRES) as soon as possible. To contact DRES you may visit 1207 S. Oak St., Champaign, call 333-4603 (V/TDD), or e-mail a message to disability@uiuc.edu
3. Have copies of the syllabus and reading assignments ready no less than six weeks prior to the beginning of classes so documents are available for timely transcription into alternative formats.
4. Provide vision-impaired students with materials in alternative formats at the same time the materials are given to the rest of the class. The student must specify the preferred format.
5. Make instructional on-line course materials available in text form. For that material which is graphical in nature, create text-based descriptions of material. Repeat aloud what is written on the board or presented on overheads and in handouts. Pace the presentation of material. If referring to a textbook or handout, allow time for students to find the information. Allow students to tape lectures.
6. When appropriate, ask for a sighted volunteer to team up with a vision-impaired student for in-class assignments.
7. Keep a front row seat open for a student with a vision impairment. A corner seat is especially convenient for a student with a dog guide.
8. Assist the student with finding an effective notetaker from the class.
9. Make field trip arrangements early and ensure that accommodations will be in place on the given day (e.g., transportation, site accessibility).
10. Be flexible with deadlines if assignments are held up by the document conversion process.
11. When in doubt about how to assist the student, ask him or her as privately as possible without drawing attention to the student or the disability.
12. Allow the student the anonymity afforded other students (i.e., avoid pointing out the student or the alternative arrangements to the rest of the class).

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Hearing Impairments :

The causes and degrees of hearing loss vary across the deaf and hard of hearing community, as do methods of communication and attitudes toward deafness. In general, there are three types of hearing loss:

Conductive loss affects the sound-conducting paths of the outer and middle ear. The degree of loss can be decreased through the use of a hearing aid or by surgery. People with conductive loss might speak softly, hear better in noisy surroundings than people with normal hearing, and might experience ringing in their ears. Sensorineural loss affects the inner ear and the auditory nerve and can range from mild to profound. People with sensorineural loss might speak loudly, experience greater high-frequency loss, have difficulty distinguishing consonant sounds, and not hear well in noisy environments. Mixed loss results from both a conductive and sensorineural loss.

1. Given the close relationship between oral language and hearing, students with hearing loss might also have speech impairments. One's age at the time of the loss determines whether one is prelingually deaf (hearing loss before oral language acquisition) or adventitiously or postlingually deaf (hearing loss after oral language acquisition). Those born deaf or who become deaf as very young children might have more limited speech developmeThe inability to hear or process language quickly does not affect an individual's native inte intellige physical ability to produce sounds.
2. Some students who are deaf are skilled lip readers, but many are not. Many speech sounds have identical mouth movements which can make lip-reading particularly difficult. For example "p," "b," and "m" look exactly alike on the lips, and many sounds (vowels, for instance) are produced without using clearly differentiated lip movements.
3. Make sure you have the visual attention of a student who is deaf before speaking directly to him/her. A light touch on the shoulder, a wave, or other visual signal may be helpful.
4. Look directly at a person with a hearing loss during a conversation, even when an interpreter is present. Speak clearly, without shouting. If you have problems being understood, rephrase your thoughts. Writing is also a good way to clarify.
5. Make sure that your face is clearly visible. Keep your hands away from your face and mouth while speaking. Sitting with your back to a window, gum chewing, pencil biting, and similar obstructions of the lips can also interfere with the effectiveness of communication.
6. Common accommodations for students who are deaf or hard of hearing include sign language or oral interpreters, assistive listening devices, Telecommunications Devices for the Deaf (TDDs), volume control telephones, signaling devices, (e.g., a flashing light to alert individuals to a door knock or telephone ring), priority registration, notetakers, captioned videos, and time extensions for assignments and exams.

Modes of Communication

Not all students with hearing impairments are fluent users of all of the communication modes used across the deaf community, just as users of spoken language are not fluent in all oral languages. For example, not all students who are deaf can read lips. Many use sign language-but there are several types of sign language systems. American Sign Language (ASL) is a natural, visual language having its own syntax and grammatical structure. Signed Exact English (SEE) is a manual system which utilizes English syntax and grammar. Fingerspelling is the use of the manual alphabet to form words. Pidgin Sign English (PSE) combines aspects of ASL and English and is used in educational situations often combined with speech. Nearly every spoken language has an accompanying sign language.

In addition to sign language and lip-reading, students who are deaf also use oral language interpreters. These are professionals who assist persons who are deaf or hard of hearing with understanding oral communication. Sign language interpreters use highly developed language and Fingerspelling skills; oral interpreters silently form words on their lips for speech reading. Interpreters also use voice, when requested. Interpreters will attempt to interpret all information in a given situation, including instructors' comments, class discussion, and pertinent environmental sounds.

Instructional Strategies:

1. Invite students to self-identify on the first day of class by making a public statement such as: "Please contact me to request disability accommodations."
2. Include a disability access statement in the course syllabus such as: "To obtain disability-related academic adjustments and/or auxiliary aids, students with disabilities must contact the course instructor and the Disability Resources and Educational Services (DRES) as soon as possible. To contact DRES you may visit 1207 S. Oak St., Champaign, call 333-4603 (V/TDD), or e-mail a message to disability@uiuc.edu.
3. Circular seating arrangements offer students who are deaf or hard of hearing the best advantage for seeing all class participants.
4. When desks are arranged in rows, keep front seats open for students who are deaf or hard of hearing and their interpreters.
5. Repeat the comments and questions of other students, especially those from the back rows. Acknowledge who has made the comment so students who are deaf or hard of hearing can focus on the speaker.
6. When appropriate, ask for a hearing volunteer to team up with a student who is deaf or hard of hearing for in-class assignments. Assist the student in finding effective notetakers from the class (see "Notetaker Services,").
7. If possible, provide transcripts of audio information.
8. Allow several moments extra for oral responses in class discussions.
9. In small group discussions, allow for participation by students with hearing impairments.
10. Face the class while speaking; if an interpreter is present, make sure the student can see both you and the interpreter (see "Interpreter Services").
11. If there is a break in the class, get the attention of the student who is deaf or hard of hearing before resuming class.
12. People who are deaf or hard of hearing often use vision as a primary means of receiving information. Captioned videos, overheads, diagrams, and other visual aids are useful instructional tools for students with hearing impairments.
13. Be flexible: allow a student who is deaf to work with audiovisual material independently and for a longer period of time.
14. When in doubt about how to assist the student who is deaf or hard of hearing, ask him or her as privately as possible without drawing attention to the student or the disability.
15. Allow the student who is deaf or hard of hearing the same anonymity as other students (i.e., avoid pointing out the student or the alternative arrangements to the rest of the class).

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Mobility Impairments:

Mobility impairments range in severity from limitations of stamina to paralysis. Some mobility impairments are caused by conditions present at birth while others are the result of illness or physical injury. Injuries to the spinal cord cause different types of mobility impairments, depending on the areas of the spine affected. Quadriplegia refers to the loss of function to arms, legs, and trunk. Students with quadriplegia have limited or no use of their arms and hands and often use motorized wheelchairs. Paraplegia refers to the loss of function to the lower extremities and the lower trunk. Students with paraplegia typically use a manual wheelchair and have full movement of arms and hands. Below are brief descriptions of other causes of mobility impairments.

1. Amputation is the removal of one or more limbs, sometimes caused by trauma, malignancies or other conditions.
2. Arthritis is the inflammation of the body's joints, causing pain, swelling and difficulty with mobility.
3. Back Disorders can limit a student's ability to sit, stand, walk, bend, or carry objects. They include, but are not limited to, degenerative disk disease, scoliosis, and herniated disks.
4. Cerebral palsy is the result of damage to the brain prior to or shortly after birth. It can prevent or inhibit walking, and cause a lack of muscle coordination, spasms, and speech difficulty.
5. Neuromuscular disorders include a variety of conditions, such as muscular dystrophy, multiple sclerosis, and ataxia, which result in degeneration and atrophy of muscle or nerve tissues. Fibromyalgia is a form of "soft tissue" or muscular rheumatism causing constant pain in muscles and ligaments. Inactivity, depression, anxiety, chronic fatigue and sleep loss are common.

Some Considerations:

1. Many students with mobility impairments lead lives similar to those without impairments. Dependency and helplessness are not characteristics of physical disability.
2. A physical disability is often separate from matters of cognition and general health; it does not imply that a student has other health problems or difficulty with intellectual functioning.
3. People adjust to disabilities in a myriad of ways. Character traits (e.g. courageous or manipulative) should not be assumed on the basis of disability.
4. When talking with a wheelchair user, attempt to converse at eye level as opposed to standing and looking down. If a student has a communication impairment as well as a mobility impairment, take time to understand the person. Repeat what you understand, and when you don't understand, say so.
5. A student with a physical disability may or may not want assistance in a particular situation. Ask before giving assistance, and wait for a response. Listen to any instruction the student may give. By virtue of experience, the student likely knows the safest and most efficient way to accomplish the task at hand.
6. Be considerate of the extra time it might take a student with a disability to speak or act.
7. Allow the student to set the pace of walking or talking. A wheelchair should be viewed as a personal-assistance device rather than something to which one is "confined." It is also a part of a student's personal space; do not lean on or touch the chair.
8. Mobility impairments vary over a wide range, from temporary (e.g., a broken arm) to permanent (e.g., a form of paralysis or muscle degeneration). Other impairments, such as respiratory conditions, may affect coordination and endurance. These can also affect a student's ability to participate/perform in class.
9. Physical access to a class is the first barrier a student with a mobility impairment may face, but it is not the only accessibility concern. An unshoveled sidewalk, lack of reliable transportation, or mechanical problems with a wheelchair can easily cause a student to be late or absent.
10. Common accommodations for students with mobility impairments include priority registration, notetakers, accessible classroom/location/furniture, alternative ways of completing assignments, lab or library assistants, assistive computer technology, conveniently located parking, and time extensions for assignments and exams.

Instructional Strategies:

1. Invite students to self-identify on the first day of class by making a public statement such as: "Please contact me to request disability accommodations."
2. Include a disability access statement in the course syllabus such as: "To obtain disability-related academic adjustments and/or auxiliary aids, students with disabilities must contact the course instructor and the Disability Resources and Educational Services (DRES) as soon as possible. To contact DRES you may visit 1207 S. Oak St., Champaign, call 333-4603 (V/TDD), or e-mail a message to disability@uiuc.edu.
3. If necessary, arrange for a room change to an accessible classroom before the term begins.
4. If possible, try not to seat wheelchair users in the back row. Move a desk or rearrange seating at a table so the student is part of the regular classroom seating.
5. Height of tables should permit wheelchair access. Tables can be easily raised using blocks of wood under the legs.
6. Make field trip arrangements early and ensure that accommodations will be in place on the given day (e.g., transportation, site accessibility).
7. Make sure accommodations are in place for in-class written work (e.g., allowing the student to use a scribe, to use assistive computer technology, or to complete the assignment outside of class).
8. Be flexible with deadlines. Assignments that require library work or access to sites off-campus will consume more time for a student with a mobility impairment. Students with chronic and medicated pain may need extended time or additional explanations of material covered in class or pending assignments.
9. When in doubt about how to assist the student, ask him or her as privately as possible without drawing attention to the student or the disability.
10. Allow the student the anonymity afforded other students (i.e., avoid pointing out the student or the alternative arrangements to the rest of the class).

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Systemic Disabilities:

Systemic disabilities are conditions affecting one or more of the body's systems. These include the respiratory, immunological, neurological, and circulatory systems. There are many kinds of systemic impairments, varying significantly in their effects and symptoms. Below are brief descriptions of some of the more common types of systemic disabilities.

Cancer is a malignant growth that can affect any part of the body. Treatment can be time-consuming, painful, and can sometimes result in permanent disability.

Chemical Dependency is considered a disabling condition when it is documented that a person has received treatment for a drug or alcohol addiction and is not currently using drugs or alcohol. Chemical dependency can cause permanent cognitive impairments and carries with it a great deal of stigma.

Diabetes mellitus causes a person to lose the ability to regulate blood sugar. People with diabetes often need to follow a strict diet and may require insulin injections. During a diabetic reaction, a person may experience confusion, sudden personality changes, or loss of consciousness. In extreme cases, diabetes can also cause vision loss, cardiovascular disease, kidney failure, stroke, or necessitate the amputation of limbs.

Epilepsy/seizure disorder causes a person to experience a loss of consciousness. Episodes, or seizures, vary from short absence or "petit mal" seizures to the less common "grand mal." Seizures are frequently controlled by medications and generally do not constitute emergency situations.

Epstein Barr virus/chronic fatigue syndrome is an auti-immune disorder which causes extreme fatigue, loss of appetite, and depression. Physical or emotional stress may adversely affect a person with this condition.

Human immunodeficiency virus (HIV), which causes AIDS, inhibits one's ability to fight off illness and infections. Symptoms vary greatly. People with HIV or AIDS are often stigmatized.

Lyme disease is a multisystemic condition which can cause paralysis, fatigue, fever, dermatitis, sleeping problems, memory dysfunction, cognitive difficulties, and depression.

Systemic Lupus Erythematosis (SLE) can cause inflammatory lesions, neurological problems, extreme fatigue, persistent flu-like symptoms, impaired cognitive ability, connective tissue dysfunction, and mobility impairments. Lupus most often affects young women.

Multiple chemical sensitivity (MCS) often results from prolonged exposure to chemicals. A person with MCS becomes increasingly sensitive to chemicals found in everyday environments. Reactions can be caused by cleaning products, pesticides, petroleum products, vehicle exhaust, tobacco smoke, room deodorizers, perfume, and scented personal products. Though reactions vary, nausea, rashes, lightheadedness, and respiratory distress are common to MCS.

Multiple sclerosis (MS) is a progressive neurological condition with a variety of symptoms, such as loss of strength, numbness, vision impairments, tremors, and depression. The intensity of MS symptoms can vary greatly. One day a person might be extremely fatigued and the next day feel strong. Extreme temperatures can also adversely affect a person with MS.

Renal disease/failure can result in loss of bladder control, extreme fatigue, pain and toxic reactions that can cause cognitive difficulties. Some people with renal disease are on dialysis, necessitating adherence to rigid schedules and to strict diet and fluid intake restrictions.

Some Considerations:

1. Students affected by systemic disabilities differ from those with other disabilities because systemic disabilities are often unstable. This causes a person condition to vary; therefore, the need for and type of reasonable accommodation may change.
2. Some common accommodations for students with systemic disabilities may include conveniently located parking, notetakers, modified course or workload, relocation of a meeting or class, priority registration, and time extensions for assignments and exams.

Instructional Strategies:

Systemic disabilities often require instructional strategies similar to those listed for other disabling conditions. The use of such strategies will depend on how the disability is manifested. Faculty members who would like more information about instructional strategies for students with systemic disabilities should contact DRES.

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Psychiatric Disabilities:

Students with psychiatric disabilities experience significant emotional difficulty that may or may not have required treatment in a hospital. With appropriate treatment, often combining medications, psychotherapy, and support, the majority of psychiatric disorders are cured or controlled. The National Institute of Mental Health estimates that one in five people in the United States has some form of psychiatric disorder. However, only one in five persons with a diagnosable psychiatric disorder ever seeks treatment due to the strong stigmatization involved. It is important to note that not all psychiatric disorders identified in the DSM-IV are "disabilities" as defined by the ADA and Section 504. Below are brief descriptions of some common psychiatric disabilities.

Depression is a major disorder that can begin at any age. Major depression may be characterized by a depressed mood most of each day, a lack of pleasure in most activities, thoughts of suicide, insomnia, and feelings of worthlessness or guilt.

Bipolar disorder (manic depression) causes a person to experience periods of mania and depression. In the manic phase, a person might talk excessively, experience inflated self-esteem and a decreased need to sleep.

Anxiety disorders can disrupt a person's ability to concentrate and can cause hyperventilation, a racing heart, chest pains, dizziness, panic, and extreme fear.

Schizophrenia can cause a person to experience, at some point in the illness, delusions and hallucinations.

Some Considerations:

1. Trauma is not the sole cause of psychiatric disabilities; genetics may play a role.
2. Psychiatric disabilities affect people of any age, gender, income group, and intellectual level.
3. Most people with psychiatric disabilities do not exhibit disruptive behavior.
4. Eighty to ninety percent of people with depression experience relief from symptoms through medication, therapy, or a combination of the two. Depression is a variable condition that may fluctuate during a person's lifetime.
5. Common accommodations for students with psychiatric disabilities are alternate methods to complete assignments, time extensions for assignments and exams, taped lectures, provision of advance copies of syllabi, and consultations for study skills and strategies.

Instructional Strategies:

1. Invite students to self-identify on the first day of class by making a public statement such as: "Please contact me to request disability accommodations."
2. Include a disability access statement in the course syllabus such as: "To obtain disability-related academic adjustments and/or auxiliary aids, students with disabilities must contact the course instructor and the Disability Resources and Educational Services (DRES) as soon as possible. To contact DRES you may visit 1207 S. Oak St., Champaign, call 333-4603 (V/TDD), or e-mail a message to disability@uiuc.edu. The DRES WWW address is: http://www.rehab.uiuc.edu."
3. Spend extra time with the student, when necessary, and assist the student in planning assignment sub-phases and in time management by scheduling follow up at specified intervals.
4. Be flexible with deadlines. A written agreement specifying the accommodative extension is helpful in most cases.
5. Allow the student to tape record lectures.
6. Assist the student in finding effective notetakers from the class (see "Notetaker Services" ).
7. Clearly define course requirements, the dates of exams, and when assignments are due. Provide advance notice of changes.
8. When in doubt about how to assist the student, ask him or her as privately as possible without drawing attention to the student or the disability.

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Learning Disabilities:

Learning disabilities are neurological-based conditions that interfere with the acquisition, storage, organization, and use of skills and knowledge. They are identified by deficits in academic functioning and in processing memory, auditory, visual, and linguistic information. The diagnosis of a learning disability in an adult requires documentation of at least average intellectual functioning along with a deficit in one or more of the following areas:

1. auditory channel processing
2. visual channel processing
3. information processing speed
4. abstract and general reasoning
5. memory (long-term, short-term, visual, auditory)
6. spoken and written language skills
7. reading, decoding and comprehension skills
8. mathematical calculation skills and word problems
9. visual spatial skills
10. fine and gross motor skills
11. executive functioning (planning and time management)

Four Criteria for a Diagnosis of a Specific Learning Disability

1. Prior and Exclusionary Condition. A specific learning disability is a presumed central nervous system dysfunction which does not result from a sensory disability such as visual, auditory, or tactile loss or impairment. Learning disabilities may exist as secondary disabilities to an unrelated primary disability such as a spinal cord injury, closed head injury, brain damage from substance abuse, cerebral palsy, multiple sclerosis, etc. The presence of the learning disability must be established prior to the onset of learning problems resulting from depression or alcohol/drug abuse, or the consequences of economic disadvantage.
2. Cognitive Potential. The range of intellectual function is an IQ of 85 and above on either the Verbal, Performance or Full Scale IQ score.
3. Potential vs. Performance Discrepancies. Two types of discrepancies are used in these evaluations: aptitude-achievement and intra-achievement. An aptitude-achievement discrepancy reflects disparity between certain intellectual capabilities of an individual and his or her actual academic performance. An intra-achievement discrepancy is present within individuals who have specific achievement deficits, such as inadequate reading comprehension or spelling skills.
4. Chronicity. The problems should have existed throughout the developmental stages of learning.

Some Considerations:

1. A learning disability is not a disorder that a student outgrows. It is a permanent disorder affecting how students with normal or above-average intelligence process incoming information, outgoing information, and/or categorization of information in memory.
2. Learning disabilities are often inconsistently manifested in a limited number of specific academic areas, such as math or foreign languages. There might have been problems in grade school, none in high school, and problems again in college. Instructional design and presentation, workload, test or evaluation format often determine the manifestations.
3. Learning disabilities should not be equated with retardation or emotional disorders, although learning disabilities can coexist with other conditions.
4. Common accommodations for students with learning disabilities include alternative print formats, taped lectures, notetakers, alternative plans to complete assignments, course substitutions, time extensions for assignments and exams, priority registration, and consultations regarding study skills and strategies.

Instructional Strategies

1. Invite students to self-identify on the first day of class by making a public statement such as: "Please contact me to request disability accommodations."
2. Include a disability access statement in the course syllabus such as: "To obtain disability-related academic adjustments and/or auxiliary aids, students with disabilities must contact the course instructor and the Disability Resources and Educational Services (DRES) as soon as possible. To contact DRES you may visit 1207 S. Oak St., Champaign, call 333-4603 (V/TDD), or e-mail a message to disability@uiuc.edu
3. Keep instructions as brief and uncomplicated as possible. Repeat exactly without paraphrasing.
4. Assist the student in finding effective notetakers from the class (see "Notetaker Services").
5. Allow the student to tape record lectures. Clearly define course requirements, the dates of exams, and when assignments are due. Provide advance notice of any changes.
6. Present lecture information in a visual format (e.g. chalkboard, overheads, PowerPoint slides, handouts, etc.).
7. Use more than one way to demonstrate or explain information.
8. Have copies of the syllabus ready no less than six weeks prior to the beginning of the semester so textbooks can be transcribed to tape in as timely a manner as possible (see "Conversion of Text to Alternate Formats").
9. When teaching, state objectives, review previous lessons and summarize periodically.
10. Allow time for clarification of directions and essential information.
11. Provide study guides or review sheets for exams.
12. Provide alternative ways for the students to do tasks (e.g., substituting oral for written work).
13. Provide assistance with proofreading written work.
14. Stress organization and ideas rather than mechanics when grading in-class writing assignments.
15. Allow the use of spell-check and grammar assistive devices when appropriate to the course.
16. Make instructional course materials available in text form on the World Wide Web. For that information which is graphical in nature, create text-based descriptions of material (see http://www.rehab.uiuc.edu/infotechaccess/icla/index.html).
17. When in doubt about how to assist the student, ask him or her as privately as possible without drawing attention to the student or the disability.

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Attention Deficit Hyperactivity Disorder (ADHD):

Current opinion is that these conditions are caused by insufficient activity of the neurotransmitter which maintains synaptic connections and which focuses and sustains attention. For example, norepinephrine is associated with focused attention and maintenance of mental arousal, and a deficiency causes attention to wander involuntarily. Similarly, acetylcholine is associated with voluntary and involuntary motor activity, and a deficiency of that chemical causes involuntary muscular movement.

When these chemicals are insufficient, voluntary effort to pay attention and to suppress activity is not possible. Increased effort to organize is unproductive. Stimulants may be used medically to increase the synaptic connections. For nonprescriptive assistance, informally, individuals may turn to caffeine and other stimulants.

Some considerations:

1. The academic manifestations of ADHD include distractibility in class and while doing homework, impulsive and unplanned reactions to environmental stimuli, inability to maintain regular schedules of any type, and the habit of procrastination until urgency helps to focus attention.
2. When a singular work assignment is being procrastinated, the technique often has moderate success.
3. When work assignments are long and complex, last minute efforts cannot be compressed into the available remaining time.
4. Because of the inability to correctly perceive the passage of time, the following behaviors are frequently manifested: poor nutrition, insufficient rest and sleep, as well as the development of communicable infections.
5. The student may experience a reasonable uncertainty about due dates being met, causing anxiety about performance quality to occur.
6. The individual often becomes discouraged and expresses emotional detachment.
7. ADHD may serve to undermine mental health, especially after individuals with these disabilities have made exhaustive efforts over a period of time to produce quality work without success.

Instructional Strategies:

1. Invite students to self-identify on the first day of class by making a public statement such as: "Please contact me to request disability accommodations."
2. Include a disability access statement in the course syllabus such as: "To obtain disability-related academic adjustments and/or auxiliary aids, students with disabilities must contact the course instructor and Disability Resources and Educational Services (DRES) as soon as possible. To contact DRES you may visit 1207 S. Oak St., Champaign, call 333-4603 (V/TDD), or e-mail a message to disability@uiuc.edu.
3. Keep instructions as brief and uncomplicated as possible. Repeat exactly without paraphrasing.
4. Assist the student in finding effective notetakers from the class (see "Notetaker Services").
5. Allow the student to tape record lectures.
6. Clearly define course requirements, the dates of exams, and when assignments are due. Provide advance notice of any changes.
7. Present lecture information in a visual format (e.g. chalkboard, overheads, PowerPoint slides, handouts, etc.).
8. Use more than one way to demonstrate or explain information.
9. Have copies of the syllabus ready no less than six weeks prior to the beginning of the semester so textbooks can be transcribed to tape in as timely a manner as possible (see "Conversion of Text to Alternate Formats".
10. When teaching, state objectives, review previous lessons and summarize periodically.
11. Allow time for clarification of directions and essential information. Provide study guides or review sheets for exams.
12. Provide alternative ways for the students to do tasks (e.g., substituting oral for written work).
13. Provide assistance with proofreading written work. Stress organization and ideas rather than mechanics when grading in-class writing assignments.
14. Allow the use of spell-check and grammar-assistive devices when appropriate to the course.
15. Make instructional materials available in text form on the World Wide Web.
16. For that material which is graphical in nature, create text-based descriptions of material (for further information on web site access, see http://www.rehab.uiuc.edu/infotechaccess/index.html).
17. When in doubt about how to assist the student, ask him or her as privately as possible without drawing attention to the student or the disability.

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Traumatic Brain Injury (TBI):

Though not always visible and sometimes seemingly minor, TBI is complex. It can cause physical, cognitive, social, and vocational changes that affect an individual permanently. Depending on the extent and location of the injury, symptoms caused by a brain injury vary widely. Some common results are seizures, loss of balance and coordination, difficulty with speech, limited concentration, memory loss, fatigue and loss of organizational and reasoning skills. Typical manifestations are a limited ability to assess situational details, make plans and follow through. Class attendance may be irregular.

Some considerations:

1. A neuropsychological test battery is generally an accurate assessment of cognitive recovery after TBI. Conversely, a traditional intelligence test is not an accurate assessment of cognitive recovery following TBI. Students with brain injuries might perform well on brief, structured, one and two step tasks but have significant deficits in learning, memory, and executive functions. Often long term memory of information learned before the trauma remains intact.
2. Recovery from TBI can be inconsistent, and a "plateau" is not evidence that functional improvement has ended.
3. TBI can substantially alter self-perception. The person may recall abilities and personal management skills prior to the injury but be experientially unaware that these abilities and skills are no longer the same.
4. When current performance fails to meet pre-disability performance expectations, depression often ensues.
5. Common accommodations for students with TBI may include time extensions on assignments and exams, taped lectures, instructions presented in more than one way, alternative plans to complete assignments, notetakers, course substitutions, priority registration, consultations regarding study skills and strategies, and alternative print formats.

Instructional Strategies:

1. Invite students to self-identify on the first day of class by making a public statement such as: "Please contact me to request disability accommodations."
2. Include a disability access statement in the course syllabus such as: "To obtain disability-related academic adjustments and/or auxiliary aids, students with disabilities must contact the course instructor and the Disability Resources and Educational Services (DRES) as soon as possible. To contact DRES you may visit 1207 S. Oak St., Champaign, call 333-4603 (V/TDD), or e-mail a message to disability@uiuc.edu.
3. Keep instructions as brief and uncomplicated as possible. Repeat exactly without paraphrasing.
4. Assist the student in finding effective notetakers from the class (see "Notetaker Services").
5. Allow the student to tape record lectures.
6. Clearly define course requirements, the dates of exams, and when assignments are due. Provide advance notice of any changes.
7. Present lecture information in a visual format (e.g. chalkboard, overheads, PowerPoint slides, handouts, etc.).
8. Use more than one way to demonstrate or explain information.
9. Have copies of the syllabus ready no less than six weeks prior to the beginning of the semester so textbooks can be transcribed to tape in as timely a manner as possible (see "Conversion of Text to Alternate Formats").
10. When teaching, state objectives, review previous lessons and summarize periodically.
11. Allow time for clarification of directions and essential information.
12. Provide study guides or review sheets for exams.
13. Provide alternative ways for students to perform tasks (e.g., substituting oral for written work).
14. Provide assistance with proofreading written work. Stress organization and ideas rather than mechanics when grading in-class writing assignments.
15. Allow the use of spell-check and grammar-assistive devices when appropriate to the course.
16. Make instructional materials available in text form on the World Wide Web. For that material which is graphical in nature, create text-based descriptions of material (for further information on web site access, see 1).
17. When in doubt about how to assist the student, ask him or her as privately as possible without drawing attention to the student or the disability.

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