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• Control the noise level.• Remember that lip-readers may only catch 30–50% ofwhat you or the other students say.• Be aware that problems in understanding may comefrom an interpreter’s lack of skill.• When dividing class into discussion groups, make surethe student participates equally.Lecture• Try not to pace, turn your back while speaking, or standwith your back to a window or light.• Moderate your speaking speed.• Allow a slightly greater response time.• Repeat other students’ questions before answering them.• Give key terms and topics in writing.• Have student sit in the front rows.Testing &• Examine the student’s writing for possible ESLEvaluationinterference.Other• Suggest that the student communicate with you or otherConsiderationsstudents through e-mail.• If you cancel class, contact the student well in advanceso that the interpreter can be canceled.Adapted from: Teaching a Diverse Student Body(pp. 68–69), by N. Loevinger, 1994,University of Virginia.
132 Students with Physical or Medical NeedsSummary of Teaching Strategies for Students with Limited VisionAssignments• Assign reading well ahead of time.• For students with some vision, give assignments in largeprint.Discussion• Warn the student of any changes in the room.• Control the noise level.• Call on the student by name when s/he volunteers (noddingor gesturing are not helpful).• When dividing class into discussion groups, make sure thestudent participates equally.Lecture• Moderate the pace of your speech.• Describe precisely whatever you put on the board.• Describe clearly all slides, handouts, and overheads.• For students with some vision, write large on board or givehandouts in large print.• Allow note-takers or set up a notetaking system.Testing• Make all written feedback clear.• Make arrangements for oral feedback.•Allow student to take tests at DDS.Other• Allow guide dogs or tape recorders in class.ConsiderationsAdapted from: Teaching a Diverse Student Body(pp. 68–69), by N. Loevinger, 1994,University of Virginia.
133Chapter 14Students with Learning DisabilitiesLike students with other disabilities, students with documented learning disabilitiesare expected to fulfill the same requirements as all other students admitted to UNC.However, learning disabled students may need to modify howthey fulfill those re-quirements. There is an office on campus established to help these students. If youhave students with such disabilities in your classroom you may have some contactwith this office and can take advantage of the assistance they offer:Learning Disabilities Services (LDS)(basement of Wilson Library)2–7227Students with learning disabilities can greatly benefit when the teacher takes a littleextra time and thought to accommodate their needs. These students may need ac-commodations in some classroom activities, assignments and exams. The office ofLearning Disabilities Services (LDS) will work closely with instructors to aid andassist identified students.