General guidelines for teaching students with lds

General Guidelines for Teaching Students with LDs
• Take initiative. If you notice a problem, talk to the student in private.
• Provide a detailed syllabus and assignment descriptions.
• Give directions in writing and orally.
• Present material in a variety of ways: visual, aural, role plays, etc.
• Build skills gradually over the semester and give frequent feedback.
• Allow alternative testing formats and/or extended time where appropriate.
• Avoid looking annoyed when a student asks a question you have just
answered.
• Keep students’ attention through voice modulation, gesturing to emphasize
significant points.
• Help students to organize, synthesize, and apply information.

A
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Appendices
Appendix A Midterm Course Evaluations 149
For a course with discussion of readings 150
For a “technical” course such as math, language or grammar 152
Appendix B Flexible Grading Scale 153
Contract Grading Agreement Form 154
Appendix C DDS Policy for Alternative Testing 155
Appendix D Who’s on Campus 157
I. The Students 157
Table 1 Distribution of Students by Level, Race and Sex 158
Figure 1 Distribution of Students by Residency 159
Table 2 UNC-CH Graduation and Persistence Rate by Race 159
II. The Faculty 160
Figure 2 Tenured/Tenure-Track Faculty by Gender 161
Figure 3 White Tenured/Tenure-Track Faculty 161
Figure 4 African American Tenured/Tenure-Track Faculty 162
Figure 5 Asian Tenured/Tenure-Track Faculty 162
Figure 6 Hispanic Tenured/Tenure-Track Faculty 163
Figure 7 Distribution of Faculty by Race 163
Figure 8 Faculty by Employment Category and Race 164
Table 3 Faculty by Rank, Race and Gender 164
III. Comparison of Student to Faculty Percentages 165
Figure 9 Comparison of Student to Faculty Percentages 165
Appendix E Support Resources & Student Organizations 166
Appendix F Policies and Procedures of the University of North Carolina at Chapel Hill 175
Sexual Harassment Policy 175
Racial Harassment Policy 181
Amorous Relationships Policy 189

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Appendix A
149
Appendix A
Mid-Term Course Evaluations
To increase the effectiveness of any mid-term evaluation, the students must understand (1)
that their responses will remain anonymous, and (2) that you have asked them to fill out the
questionnaire to improve your own teaching rather than to judge the class in any way. To
help show the students that you are serious about getting honest answers, it’s a good idea to
leave the room while they answer the questionnaire. You might choose one responsible
volunteer from the class to collect the completed forms and put them in an envelope to give
you at the end of class. When administering an evaluation, it is also important to give the
students enough time to respond thoughtfully to the questions, even if that means that you
must stay out in the hall or in your office longer than you would like during class time.