177 - 238 CCNA 2: Routers and Routing Basics v3.1 Instructor Guide – Appendix B
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2004, Cisco Systems, Inc.
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Be sensitive to background noise in the lab. Turn radios, cell phones, and
televisions off during work times. If background noise is unavoidable with online
learning, instruct hearing impaired students to use ear phones to keep extraneous
noise to a minimum.
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Get close to the students when speaking.
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Stress the importance of only one person talking at a time during group work.
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Initiate conversations with students by specifically calling their names.
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Be patient when students are tired or frustrated with the impact of their disabilities
in the lab learning environment.
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Speak face to face. It is important to be on equal eye level with a student when
having a conversation.
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Reword sentences or phrases if necessary to convey messages to students who
are speech-readers.
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Be conscious of speaking distinctly and not too fast.
When there are physically impaired students in a classroom, here are some general
considerations to keep in mind:
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Be prepared to give physically impaired students more time if necessary to
complete hands-on labs, tasks, and exams.
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Consider giving these students shorter work assignments with rest periods built into
the schedule.
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Establish open communication with the student, parent, and doctor to find the right
balance of work that matches individual endurance and capability.
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Configure the lab space to accommodate wheel chairs and other transportation
aids.
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Provide preferential seating in the lab to accommodate transportation devices.
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Offer a copy of instructor notes to the student for review on tests.
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Use a computer for testing.
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Provide special devices for students with physical disabilities such as word
processors, ergonomically designed furniture, laptop computers, Kurzweil print
readers, portable tape recorders for books on tape, and voice synthesis programs.
Web Links
Disabilities, Teaching Strategies, and Resources:
http://www.as.wvu.edu/~scidis/sitemap.html