Faculty Awareness and Training in the Post-Secondary Community: An Annotated Bibliography
Simon Fraser UniversityBurnaby, British Columbia
While they don't offer a faculty guidebook, the Centre for Students with Disabilities does offer an in-service workshop, as well as a series of information pamphlets geared toward instructors.
One such pamphlet is entitled, "Information Booklet for Teaching Assistants." It provides a short introduction, directed to TAs, explaining the resources available through the centre for student use. Also included here is a description of the procedures for students to follow when registering with the centre, seeking exam accommodations, or looking for note-takers or tutors. Finally, the need for students and teaching assistants to talk about issues faced by the student with a disability, and the notion that the TA should keep student information private, are emphasized.
A second pamphlet is called "Accommodating Students with Different Needs." This four-page brochure stresses the fact that instructors may have students with disabilities in class, and therefore must be aware of their needs, and the resources available to meet these needs. The document emphasizes the need to ensure equality regardless of ability. It reminds instructors to work with students who've had accommodations determined by the centre. It is noted that while there are many different types of accommodations that may be decided upon, the most common include extra time and/or separate rooms for exams, the provision of copies of blackboard and overhead materials, and assignment deferrals.
"Academic Accommodations: Guidelines for Instructors," is a three-page letter. It begins with information, as the other documents include, on the procedures to follow in seeking accommodations through the centre. The letter also includes further examples of possible accommodations required by students, such as preferred seating, class materials in alternate formats, interpreters, or for the instructor to wear a microphone. A brief section on exam accommodations stresses that students are advised to follow normal exam procedures when possible, but that they may have accommodation needs.
These documents are sparse on information, with only a few general accommodation examples, and no background on types of disabilities common in universities. But they do provide brief, easily-read information, of value to instructors as an introduction to both the needs of students with disabilities, and the resources available to accommodate these needs.
Learning Disabilities Specialist and Policy Coordinator
Simon Fraser University
1250 Maggie Benston Centre
8888 University Drive
Burnaby, British Columbia
Web site: http://www.sfu.ca/ccs/csd/