The syllabus:

• The following statement has been recommended for inclusion in your syllabus by Jeanne Kincaid, Esq., an attorney who is also an adjunct faculty of the University of New Hampshire’s Graduate School of Education and the Franklin Pierce Law Center, where she teaches special education law:

• "Students with disabilities who believe that they may need accommodations in this class are encouraged to contact the Office of Students with Disabilities at (OSD phone# and room# on your campus) as soon as possible to better ensure that such accommodations are implemented in a timely fashion."

Before the lecture:

• Write key terms or an outline on the board, or prepare a lecture handout.

• Create study guides.

• Assign advance readings before the topic is due in the class session.

• Give students questions that they should be able to answer by the end of each lecture.

During the lecture:

• Briefly review the previous lecture.

• Use visual aids such as overheads, diagrams, chart, graphs.

• Allow the use of tape recorders.

• Emphasize important points, main ideas, key concepts.

• Face the class when speaking.

• Explain technical language, terminology.

• Speak distinctly and at a relaxed rate, pausing to allow students time for note taking.

• Leave time for questions periodically.

• Administer frequent quizzes to provide feedback for students.

• Give assignments in writing as well as orally.

Grading and evaluation:

• Consider a variant grading system with multiple grades for various tasks weighted differently.

• Work with the student to make arrangements for extended time or proctors for exams early in the semester with the Office for Students with Disabilities.