Student Disability Services

The following is a set of tips and considerations in effectively teaching students with non-apparent disabilities.  Disabilities such as these include learning disabilities, ADD, and ADHD.  Although students are required to provide appropriate documentation to the Student Disability Services office prior to receiving direct academic accommodations, by implementing some of these tips, all student learning will be positively impacted especially for those with non-apparent disabilities.

If you have any questions about these considerations and/or any other disability related concerns, please contact the Student Disability Services office by phone at (317) 940-9308, by email at sds@butler.edu, or stop by Jordan Hall 136.

Tips and Considerations for Student Support:

  • Encourage students to visit you for help or guidance.
  • List how and when students can reach you by email or visit you in your office, what you want them to see you about, and what you expect them to do on their own.
  • Encourage students at the beginning of the semester to request and discuss accommodations.
  • Provide a detailed syllabus.  Include a section on "How to Do Well in this Course" that presents your personal guidance and suggestions on how they should study and how they should prepare for your exams.
  • Use Blackboard to post all course materials.
  • Include audio/visual aids in each lecture. Use the board, overhead projector, PowerPoint slides and handouts to highlight key concepts when lecturing and to provide visual support.
  • Provide PowerPoint slides before the lecture so that students can preview them ahead of time.
  • Post your class lecture notes on Blackboard.
  • Provide all assignments in oral and written format and be available for further clarification.
  • Announce readings well in advance to allow students plenty of time to complete them and to be able to break the reading into smaller chunks at a time.
  • Give as much notice as possible for written assignments. Allow students to submit an assignment before the due date to receive direction and feedback before resubmitting for the final grade. Allow rewrites.
  • Structure long-term course projects with the option of turning in individual project components separately for constructive feedback and revision before submitting the final product.
  • Provide a study guide for the text. Post additional study resources or practice problems beyond what might be required for homework.
  • Encourage study groups, peer tutoring, and help during office hours.
  • Prepare study questions for review sessions to aid mastery and preparation for tests.
  • Offer multiple ways to assess learning beyond one or two large exams per semester.  Consider projects, presentations, short quizzes.
  • Encourage students to come to your office to review the questions they missed after an exam. Help students identify how they can study more effectively for the next exam.
  • Facilitate accommodations with encouragement, good cheer, and with as much empathy as possible.