Faculty Guidelines

Source: https://www.qu.edu.qa/en-us/students/success-and-development/special-needs/faculty-guidelines Parent: https://www.qu.edu.qa/en-us/students/international-students/students-visa/

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Student Success and Development/Inclusion and Special Needs Support Center/Faculty Guidelines

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Faculty Guidelines

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Instructors guidelines for dealing with students with Visual Impairment

• In the assessment (quizzes or exams), if the student has blindness or low vision, he/she should be given extra time, "at least, a half hour for each hour".
• Provide a quiet place during the quizzes or exams (if requested).
• Together, the instructor and the student must arrange the place, date, and time of the quizzes or exams. Then, one of them must inform the Inclusion and Special Needs Support Center of that arrangement.
• The Inclusion and Special Needs Support Center will provide a suitable scribe to read and write for the student in quizzes or exams.
• If there is a need to change the assessment into Braille, the instructor of the course can send the assessment questions to the Inclusion and Special Needs Support Center beforehand in order for it to be converted into Braille.
• Provide memos and papers related to the course electronically in Word format (instead of PDF or Excel). That way, it can immediately be converted into Braille or Audio for the students with blindness. Blind students have a small device that immediately transforms Word files from the normal script to Braille, and vice versa. If the instructor of the course is unable to provide the content in Word format, they should contact the Inclusion and Special Needs Support Center at the beginning of the semester. Then, the center could convert the content into Word format.
• While explaining, repeat what is written on the board by pronouncing new words loudly. Do not use unclear descriptions that might confuse the student. Example: "When you add this number with this number the result is 27".
• Using listening and audio aids is extremely useful for the student with visual impairments because their listening is the best way to obtain information.
• Allow and encourage the students to use the alternative devices (such as a recorder, audio-visual aids) in a friendly way, according to the conditions of their disability.
• Have the student to sit in the front seats, near by the instructor.
• In case the student does not mind, inform the students about the importance of cooperation with each other. Advise the special needs students to ask one of their classmates to use "carbon paper" when writing classroom notes and then give the carbon copy to them.
• For exams, the Inclusion and Special Needs Support Center provides students with blindness or low vision with assistive technology. For example, blind students use Pronto/Braille Sesnse/Braille NoteTouch that convert normal writing to Braille and vice versa. In addition, they can use a computer or a laptop that is equipped with text-to-speech features (speech program). They memorize the key places on the keyboard and are able to use e-mail and internet using this speech program. Course instructors can give them any written content on a USB/flash memory so they can listen to the content. Students with low vision use devices to enlarge the size of the document on the computer screen, or increase the font size.
• Encourage the special needs students to rely on themselves while doing their homework and assignments like other students by indirectly guiding them. Also, give them extra time to submit it.
• In case of class projects, the instructor must get involved to ensure that the special needs student is included in a group instead of leaving it to the students to decide.

Instructors guidelines for dealing with students with Dyslexia

• Dyslexia is a type of learning disability in reading and writing. It is not a physical condition, as it is not associated with any visual problem. The cause of that problem is not found yet. People with dyslexia cannot read and write correctly
• They read words with missing letters, or they read words with reversed letters. For example, they read the word "saw" as "was".
• There is a difference in the type and severity of Dyslexia from one student to another. There is also a difference in the discovery age of the case, and the training obtained before entering the university from one student to another. For example, some students who had special training on how to read and write in their primary education can correctly read what they see in reverse, but their reading ability is slower than their peers are. In addition, there are students who cannot read or write correctly at all.
• Students with Dyslexia usually prefer to read a text, which is double-spaced and has a font size of 16. This issue you can discuss it with every student case.
• In the assessment (quizzes and exams), students with Dyslexia should be given extra time, “at least, a half an hour for each hour".
• Provide a quiet place during the quizzes or exams (not in the same room with other students, or a place of distraction).
• Together, the instructor and the student must arrange the place, date, and time of the quizzes or exams. Then, one of them must inform the Inclusion and Special Needs Support Center of that arrangement.
• The Inclusion and Special Needs Support Center will provide a suitable scribe to read and write for the student in quizzes or exams.
• Allow and encourage the students to use Assistive Technology (such as the recorder to record the lecture if necessary) in a friendly way.
• Have the student to sit in the front seats.
• In case the student does not mind, inform the other students in the class of the importance of cooperation between them and the students with dyslexia. Also, advise the student with dyslexia to coordinate with one of the students in the class to use "carbon paper" when writing classroom notes in order to give the carbon copy to them.
• Encourage the students with special needs to rely on themselves while doing their homework and assignments like other students by indirectly guiding them. Also, give them extra time to submit it.
• Take into account and understand the reasons behind the absence of the students from lectures because sometimes they are forced to be absent for medical reasons associated with their disability.
• In case of classroom projects, the instructor must interfere to ensure that the student with special needs is included in a group, instead of leaving it to the students to decide.

Instructors guidelines for dealing with students with Hearing Impairment

• In the assessment (quizzes and exams), students with hearing disabilities should be given extra time, "at least a half an hour for each hour" if needed.
• Exempt the student from listening exams and provide alternative forms of assessment.
• Together, the instructor and the student must arrange the place, date, and time of the quizzes or exams. Then, one of them must inform the Inclusion and Special Needs Support Center of that arrangement.
• The Inclusion and Special Needs Support Center will provide a suitable scribe to read and write for the student in quizzes or exams.
• When you talk and communicate with a student with hearing difficulties, you must take into account to face to him/her.
• Talk to the student slowly, patiently, and repeat yourself if necessary.
• Avoid correcting difficult words that he/she cannot pronounce.
• Facial expressions, gestures, and other types of body language help ease the communication with the student.
• Keep in mind that it is important to grab the attention of the student with hearing difficulties before talking to him/her.
• Using visual aids is extremely useful for the student with hearing difficulties because their vision is the best way to obtain information.
• Use writing to communicate with the student if necessary.
• Allow and encourage students to use assistive technology (such as a recorder, hearing aids), according to the conditions of their disability.
• Have the student sit in the front, near the instructor.
• Avoid sitting in wide places such as auditoriums and noisy places. Also, provide a quiet educational environment for the student whenever possible.
• In case the student does not mind, inform the other students of the importance of cooperating with each other. Advise special needs students to coordinate with one of the students in the class to use "carbon paper" when writing classroom notes in order to give the carbon copy to them.
• Encourage students with special needs to rely on themselves while doing their homework and assignments by indirectly guiding them. Also, give them extra time to submit them.
• In case of classroom projects, the instructor must interfere to ensure that the special needs student is included in a group, instead of leaving it to the students to decide.
• In case the student experiences difficulties sitting in an auditorium classroom, due to sensitivity to sound echo, the Inclusion and special Needs Support Center will do the necessary coordination to change the classroom.

Instructors guidelines for dealing with students with Physical Disability

• In the assessments (quizzes or exams), if the student only has a physical disability, he/she should be given extra time, "at least, a half an hour for each hour".
• Together, the instructor and the student must arrange the place, date, and time of the quizzes or exams. Then, one of them must inform the Inclusion and Special Needs Support Center of that arrangement.
• The Inclusion and Special Needs Support Center will provide a suitable scribe to read and write for the student in quizzes or exams.
• The Inclusion and Special Needs Support Center provides special needs students with assistive technology during exams like laptops equipped with speech to text softwares
• Allow and encourage students to use assistive technology devices (such as the sound recorder to record the lecture if necessary).
• In case the student does not mind, inform the students about the importance of cooperation with each other. Advise special needs students to ask one of their classmates to use "carbon paper" when writing classroom notes and then give the carbon copy to them.
• Encourage special needs students to rely on themselves while doing their homework and assignments like other students by indirectly guiding them. Also, give them extra time to submit it.
• In case of classroom projects, the instructor must interfere to ensure that the student with special needs is included in a group, instead of leaving it to the students to decide.
• In case the student has difficulty to access the classroom, the Inclusion and Special Needs Support Center will do the necessary coordination to change the classroom.