Helping Learners Overcome Learning Barriers

Preparing for Class

• Create a dynamic syllabus with links to critical information, definitions, etc.
• Provide syllabus, handouts and PPT lectures early
• Include optional/alternative resources to enhance learning experiences
• Only use graphics/images that support educational content
• Use clear and simple language
• Create rubrics for grading
• Include expectations of students and what students can expect of you
• Provide files in multiple formats
• Alternative assignments/assessments
• Attend to Disability Resource Center accommodation letters

Lecture/Classroom

• Outline main points
• Indicate the PPT slide discussing, e.g. “slide number 3”
• Use clear and simple language
• Highlight key concepts/terms
• Connect content to prior lectures and learning
• Adhere to lectures provided in advance as much as possible 
• Make lectures interactive or apply active learning strategies
• Facilitate use of tape recording
• Make notes available
• Summarize or draw conclusions at the end of the lecture
• Use "person first" language - rather than identifying as disability as primary to the person’s identify, e.g. learning disabled individual; identify the person first, e.g. individual who has a learning disability; individual with a learning disability

Hear from Students

• LaDonna’s Story
• Tiago’s Story
• Gloria’s Story

Resources

Simulations

• Webaim: Dyslexia Overview and Simulation
• Learning Disability Simulations

Other

• LD Online: Educators Guide to Learning Disabilities and ADHD
• National Center on Learning Disabilities
• Famous People with Learning Disabilities
• Learning Disabilities, What are they Types
• DO-IT, The Center for Universal Design in Education, University of Washington, Learning Disabilities