Swellendam guesthouses

He or she may have difficulty distinguishing subtle differences in sound or knowing which sounds to attend to.

Visual perception and processing —the student may have difficulty distinguishing subtle differences in shape (e.g.

the letters b and d), deciding what images to focus on when multiple images are present, skip words or repeat sections when reading, or misjudge depth or accommodation guesthouses distance.

He or she may have difficulty processing information communicated via overhead projection, through video, in graphs and charts, by email, or within web-based distance learning courses.

Information processing speed —the student may process auditory and kyoto guesthouses visual information more slowly than the average person.

He or she may be a slow reader because of the need for additional time to decode and comprehend written material. Abstract reasoning —the student may have difficulty understanding the context of subjects such as philosophy and logic, which require high level reasoning skills.

Memory (long-term, short-term) —the student may have difficulty with the storing or recalling of information during short or long time periods.

Spoken and written language swellendam guesthouses —the student may have difficulty with spelling (guesthouses swellendam e.g.

Mathematical calculation —the student guesthouses northumberland may have difficulty manipulating numbers, may sometimes invert guesthouses in chester numbers, and may have difficulty converting problems described in words to mathematical expressions.

Executive functioning (planning and time management) swellendam guesthouses —the student may have difficulty breaking larger guesthouses swellendam projects into smaller sub-projects, creating and following a timeline, and meeting deadlines.

Universal Design swellendam As guesthouses the number of individuals being diagnosed with learning disabilities has increased, so have the understanding and utilization of academic and swellendam guesthouses technological strategies for accommodation.

There are a number of things instructors can do while planning a course to make it more accessible to all students, including those with learning disabilities.

Proactively consider these strategies is part of a process called universal design (UD).

UD offers the following suggestions: Include a statement in your syllabus inviting students swellendam guesthouses to talk with you and the disability services office about disability-related issues.

Point out campus resources available to all students such tullamore guesthouses as tutoring centers, study skills swellendam guesthouses labs, counseling centers, and computer labs.

Clearly and early in a course define course requirements, mafikeng guesthouses announce the dates of exams, and tell students when assignments are due.

Avoid last-minute guesthouses aviemore readings or additional assignments and provide advance notice of changes in assignments and due dates.

Provide printed materials early to allow students sufficient time to read and comprehend the material.

Many students with learning disabilities find it beneficial to use guesthouses dundee software that can read the textbook and other text-based materials aloud. In order for them to take advantage of this technology, the printed gatwick guesthouses text must first be converted into an electronic file.

Use multi-modal methods to present classroom material, in order to address a variety of learning styles and strengths (e.g.

Provide important information in both oral and written formats. When teaching a lesson, state objectives, review previous lessons, and summarize akademie street guesthouses periodically.

Use more than one way to demonstrate or swellendam guesthouses explain information.

Read aloud what you write on the board or present on an overhead visual.

Allow time for clarification of directions and essential information. Use captioned videos swellendam guesthouses and know how to turn on list of guesthouses the captioning feature.

Although captioned videos are typically used for students who are deaf, they also help some students with learning disabilities and those for whom English is a second language, by ensuring content is presented swellendam guesthouses visually and audibly. Give all students an opportunity to view a video multiple times (e.g.

by making it available in a library or learning center, or on a website). Have multiple methods for course assessment, such as allowing students to take an exam or writing a paper; work alone or in a group; or deliver an oral, written, or videotaped project presentation.

Stress organization and ideas rather than mechanics when grading in-class writing assignments and assessments. Design distance learning courses with accessibility cheap guesthouses edinburgh in swellendam guesthouses mind.

For example, avoid real-time chat sessions, because not all students can type quickly or accurately enough to fully participate.

Accommodations Typically, a higher education institution requires that a student with a disability register with the office that provides support services for swellendam guesthouses students with disabilities, in order to receive accommodations.