I like your solution. The one time I had a hard-of-hearing student was when I taught a course the traditional way. It was challenging for me because she needed to read my lips. I didn't realize how often I turn toward the board and speak or have my hands blocking my mouth! Thanks for sharing. Best, Graciela Graciela Elizalde-Utnick, Ph.D. Director Roberta S. Matthews Center for Teaching 2420 Boylan Hall and Coordinator, Bilingual Specializations, Department of School Psychology, Counseling, & Leadership 1107 James Hall Brooklyn College - CUNY 2900 Bedford Avenue Brooklyn, NY 11210 718.951.5876 ________________________________ From: Marite R. Haynes [mailto:[log in to unmask]] Sent: Mon 9/9/2013 2:18 PM To: Graciela Elizalde-Utnick; [log in to unmask] Subject: Re: students with disabilities A different issue I have had is with hearing-impaired students, in 2 semesters, because the classroom is so noisy during application exercises. Luckily, I have another classroom across the hallway that is empty. Each semester, I had the conversation with the student who was hearing-impaired in private and the student liked the option. In class, I opened the invitation to all, so that student would not be singled out. Since the student had been told in advance, that student took the initiative to get HIS or HER team to the other classroom. I check on them across the hall as I do with other teams. The teams come back in to the main classroom for reporting and discussion but there is less noise at that time. Both students have been happy with that solution. Marite Rodriguez Haynes, Ph.D. 227 Harvey Hall 840 Wood Street Professor of Psychology Clarion University of Pennsylvania Clarion, PA 16214 [log in to unmask] (814) 393-2295 From: Graciela Elizalde-Utnick <[log in to unmask]> Reply-To: Graciela Elizalde-Utnick <[log in to unmask]> Date: Monday, September 9, 2013 2:06 PM To: "[log in to unmask]" <[log in to unmask]> Subject: Re: students with disabilities Larry Michaelsen responded recently on this. He announces to his classes that he will be in the classroom 15-20 minutes before class and anyone who needs more time (not just students with accommodations) can take the iRAT ahead of time. I followed his advice, although in one of my sections, all the students have a class right before. Luckily, the student I currently have who has a disability and who needs to take tests in a separate environment, has my class on a different day during the first slot in the morning. And so this week he will be coming 30 minutes early (he gets double time and a separate location) to my office to take the iRAT. I told him that if he finishes early, he still has to stay with me and cannnot use his phone (he understood). I also told them that when the class takes the iRAT at the beginning of class, he can look through his test if he wants (so that he does not stand out, thereby protecting confidentiality). The tRAT isn't an issue because the team works together and help each other with the test. I hope this helps. Best, Graciela Elizalde-Utnick, Ph.D. Director Roberta S. Matthews Center for Teaching 2420 Boylan Hall and Coordinator, Bilingual Specializations, Department of School Psychology, Counseling, & Leadership 1107 James Hall Brooklyn College - CUNY 2900 Bedford Avenue Brooklyn, NY 11210 718.951.5876 ________________________________ From: Team-Based Learning on behalf of Bertram Gallant, Tricia Sent: Mon 9/9/2013 1:04 PM To: [log in to unmask] Subject: students with disabilities I am going on an adventure this year by using TBL for the first time to teach ethics in the workplace. Thanks so much for all of the assistance I've already received online through the website and articles and books posted. I do have, however, one question that I have not seen addressed - how have experienced TBL instructors accommomdated students with disabilities who may be guaranteed more time or private spaces during quizzes/exams? I'm thinking especially of the iRATs and tRATS.... Any advice would be appreciated. ~Tricia Tricia Bertram Gallant, Ph.D. Director, Academic Integrity Office, UC San Diego Chair, Systemwide Advisory Committee on the Status of Women (SACSW), University of California Advisory Council Member, International Center for Academic Integrity (ICAI) University of California, San Diego 301 University Center 9500 Gilman Drive, La Jolla, CA, 92093-0069 858-822-2163; 858-534-7925 (fax) http://academicintegrity.ucsd.edu <http://academicintegrity.ucsd.edu/> UC San Diego is an institutional member of the International Center for Academic Integrity <http://www.academicintegrity.org/>