Autumn and fellow TBL Colleagues, I have run into both these issues (hearing and cognitive impairment) in my 80 person class which is a general education class - world regional geography GEOG 1101. In regards to the student who was hard of hearing (and had some cognitive issues related to hearing) we were located in a room that was very echoey. So even in a small team environment the student could not hear her colleagues and could not participate in the team application. She had tried to explain her condition to her colleagues, and though they had tried to address the issue she was frustrated. I also intervened but recognized that the acoustics was something that defeated most efforts. Because she had not gone through the required assessment by our Disability Services program she could not be accommodated in a way that they could support. So, reluctantly I had her complete the remaining applications by herself (last 4 weeks of class) - she made her best efforts to engage in the t-RATs. This was the first and only time I've done that in 3.5 years of TBL and I don't plan to be in that situation again, and hope to be checking in on teams much more regularly to catch an issues. So I wouldn't find myself in that situation I asked our campus director of Disability Services to come to my class and watch the TBL process. I wanted her to understand the process, and to have her input so I could be sure that I would be able to meet the needs of my students. She recognized that a first semester student with additional needs may find the class a challenge. She decided that she would not recommend the class to new students who were diagnosed with learning or personality disorders. (However, as we know those can arise as our students mature and we won't catch everyone.) My university services military students and retirees from Fort Benning, GA and I have had several students with PTSD. Indeed, last semester I had a student who let me know he was in my class even though he had been advised not to attend classes by his military doctor. In my experience, PTSD students sometimes ask for permission to be able to get up and walk around. As the class is very flexible that is fine. Military students are mostly happy to let their colleagues know they have some issues that may impact their team activities, though of course this is not required. It is my impression that military PTDS students enjoy the small team environment. However, that is my visual impression not something that I've studied. Manda PS I'd also love to hear how folks have addressed the issues that Autumn brought up and anyone teaching geography TBL classes. Dr. Amanda Rees Professor of Geography, Department of History and Geography Tel: (706) 507 8358 Fax: (706) 507-8362 E-mail: [log in to unmask] Web: <[log in to unmask]> http://columbusstate.academia.edu/AmandaRees *Coordinator* <http://history.columbusstate.edu/columbuscommunitygeography.php>*: Columbus Community Geography Center* <http://history.columbusstate.edu/columbuscommunitygeography.php> Mailing Address: Department of History and Geography, Columbus State University 4225 University Avenue, Columbus, GA 31907, U.S.A. Office Location: 901 Front Avenue,Yancey Center at One Arsenal Place Room 350 (campus map <http://www.columbusstate.edu/maps/CampusMap-Oct2012-Color.pdf#page=2>) On Thu, Jul 9, 2015 at 4:12 PM, Cartagena, Autumn N [LASAS] < [log in to unmask]> wrote: > Hi All, > > > > I teach a large lecture (now over 600 students) team-based learning > course. We’ve had a couple of situations arise regarding the possibility > of diverse learners in our course this fall and I’m unfamiliar with any TBL > work that addresses best practices in these areas. I’m hoping that you can > point me in the right direction. > > > > The first involves students who may be hard of hearing or deaf. Are there > best practices regarding team discussion/activities? Have you provided > something to all team members (in regards to good team behavior—i.e. not > talking over one another) that you would be willing to share? > > > > The second involves students who have a mental health diagnosis that may > impact their interactions with their team mates. Again, is there a way to > address this—with a best practice focus—with the whole class? > > > > Thank you for the suggestions! > > > > Autumn Cartagena, Academic Adviser > > College of Liberal Arts & Sciences > > Iowa State University > > 102 Catt Hall > > Ames, IA 50011-1302 > > 515-294-4831 > > College Website: http://www.las.iastate.edu/ > > E-mail the College @ [log in to unmask] > > Follow us on Twitter @ las_sas102 > > > > > > > > ------------------------------ > > To unsubscribe from the TEAMLEARNING-L list, please click here. > <https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1> > > Further information about the UBC Mailing Lists service can be found on > the UBC IT website. > ######################################################################## To unsubscribe from the TEAMLEARNING-L list, please click the following link: https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1 Further information about the UBC Mailing Lists service can be found on the UBC IT website.