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Faculty & Staff

University staff members play a key role in ensuring that Deaf, hard of hearing, and deaf-blind students feel welcome on campus and receive information in a timely manner.
Instructors should have the same academic performance and behaviour expectations of Deaf, hard of hearing, and deaf-blind students as they have of any other student. Should any questions arise, the accessibility service coordinator in your institution is your first line resource for information specific to a student in your classroom.

Chris has registered for your computer science class, appears regularly but takes no active role and when you ask him a question, he seems unclear of the appropriate response. The class is highly interactive, you like to roam around the classroom using the many visual displays you have. The students come from many backgrounds, several of whom have English as a second language.
It is only by the third week that you discover that Chris is hard of hearing and the format of your class hampers his ability to understand everything that is happening.
Ask yourself these questions to assess your lecture method:

  1. If Chris is qualified to enter your course, do you need to re-arrange your lecture style?
  2. As he cannot clearly understand the other students’, should you rewrite their comments on the board?
  3. Since Chris is an adult, is it his right to not identify his disability and to expect you to accommodate his needs?
  4. If he does not identify his needs, is it your right to ignore his needs on the basis he is doing nothing about them?
https://ace-bc.ca/app/uploads/2020/05/kaleidico-3V8xo5Gbusk-unsplash.jpg Title 1 Picture description

Some of your responsibilities are:

  • Speak directly to the student, even if their eye gaze does not appear to be directed at you
  • Communicate with the disability office, should any concerns or questions arise it is important that you inform both Chris that support services are available and that you believe he is unable to be successful as the situation stands.
  • Work as a team member with the student. Have the same academic, performance and behaviour expectations they have of other students
  • In a previous situation, such as secondary school, he may have been able to cope, given that classes are often structured around special needs. The classes may have been small, slower paced, supported by resource teachers and geared to an oral style.

Thus, even though it is his disability that is complicating the issue, your role is primarily one of an educator who is concerned with academic success. Chris needs to realize his limitations within the post-secondary system and to actively pursue the appropriate supports.

Example of a link 1 - Person's website Example of a link - related link, more info

Make your campus accessible, BC legislation, Learning and Teaching considerations, UDL for learning, Instructor Guidelines (I would not use the word “guidelines” if you are referring to I/C/T, its more about what to expect, not “guidelines” can be a bit confrontational – sort of on the “do this, or rules ” line of thinking. Make your campus accessible, BC legislation, Learning and Teaching considerations, UDL for learning, Instructor Guidelines (I would not use the word “guidelines” if you are referring to I/C/T, its more about what to expect, not “guidelines” can be a bit confrontational – sort of on the “do this, or rules ” line of thinking.
Make your campus accessible, BC legislation, Learning and Teaching considerations, UDL for learning, Instructor Guidelines (I would not use the word “guidelines” if you are referring to I/C/T, its more about what to expect, not “guidelines” can be a bit confrontational – sort of on the “do this, or rules ” line of thinking.

Make your campus accessible, BC legislation, Learning and Teaching considerations, UDL for learning, Instructor Guidelines (I would not use the word “guidelines” if you are referring to I/C/T, its more about what to expect, not “guidelines” can be a bit confrontational – sort of on the “do this, or rules ” line of thinking. Make your campus accessible, BC legislation, Learning and Teaching considerations, UDL for learning, Instructor Guidelines (I would not use the word “guidelines” if you are referring to I/C/T, its more about what to expect, not “guidelines” can be a bit confrontational – sort of on the “do this, or rules ” line of thinking.
Make your campus accessible, BC legislation, Learning and Teaching considerations, UDL for learning, Instructor Guidelines (I would not use the word “guidelines” if you are referring to I/C/T, its more about what to expect, not “guidelines” can be a bit confrontational – sort of on the “do this, or rules ” line of thinking.

Make your campus accessible, BC legislation, Learning and Teaching considerations, UDL for learning, Instructor Guidelines (I would not use the word “guidelines” if you are referring to I/C/T, its more about what to expect, not “guidelines” can be a bit confrontational – sort of on the “do this, or rules ” line of thinking. Make your campus accessible, BC legislation, Learning and Teaching considerations, UDL for learning, Instructor Guidelines (I would not use the word “guidelines” if you are referring to I/C/T, its more about what to expect, not “guidelines” can be a bit confrontational – sort of on the “do this, or rules ” line of thinking.
Make your campus accessible, BC legislation, Learning and Teaching considerations, UDL for learning, Instructor Guidelines (I would not use the word “guidelines” if you are referring to I/C/T, its more about what to expect, not “guidelines” can be a bit confrontational – sort of on the “do this, or rules ” line of thinking.

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Important dates and deadlines
Find out when to enroll, when to pay your fees and more
Important dates and deadlines
Find out when to enroll, when to pay your fees and more