Teaching Strategies for Students with Traumatic Brain Injuries (TBI)
Accommodations are intended to "level the playing field". They in no way guarantee success nor should they compromise the integrity of the course. Please remember that the following are only suggestions. Faculty/Staff are not required or expected to provide all of these accommodations.
- Assist the student in finding qualified, volunteer notetakers and/or laboratory assistants
- Permit lectures to be taped and provide copies of lecture notes where appropriate
- Try to avoid using overly complicated language on exam questions
- In dealing with abstract concepts, paraphrase them in specific terms and illustrate them with concrete examples, personal experiences, hands-on models, and visual structures such as charts and graphs
- Make required readings available prior to the first day of class to allow students time to start assigned readings early or to scan or have their books put on tape
- Prepare a syllabus with clear expectations, reading assignments, and exam dates to provide needed structural and organizational assistance
- Students should not be exempt from examinations or be expected to master less content or a lower level of scholastic skills because of a TBI. Alternative means of assessing their course achievements may be necessary. Students themselves often have many excellent suggestions on testing and evaluation strategies
- Allow the student the same anonymity as other students (i.e. avoid pointing out the student or their alternative arrangements to the rest of the class.
This information was adapted from the WebPages of Northwestern University and The Australian National University.