STUDENTS WITH SPECIAL NEEDS

TUTORING

If you are a teaching assistant, the first person you should turn to is the course instructor. The course instructor is the ultimate authority when it comes to granting extensions for late work or arranging make-up exams. In addition, the course instructor can usually offer valuable advice about working with students who are struggling with the class material.

The University of Pittsburgh offers a number of other resources. The Writing Center is staffed by trained tutors and assists students in working through difficulties they are having with their writing. Once at the writing center, students are encouraged to talk about their papers and they are taught how to develop ideas and present their work in a clear (and accurately cited) manner. The Writing Center encourages appointments but walk-in help is available.

The University of Pittsburgh also maintains a Academic Support Center for students who need help developing study skills or who require specialized tutoring. The following services are available:

• Study skills workshops (and one-on-one counseling) in areas such as note taking, textbook reading, time management and test taking.
• Math tutoring.
• Supplemental instruction (peer-directed study sessions) for traditionally difficult classes.
• A comprehensive index of department and peer tutoring at the University of Pittsburgh.

For engineering students, the Freshman Engineering Tutoring Program offers assistants to first year students. Tutoring is available in calculus, engineering, physics and chemistry. Interested students can sign up in the Freshman Program Office in Benedum Hall.

If a student is struggling and you are unable to contact the student, call the CAS Advising Hotline (for College of Arts and Science classes) or the dean's office of the school in which you are teaching. These offices can contact the student and his or her advisor, and will make referrals to the Writing Center, Learning Skills Center, Freshman Engineering Tutoring Program, Counseling Center or other appropriate support organization.
 
 

PHYSICAL OR LEARNING DISABILITIES

The University of Pittsburgh's diverse population includes students with both physical and learning disabilities. Students with disabilities sometimes, but not always, require additional support from teaching assistants and instructors. The University of Pittsburgh is both committed to providing and required by law to provide "reasonable accommodations" to the needs of students with disabilities. "A disability is defined in the statutes as a physical or mental impairment that substantially limits one or more major life activities. Learning disabilities are included, and may manifest themselves in an impaired ability to listen, think, speak, read, write, spell, or do mathematical calculations. It is important to note that disabilities occur on a spectrum and that broad generalizations about a particular type or kind of disability are seldom active or constructive." [14]

At the University of Pittsburgh, the Office of Disability Resources and Services provides support to students with both physical and learning disabilities as well as assistance to instructors who have these students with disabilities. Based upon the nature of the student's disability, DRS determines any special needs the student may have and assists the instructor and the student in securing accommodations. For instance, the physically disabled student may require a more accessible location, a sign language interpreter, or the instructor's assistance with the solicitation of volunteer note takers.

Testing accommodations are the most common academic adjustments provided to physically disabled and learning disabled students. Testing accommodations for students with physical disabilities often involve the production of exams in alternative formats such as Braille or a voice recording. Students with learning disabilities often require extra time and a distraction-free environment for testing; these can be provided by having exams proctored by DRS. Students are expected to inform their instructors prior to exams that they are clients of DRS and will need testing accommodations. Disability Resources and Services will then contact the instructor and assist with the pick-up and delivery of an exam.

DISPELLING STEREOTYPES [15]

Revising our perceptions and attitudes is perhaps the most important accommodation for a student with a disability. In addition, the student's own suggestions, based on his/her experience with the disability, will prove invaluable as you adapt your instruction to the student. Dialogue between you and the student is essential early in the term, and follow-up meetings are recommended. You should not feel apprehensive about discussing a student's needs as they relate to the course.

GENERAL ADVICE [16]

• Don't assume people with disabilities need your help. Ask before doing.
• Face the classroom when speaking.
• Speak clearly.
• Observe seating needs.
• Avoid actions and words that suggest the person should be treated differently. It is okay to ask a person in a wheelchair to "go for a walk," or to ask a blind person if he "sees what you mean."
• Include a statement in your syllabus inviting students with disabilities to schedule appointments with you during your office hours and ask students to talk to you about their disabilities at the start of the semester. Many disabilities are "hidden" and it is up to you to provide an open environment where students can talk to you about their needs.

ADVICE BY DISABILITY

FOR VISUAL IMPAIRMENT

ETIQUETTE [17]

• Be descriptive. You may have to help orient people with visual impairments and let them know what's coming up. If they are walking, tell them if they have to step up or step down, let them know if the door is to the right or left, and warn them of hazards.
• You don't have to speak loudly with people with visual impairments. Most of them can hear just fine.
• Offer to read written information for a person with a visual impairment, when appropriate.
• If you are asked to guide a person with a visual impairment, offer your arm instead of grabbing hers.

FOR MOBILITY IMPAIRMENT

ETIQUETTE [18]

• Try sitting or crouching down to the approximate height of people in wheelchairs or scooters when you talk to them.
• Don't lean on a person's wheelchair unless you have his/her permission? it's his/her personal space.
• Be aware of what is accessible and not accessible to people in wheelchairs.
• Give a push only when asked.

FOR HEARING IMPAIRMENTS

ETIQUETTE [19]

• Face people with hearing impairments when you talk to them so they can see your lips. Speak directly to the person, not the aid or interpreter.
• Slow the rate at which you speak when talking to a person with a hearing impairment.
• Increase the level of your voice.
• Communicate in writing if necessary.

FOR SPEECH IMPAIRMENTS

ETIQUETTE [20]

• Listen patiently. Don't complete sentences for the person unless he/she looks to you for help.
• Don't pretend you understand what a person with a speech disability says just to be polite.
• Ask the person to write down a word if you're not sure what he/she is saying.

FOR LEARNING DISABILITIES

Students with learning disabilities, Attention Deficit Hyperactivity Disorder and psychological disorders (all may affect cognitive processing) comprise the largest population of students registered with the University of Pittsburgh's Office of Disability Resources and Services. Faculty and teaching assistants play a critical role in helping students who may have learning disabilities by referring them to a trained specialist. Once these students have been identified, faculty can develop "academic adjustments" that will permit them to fully access lecture and course materials.

ETIQUETTE [21]

• Don't assume the person is not listening just because you are getting no verbal or visual feedback.
• Ask him/her whether he/she understands or agrees.
• Don't assume you have to explain everything to people with learning disabilities. They do not necessarily have a problem with general comprehension.
• Offer to read written material aloud, when necessary.

For advice on adapting your classroom for learning disabled students, see the Office of Disability Resources and Services web pages.

INTERNATIONAL STUDENTS

Experts have demonstrated that Americans have rather paradoxical attitudes towards foreigners. We expect international students to get good grades, to behave well and to speak English flawlessly. Yet at the same time, we are often patronizing. We do not always attribute the same quickness of mind or ability to grasp complex ideas to foreigners as we do to native-born Americans. [22] As a teaching assistant, you need to be aware of how your unstated assumptions as well as your students' assumptions affect the classroom dynamic.

Teaching students who have a substantially different cultural background and, perhaps, a limited command of English can pose some unique challenges. Gary Althen, author of The Handbook of Foreign Student Advising, identified three areas in which cultures often differ that directly affect university education. First, he notes, assumptions and values about our relationship with nature, other people and the supernatural often vary from culture to culture. Second, patterns of thought vary. Individuals from different cultures often approach problems in different ways and what seems logical to one person may appear illogical to someone from a different culture. Finally, Althen suggests that communication styles may differ. What is an appropriate topic of conversation, how much aggression is acceptable in polite speech, where you look where you speak and how much you, say are culturally determined behaviors. [23]

In each of these ways our cultural background makes intercultural communication more difficult. When working with foreign students, consider the following advice:

• Be respectful and patient when asked questions. What may seem obvious to you may not be so obvious to one raised in a different culture.
• Avoid slang, unclear language, culturally specific clichés or allusions that international students may not be familiar with. When possible, use visuals, synonyms or examples. These may help students from different backgrounds to understand what you want to communicate.
• In drawing culturally specific examples from history or popular culture offer enough context that students not familiar with American culture can follow the comparison.
• Be open to illustrations and comparisons from other cultures. Try to integrate these experiences into the class. (However, do not assume that the student's experiences of their culture match your stereotype. Do not assume, for example, that a Native American student is familiar with life on a reservation. Similarly, calling on an African American student to serve as a representative of all African Americans on issues of race puts the student in an awkward and untenable position.)
• Experiment with a variety of teaching approaches. Some cultures emphasize oral traditions, group collaboration, visual learning and emotional appeal within their education system. Using a variety of teaching techniques will draw in additional students.
• Be available. International students may need to schedule additional meetings to clarify concepts obscured by language barriers or to ask about culturally specific practices and events.

EMOTIONALLY TROUBLED STUDENTS

The University of Pittsburgh's Counseling Center offers the following advice for addressing common problems faced by college students:

DEPRESSION/SUICIDE

WHAT TO DO

If the answer is yes to this question, refer the student to the Counseling Center (telephone number in back of handbook) immediately while the student is still with you. If the student refuses to make an appointment, spend some more time examining his or her objections and if resistance is still present contact the Counseling Center or Campus Police immediately. Do not hide your concern for the student and allow the student to be present when you make the call. Explain why you are concerned and how you feel professionals can be helpful.

SUBSTANCE ABUSE

The warning signs are falling asleep in class, wearing inappropriate clothing (sunglasses in class, long sleeves when hot), unexplained mood swings, deterioration of physical appearance, change in the quality of work or poor physical coordination.

WHAT TO DO

• Communicate your concern for the student.
• Speak honestly and directly about the behaviors that you observe.
• Refer student to the Counseling Center.
• Avoid being judgmental. ("The use of marijuana is wrong!")
• Avoid coming across as having all the answers.

GRIEVING STUDENTS

WHAT TO DO

• Be willing to listen, especially if the student is talking about a lost loved one.
• Avoid clichés and platitudes like "time will help" that may minimize or invalidate the experience.
• Suggest counseling at the Counseling Center or with one of the University chaplains.
• Be flexible and willing to extend deadlines. Allow opportunities to make up work.
• Expect it to take time before the student returns to where he or she was before the loss.

The Counseling Center also provides services for students who have been sexually assaulted. Students who have experienced "forced sexual behavior" and need counseling, help obtaining medical care, support and/or legal assistance should contact Sexual Assault Services (or the Counseling Center) immediately.

If you feel a student requires counseling, a gentle suggestion may be enough. Offer to call the Counseling Center while the student is present and assist him/her in making the appointment. Unless the student poses a threat to himself or herself, or to someone else, you must respect the student's choice. Remember that counseling is a personal choice and you should not push a student into something he or she does not want to do.

If you have any questions, don't hesitate to call the Counseling Center. Phone consultations with the Counseling Center can help you to provide the best support for your students.

STUDENT ATHLETES

Academic Support Service is proactive as well. Student athletes, bearing a letter from ASSSA, will inform you of their athletic schedule and any conflicts they may have during the first few weeks of class. Since travel is often involved, student athletes may miss a few classes or even an exam. You should discuss these absences with the student as soon as possible and make arrangements for the missed work to be completed. Note that NCAA rules mandate that a student may not miss class for practice, only for an official game.

As a student athlete's teaching assistant you will also receive two mid-semester evaluation forms for the student. These forms ask you to provide Athletic Support Service with the student's current grade and additional comments on the student's academic behavior. Return these forms promptly; if there is a problem? for example, the student is struggling with the course material and his or her grades are low? Athletic Support Service provides tutors, writing instructors and study skills counselors.

 

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