Providing Academic Visual Supports

Some students learn best when given visual information. As you communicate course information in a variety of ways, make sure to provide the material visually for a student who needs academic visual supports. This document provides additional suggestions.

All students must be held to the same academic standards.
Do not provide any of the following supports if they compromise the essential requirements of your course.
Whenever possible, supports should be offered to all students in the class.

General

Make sure that all class information (tasks, instructions, projects, assignments, etc.) is clearly written and well organized.
Use a comprehensive syllabus that includes a written schedule and specific written time lines for activities, assignments, etc.

Communication

Use email to communicate information or to summarize information that was verbally discussed during an individual meeting with the student.
Whenever possible, provide written feedback regarding progress/grades and if appropriate, statements of ways to bring the grade up to the desired level.

Classroom

Give students a visual indication of time allowed for in-class activities and tests (i.e. write remaining minutes on the board).
Provide copies of instructor notes, overhead/board information, changes in test/assignment dates or requirements, etc.
Whenever available, provide written list of key words, phrases, important ideas, etc.
Include rules of classroom behavior on your syllabus i.e. what topics or comments are not appropriate in class. If off-topic comments are made, redirect student back to the topic under discussion by using a logical link up or try the following"Thank you, now can you tell me one thing about (topic under discussion)?" Use "tell me" approach during discussions instead of open-ended questions.

Assignments

Provide a detailed rubric for assignments, tasks and activities.
Provide samples of previous tests, successful projects, etc. as appropriate.
State in writing when, where and how to turn in assignments.
Provide clear written directions for essay questions.
For group projects, clarify in writing the student's specific role in the group. Whenever possible, allow the student to prepare her/his academic contribution in advance of the group discussion.
When extra credit opportunities are offered, provide a variety of choices that draw on the strengths of many students.

The information presented above was adapted from a variety of sources. Please contact us to obtain the source information.