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Faculty Attitudes and Practices Regarding Students with Disabilities: Two Decades After Implementati... - page 43 / 67

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Table 2

Frequency of Reasons to Initiate Contact with Instructors in College (adapted from Fichten, Goodrick, Tagalakis, Amsel & Libman 1290)

Reasons to initiate contact with instructors

Frequency

establish contact or dialogue at the start of a course

6

ask for a course outline or notes

4

ask for an accommodation (e.g., extended test time)

6

schedule an appointment (e.g., meeting in instructor's office)

6

request permission to audiotape lectures or bring equipment/ interpreter

3

request an alternative assignment (e.g., paper instead of quizzes done in class)

4

inform him/her about a disability or how the disability may affect performance

6

discuss a solution to a problem (e.g., what has worked in the past for student)

6

indicate to the instructor that they should allow student time to express him or herself

3

indicate to the instructor that s/he should ask for clarification if s/he does not understand what student is saying

5

Note. Participants could select multiple categories

Table 3

Communication Techniques for Face-to-Face Communication and Self-rating of Effectiveness

Name

Face-to-Face communication techniques

Effectiveness

Hi-tech Device

Access Method

Additional techniques

Betty

laptop computer

standard keyboard with fingers/thumb

natural speech

easily understood

Fiona

liberatorTM

standard keyboard

natural speech, others interpret

easily understood

Gena

laptop computer

standard keyboard with a joystick/trackball

natural speech

easily understood

Isaac

liberatorTM

standard keyboard head/chin stick

yes/no head nod

easily understood

Judy

liberatorTM

modified keyboard

gesture/sign, facial

somewhat

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