Learning Disabilities: Guides for Faculty

Decorative: A silhouette of a human head with a word cloud on the the topic of learning disabilities inside the head


1. "Learning Disabilities: A Guide for Faculty at Ontario Universities" (pdf) is a response to the fact that "many faculty members have only a limited understanding of LDs, the range of academic accommodations designed to compensate for them, and the underlying rationale for accommodation."

This relatively brief pdf attempts to fill this information gap. Topics covered include the following:

10 Reasons to Caption Videos

"Captioning Matters!" in a speech bubble


A. "Why Caption" (web page) explains 10 benefits of captioning any videos included with course content:

1. "Provide accessibility for Deaf or Hard-of-Hearing viewers."

  • "Providing access to deaf and hard-of-hearing viewers provides access to these students, broadens your potential audience, but also protects you from potential legal action."

2. "Comply with federal [and provincial] regulations."
3. "Enhance second language learning."

Enhancing Access for Deaf and Hard of Hearing Students

Person facing away from the camera and, written on the back of the shirt, "Please face me when speaking. I am hard of hearing."


A. In "Best Practices for Teaching" (web page, links and videos), DeafTEC outlines the "best teaching strategies based on Universal Design ... for instructors teaching ... a mix of hearing, deaf and hard-of-hearing students."

"The goal of these strategies is to improve teaching practice that will provide greater access to learning for deaf and hard-of-hearing students but will benefit all students in the classroom as well" (Many of these practices also benefit deaf and hard-of-hearing participants in meetings, conferences, conversations, poster sessions, etc.)

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