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Strategies

Universal Design + RWC

The following strategies demonstrate how to use universal design principles in working with students in the RWC. Because all students and sessions are unique, they are not meant to provide a one-size-fits-all solution. Rather, these strategies should be modified as the student and tutor see fit. Moreover, these strategies are transferable to a variety of contexts, and should not be limited to use with students with disabilities, but might be beneficial to many other students as well. 

Generally, don't be a jerk...

  • Make the "least dangerous assumption" and wait for the student to disclose disability (even if you can see it or sense it).

  • Refer to a person's disability only if it is relevant to the conversation and only in respectful ways (i.e., using person first language). 

  • Always ask before providing assistance. 

  • Avoid ableist language while discussing writing (though, you should probably do this always). 

Engaging Universal Design

Representation 

Action and Expression 

Engagement

Provide options for perception:

  • Consider the space:

    • "Noisy" spaces can be disruptive

    • Space should be navigable

  • Provide options for reviewing material:

    • Large print copies/screen

    • Alternating reading outloud

    • Reading silently or slowly

  • Ask student for preferred tutoring style:

    • ​Students are the experts on their own needs.

Provide options for self expression: 

  • Be open to the use of assistive technologies:

    • Includes tape recorders, notetakers, interpreters. 

  • Practice good ettiquette:

    • Do not assist with devices unless requested to

    • Do not address interpreters/recorders

    • Do not interact with service animals

  • If you do not have access to the appropriate assistive technologies, be flexible to work with what you do have. 

Provide options for interest: 

  • Affirm student choices. 

  • Maintain open communication:

    • Be honest and encouraging. It's ok to say "I've never tutored using an interpreter before. Please be patient with me." 

  • Check in and ask the student if they are comfortable with the way the session is progressing. 

Tips for Engaging Students with Learning Disabilities (LD)

Includes dyslexia, dysgraphia, ADHD. Strategies should include explicit instruction, systematic instruction, and multisensory input. 

 

Representation: Isolate small tasks visually and spatially to encourage focus; take notes for the student; encourage the student to see the writing another way. 

 

Action and Expression: Use visual (mapping), tactile (doing), and kinetic (modeling) means to illustrate or demonstrate concepts. Don't just rely on disciplinary language.; Use mnemonic devices. Cater to backward reaching transfer wherever possible. 

 

Engagement: Allow the student to teach you; take pauses or breaks to aid in processing; praise the student for hard work, but don't be condescending; empasize process; create a timeline. 

Tutoring Students with Vision Impairments

Representation: Verbally describe as much as you can in a session--the space you are in, the resources you are drawing upon in the session, etc. Contact the SDRC for Braille copies, if necessary. Adjust all font sizes to large print. 

 

Action and Expression: Provide space to use assitive technologies where possible; when not possible, serve as aide (i.e. scribe for the student, if necessary); wherever possible provide a tactile representation of concepts; beware of the ways light and visual noise in the space may be distracting. 

 

Engagement: Read everything your write down. Provide rich verbal detail for revision plans. 

Sessions with Deaf students who speak ASL as a first langaugage may be more appropriately approached as you would a session with an ESL student. 

 

Representation: Avoid colloquialisms or scarcasm; address the student, not the intepreter; speak as you would speak to any other student; be patient and rephrase your words when necessary; 

 

Action and Expression: Use visual aids whenever possible; talk through translations; point to specific areas.  

 

Engagement: Write down everything you say; be mindful of language and cultural differences. 

Tutoring Deaf Students

Includes Autism, bipolar disorder, Tourette's, and ADHD. 

 

Representation: Draw on as many modalities as possible to allow the student the fullest range of representations; maintain as much standard procedure and structure as possible; avoid metaphor and focus on literal language. 

 

Action and Expression: Break down tasks into smaller tasks to promote focus and goal-driven activity.  

 

Engagement: Encourage repeat appointments in the same space with the same tutor. 

Tutoring Neurodiverse Students 

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