Substitute / Part Time
As a substitute instructor, I find this topic a little difficult. I am not always familiar with the students in the classes that I happen to "pop" into to cover for a night. There must be an appropriate level of communication between the primary instructor and myself to ensure adequate accommodations are made at all times. What are some steps to ensure that I am asking the right questions? As someone who may not be familiar with my students needs on a regular basis, what conversations should I be having with my director and instructor?
Thanks!
Gail,
That kind of begs the question, Gail. If you are subbing on such a short-term basis, why do you NEED to know the student's disability? When we talk about having a "legitimate educational interest" in disability-related information (the words used in FERPA), it suggests that you can or should do something differently as a result of having such info. What would you be doing differently, in a college classroom, that would require such info?
Dr. Jane Jarrow
Gail Flippins
Hi,I found your questions to address a situation often not thought a lot about until you are the substitute teacher very interesting. Of course we are aware that visible disabilities are not as challenging as those you are not able to see with your eyes. Some examples are ADHD and dyslexia.
As a former teacher and substitute teacher from elementary to college, I thought I may be able to share some learned information. Due to privacy and to eliminate you being able to stereotype, develop preconceived ideas and/or biases, the instructor and administrators often will not share the student's disability with you. Especially, if you are subbing a day or a short time. Often, you will learn they do not know this information. Of, course, it is best if you are direct and just ask if the opportunity is available.
The most useful strategy is to learn some behaviors common for recognizing various disabilities. This course provides information helpful to become familiar with actions that indicate a disability.
Gloria,
Great question! I would suggest that you approach the powers-that-be at your institution and ask them what you just asked us -- "how can I get a better handle on what special needs students in these classes might have? What can we do to improve communications so that substitute instructors can best support students with disabilities?" The answer will lie in institutional approach and solutions, not something imposed from the outside.
Dr. Jane Jarrow
