{"id":3723,"date":"2022-02-10T15:13:02","date_gmt":"2022-02-10T14:13:02","guid":{"rendered":"https:\/\/sola.kau.se\/keeponteaching\/?page_id=3723"},"modified":"2022-05-30T13:26:12","modified_gmt":"2022-05-30T11:26:12","slug":"students-with-special-needs","status":"publish","type":"page","link":"https:\/\/sola.kau.se\/keeponteaching\/examination\/students-with-special-needs\/?lang=en","title":{"rendered":"Students with special needs"},"content":{"rendered":"\n

Students who need special arrangements to be able to participate in teaching and examination can get it if the need is due to a permanent disability. How does the application work, who makes the decision and what does the decision include\/what different types of support are there?<\/em><\/p>\n\n\n\n

\"Inga hinder, bara stapeldiagram\", s\u00e5 h\u00e4r skapar du tillg\u00e4ngliga diagram<\/a>\n<\/h2>
Under stiftelsen Funkas Free Friday Webinar: No barriers, just bar charts, presenterade Peter Kemeny, Specialist p\u00e5 tillg\u00e4ngliga dokument, och Malin Hammarberg, UX Designer och Tillg\u00e4nglighetsspecialist (b\u00e5da arbetar p\u00e5 Funka Foundation) hur du kan skapa diagram som \u00e4r “tydligare, smartare och mer tillg\u00e4ngliga f\u00f6r alla, inklusive dem med visuell eller kognitiva funktionsneds\u00e4ttningar”. OBS! P\u00e5 Funkas webbplats […]<\/div>\n<\/article>

Academic writing by Lund University<\/a>\n<\/h2>
Lund University have published a collection of short videos about academic writing as open resource.\u00a0 You can use some or all of them in your teaching.\u00a0<\/div>\n<\/article>

Canvas: Extra examination time for students<\/a>\n<\/h2>
Students with dyslexia are often granted additional time for written examinations. Here are the instructions for how to set up a Canvas Assignment so that some students are alloted some extra time. (Swedish language only.)<\/div>\n<\/article>

Giving feedback on poor writing: How do you approach it?<\/a>\n<\/h2>
It can be difficult to criticise someone\u2019s writing. And perhaps even more difficult to be at the receiving end. And it will not be made easier if it concerns a course that does not revolve around language at all. Here is some advice on how to increase the chances of successful feedback.<\/div>\n<\/article>

No barriers, just bar charts: Chart accessibility made easy<\/a>\n<\/h2>
On Stiftelsen Funkas, Free Friday Webinar: No barriers, just bar charts, Peter Kemeny, Accessible Document Specialist, and Malin Hammarberg, UX Designer and Accessibility Specialist (both from Funka Foundation) presented how you can “make charts clearer, smarter, and more accessible for everyone, including users with visual or cognitive disabilities”. N.B.! On the website you will also […]<\/div>\n<\/article>

Pedagogical caf\u00e9: Discussing language difficulties with students<\/a>\n<\/h2>
In the pedagogical conversation with UPE under the heading \u201cHow do you discuss language difficulties with students?\u201d in Zoom 17 May 2022, over 60 members of teaching staff gathered to discuss students\u2019 language difficulties and how it affects teaching.<\/div>\n<\/article>

Planning language progression throughout an entire study programme<\/a>\n<\/h2>
A student with generally weak language skills is not likely to solve the issues over the time period of one single course. Measures to strengthen a student\u2019s language skills therefore need to be planned using an overall approach that looks at the entire study programme.<\/div>\n<\/article>

Reading instructions for students? When and how?<\/a>\n<\/h2>
If you arrive at university fresh out of upper secondary school or after several years in working life, it can be difficult to approach the task of reading large quantities of text. How would you \u2013 the teacher – describe your target group? Do they need the support of reading instructions and study techniques?<\/div>\n<\/article>

Study support<\/a>\n<\/h2>
Some students need special arrangements to be able to participate in teaching and examination. If the needs are due to a permanent disability, they are entitled to such support. The teacher\/examiner must, however, not decide for himself whether the student has needs that entitle a student to support. Such assessments and decisions are made by Enheten […]<\/div>\n<\/article>

Talking books!<\/a>\n<\/h2>
It’s about books in audio format. Students with some form of reading impairment due to, for example, dyslexia, ADHD or visual impairment, have the right to borrow course literature in audio format.<\/div>\n<\/article>

Tips: Systematic language training through a series of programme courses \u2013 an example<\/a>\n<\/h2>
Here is an example of how systematic language training \u2013 reading, writing, managing academic texts \u2013 have been implemented in all courses of a 1-year study programme that concludes with an independent project. We hope it will inspire you.  <\/div>\n<\/article>

Tips: Careless essays with \"formal errors\"<\/a>\n<\/h2>
Examining essays create troublesome extra work for tutors and examiners when the essay is carelessly proofread, with formal errors of various kinds. Here is an example of how to use a checklist to support students’ proofreading, reduce extra work for the teacher and get better essays.<\/div>\n<\/article>

Tips: Length of the text in the take-home exam<\/a>\n<\/h2>
The assessment of whether a student has reached the examination requirements in an exam of the essay type normally refers to the qualitative value of the solution, not the quantity. For reasons of assessment, we still often set an upper limit (and sometimes a lower limit) in the number of words\/number of pages for the […]<\/div>\n<\/article>

Tips: Structure in the course with Canvas 'Study Planner'<\/a>\n<\/h2>
With the canvas tool Study Planner, you can help students create structure in their study work and in their planning. In addition, the tool helps you assess how your course structure will affect the students’ workload. Have you created a reasonable structure?<\/div>\n<\/article>

Tips: Two-part exam for students with extended writing time<\/a>\n<\/h2>
Prevent cheating at take-home exams, where fast students help students with extended writing time.<\/div>\n<\/article>

Writing academic texts: How to do it?<\/a>\n<\/h2>
The Karlstad University Library has collected material on how students write an academic text, for example a scientific essay or report.<\/div>\n<\/article><\/section>\n\n\n\n

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