1. CASE STUDY Lectures

2. Tips for professors  Do not lower standards to accommodate students with a disability.  Give your BVI students an opportunity to demonstrate what they have learned.  Have copies of the syllabus and workshop assignments ready prior to the beginning of classes so they are available for timely transcription into alternative formats.

3.  Keep instructions brief and uncomplicated. When repeating instructions, repeat exactly without paraphrasing.  Present lecture information in a visual format (chalkboard, overheads, PowerPoint slides, handouts, etc.).  Use more than one way to demonstrate or explain information.  State objectives, review previous lessons and summarize periodically.

4.  Ask for a sighted student (volunteer) to team up with a BVI student for in-class assignments.  Provide hand-outs (electronically) in advance of lectures and seminars, and allow audio-taping where possible to assist review of notes.  In lecture/discussion classes, take care over seating arrangements and encourage people to take turns to speak.

5. Exam Time  Convert exam papers in the required usual format (Braille, modified layout, large print).  A student may require the use of separate room.  A student may require a reader to read the questions.  A student may require a scribe for dictation of answers.  A student may require the use of computer to produce answers.  Extra time and/or a separate room may also be necessary where students need to use assistive technology such as screen enlarger or voice recognition software.

6. TaskSighted StudentsBlind or Visually Impaired Students Tips 1. Analysis of the information on Attributive Clauses 1. Looking through slide 1- 17. Listening to the professor’s comments. 1. Listening to the professor, audiotaping if necessary. 1. Read the contents of the lecture presented on each slide. 2. Answering questions. 2. Break information into small steps. 3. Working in pairs to complete the tasks. 3. Plan a pre-lecture task for your BVI student that can be presented in class. 4. Completing home assignment. 4. Plan pair work to carry out post-lecture tasks.

7. Slide One appositive Attributive Clauses relative limitingnon-limiting particularisingclassifyingdescriptivecontinuative

8.  Provide an example of an attributive clause.  What are the major types of attributive clauses?  What can the difference between them be?  Provide Russian equivalents of the terms clause, attributive clause, appositive clause, relative clause, etc.

9. After-lecture Tasks Work in pairs. Provide your own examples to illustrate each type of attributive clause. Make up a few questions on the Lecture. Single out the key terms and provide their definitions.

10. Workshop Task.  1. Comment on the differences between the use or non-use of commas.  2. Define the type of attributive clause.  3. Punctuate if necessary.

11. References http://www.ferris.edu/htmls/colleges/university/disa bility/faculty-staff/classroom-issues/vision/vision- strategy.htm http://www2.le.ac.uk/offices/ssds/accessability/staff /supporting-students-with-disabilities/information-for- staff-teaching-blind-and-visually-impaired-students http://sites.allegheny.edu/disabilityservices/students- who-are-blind-or-have-a-visual-impairment/ http://www.unimelb.edu.au/accessibility/guide/blind. htm