The following are commonly used teaching techniques that also accommodate students with disabilities:

• Let students know when you are available to meet with them through verbal announcements, published hours, and  location of availability.
• Make an announcement the first day of class that you are available privately to discuss any information or circumstances that may impact the course. Provide this information on the syllabus also.
• When offering assistance to a student, it is very important to respect their privacy. Do not discuss the interaction with other students or colleagues.
• Individual assistance can be quite helpful in promoting the learning experience. However, avoid behaving in a patronizing or condescending manner because someone needs assistance.
• Be sensitive to verbal and non- verbal signs of student anxiety and frustration. Be willing to discuss any problems and make appropriate referrals to campus resources.
• Speak directly to students, maintaining eye contact, using gestures and natural expressions to further convey meaning.
• Provide the course syllabus and a list of required readings in advance of the course. A web site is an ideal location for this.
• Leave all relevant course information with a Department contact during semester breaks in case you cannot be contacted.
• If possible, select textbooks that are available from the publisher in electronic text.
• If possible, select a textbook with an accompanying study guide for students.
• Order texts early enough so that texts arrive in the bookstore before the course begins.
• Provide a course study guide, or exam study questions, which cover specific terms the student needs to master.
• Make available lecture outlines or copies of overheads used in class.
• Prepare a comprehensive syllabus that includes a lecture topics schedule, order of scheduled and required readings, assignment information and due dates, examination schedule, and grading scale. Review the requirements in class.
• Present new or technical vocabulary and concepts on handouts. Teach them both visually and verbally.
• Start each class meeting with a brief outline review of the previous class.
• Write an outline on the board of material that will be covered that class period.
• Verbally explain graphs, charts and diagrams. Read aloud all material that is on the board, transparencies, or handouts.
• Carefully explain the purpose and objectives of your assignments. Also provide written directions, requirements, and grading scale for each.
• Remind students of upcoming reading requirements, assignments, papers, or projects, or exams frequently and well in advance of when they are due.
• Provide adequate opportunities for class discussion, questions, and participation, including review sessions.
• Encourage active use of office hours for information clarification.
• Permit the use of tape recorders as backup to note taking. Have students sign tape recording agreements limiting the use of the tapes, if necessary.
• Help facilitate study groups in and out of class.
• Encourage students to make use of on campus resources.

• That any student enrolled at SCC has the right to be here. Respect the student with the disability for their initiative and qualifications.
• To treat adults like adults. Do not be condescending or patronizing.
• Use typical conversation terms such as "See you later", "walk" along. People with disabilities use these terms too.
• Offer assistance with sensitivity and respect. If the offer is declined, do not insist. If the offer is accepted, listen to, or ask for instructions.