Disabled Students Programs and Services Faculty Handbook
Special Consideration for Students with:
PHYSICAL DISABILITIES
Physical disability means a visual, mobility or orthopedic impairment.
(a) Visual impairment means total or partial loss of sight
(b) Mobility and orthopedic impairments mean a serious limitation in locomotion or motor function.
Note: Authority cited: Sections 67312,70901 and 84850, Education Code
Reference: Sections 67310-12 and 84850, Education Code
SUGGESTIONS FOR HELPING STUDENTS WITH PHYSICAL DISABILITIES TO BE MORE SUCCESSFUL IN YOUR CLASSROOM
ACCESSIBILITY
If it seems that a student may have to miss a special meeting, conference with you, or other such event because of an inaccessible location, please move your conference or meeting to an accessible location.
LATENESS AND ABSENCES
Students with physical disabilities may also require more time to get to and from classes because the accessible travel routes are often round about, and cannot make up for time lost when an earlier class is held overtime.
Other reasons for students with physical disabilities being late are waiting for assistance in opening doors, and maneuvering along crowded paths and corridors. If a student who uses a wheelchair is frequently late, it is, of course, appropriate to discuss the situation with him/her and seek solutions. Most students will schedule their classes with ample time between them; however this is not always possible.
Students sometimes rely on a personal care assistant to get to and from class. Last minute course section changes can be a problem.
Some students with physical disabilities have unavoidable personal hygiene problems that may cause them to be absent from class without advance notice. Such problems occur infrequently but should be given due consideration by faculty members.
FIELD TRIPS
If a class involves field work or field trips, ask the student to participate in the selections of sites and modes of transportation.
Students are not “confined” to wheelchairs. They often transfer to automobiles and to furniture. Some who use wheelchairs can walk with the aid of canes, braces, crutches, or walkers.
Special arrangements will have to be made for field trips when students have difficulty transferring from wheelchair to car.
CLASSROOM CONSIDERATIONS
Classes taught in laboratory settings will usually require some modification of the work station. Considerations include under counter knee clearance, working counter top height, horizontal working reach, and aisle widths. Working directly with the student may be the best way to provide modifications to the work station.
Students who may not be able to participate in a laboratory class without the assistance of an aide, should be allowed to benefit from the actual lab work to the fullest extent. The student can give all instructions to an aide, from what chemical to add to what type of test tube to use to where to dispose of used chemicals. The student will learn everything except the physical manipulation of the chemicals.
Classes in physical education and recreation can almost always be modified so that the student in a wheelchair can participate. Classmates are usually more than willing to assist, if necessary. Some students who use wheelchairs do not get enough physical exercise in daily activity, so it is important that they be encouraged, as well as provided with the opportunity to participate.
OTHER TIPS
Because a student sitting in a wheelchair is about as tall as most children, and because a pat on the head is often used to express affection toward children, many people are inclined to reach out and pat the person in the wheelchair on the head. These students usually find this to be demeaning.
A wheelchair is part of the persons body space. Try not to automatically lean on the chair; it is similar to hanging or leaning on the person.
When talking to a student in a wheelchair for more than a few minutes, sit down or kneel, if convenient. Most students who use wheelchairs will ask for assistance if they need it. Do not assume automatically that assistance is required. Offer assistance if you wish, but do not insist, and be willing to accept a “No, thank you.” graciously.
ACCOMMODATIONS
List of DSPS Services | How to Refer a student for Support Services | Tips for a Successful Student Interaction | Responsibilities | Acquired Brain Impairment | Communication Disabilities | Developmentally Delayed | Learning Disabilities | Physical Disabilities | Visual Impairments | Psychological Disabilities | Other Disabilities | Alternate Media | Appendix A Section 504/American Disability Act ( ADA) | Appendix B Assistive Computer Technology | Appendix C Procedure for Testing Accommodations | Appendix D Support Services Agreement (SSA) | Resources