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1.
Remember that a student
with a disability is like anyone else, except for the special
limitations of the disability. A student with a
disability has more similarities with other students than
differences.
2. Be yourself when you meet a student with a disability and talk about the same things you would talk about with any one else. Speak directly to the person, not to someone accompanying him or her. Do not try to avoid using--or become embarrassed if you do use--commonly accepted expressions, such as “see you later” or “I’ve got to run,” that seem to relate to the person’s disability. People with disabilities use them, too!
3.
Do not rely on preconceived ideas or stereotypes about what the
student can or cannot do. Let the student explain his or her
disability and the accommodations needed. If the student does
not take the initiative, then ask; but make sure to be
respectful and sensitive. Only ask about needs that are relevant
to the successful completion of the course work. Do not ask
questions you would not want to answer yourself.
4.
Treat your adult students with disabilities in a
manner befitting adults. Use the person's first name only if
extending this familiarity to all others present. Do not pat
people on the head who use wheel chairs. This feels patronizing
and is age-inappropriate for college age students. Only pat
people on the shoulder or arm who use wheel chairs, and only if
you do this as your interaction style with all people.
5.
Be consistent in your standard of acceptable behavior. Do not
accept inappropriate behavior from a student with a disability
just because he or she has a disability. Socially inappropriate
behavior will not be tolerated on the job later, so do not "let
it slide" now.
6.
Always ask if a student with a disability needs help before
assisting him or her; do not just assume he or she does, and
provide it. You may offer assistance, but always wait for it to
be accepted before acting. Respect his or her choice if your
help is declined. It is best to let the student know that he or
she may ask for and receive help at any time, then let the
student control how much help he or she wants.
7.
Do not be overprotective/over-solicitous or offer pity/charity.
Do not go overboard with praise for accomplishments, either.
These types of interactions can be patronizing and embarrassing
for anyone receiving them.
8.
Let the student set his or her own pace in walking, speaking,
and at times, learning. Teaching a student who learns
differently can be frustrating, but imagine how frustrated the
student must be!
9.
Do not move an individual's wheelchair or crutches unless he or
she requests it. These types of equipment are his or her access
to mobility, so he or she may want them within reach.
1O. Do not assume that a person with a disability has additional limitations. (For example, do not raise your voice when speaking to a person with a visual disability. He or she may listen more carefully than most people to compensate for the lost vision.)
11. Do not overprotect people with disabilities, but allow them to take risks. Taking risks is one of the best ways to learn about personal potential and to build self esteem. Be sure safety precautions have been taken, but do not protect a student with a disability more than you would any other student.
12.
Our entire society is in the process of learning about
disabilities, so be a role model for non-disabled students by
demonstrating appropriate behavior toward students with
disabilities. One of the most difficult aspects of living with a
disability is the negative attitude of others. Help be a part of
the change.
13. In public, if a child asks about a person with a disability he or she can see, answer the question directly and promptly. Do not act as if having a disability is something to be ashamed of.
14. Emphasize the uniqueness and worth of all people, rather than the differences between them.
15. When planning events involving people with disabilities, consider their needs ahead of time. Check into the accessibility of the building, and the types of activities being offered. If an insurmountable barrier exists, let the participants with disabilities know well ahead of time.