How to communicate with and about individuals with special needs
Audio practice1 show
1. ACCESSIBILITY & ACCOMMODATIONS:
Students with Disabilities in Higher Education
Faculty Training Module
(Non-Managers Only)
Hope Fisher, MA
Trinity Washington University
Disability Support Services (DSS)
Sheehan Library 103
202-884-9358
FisherH@TrinityDC.edu
2. TRAINING OBJECTIVES
Through this training, participants will be able to:
1. Provide an example of appropriate language and
behavior towards people with disabilities.
2. Describe the two major roles that faculty are
responsible for incorporating into their work at Trinity.
3. Articulate three or more concrete strategies that they
will implement, to promote accessibility and inclusion.
3. INTRODUCTION & OUTLINE
I. Defining and Discussing Disability Appropriately
• Legal Definition of Disability
• Disability Etiquette
II. Framework and Practical Applications
• Data Trends in Disability and Higher Education
• Accessibility and the Law: Staff Role #1
• Help from Universal Design Principles
III. Disability Services and Accommodations
• Working with Disability Support Services: Staff Role #2
• Overview of Classroom Accommodations
• Adaptive/Assistive Technology Examples
4. SECTION I
Defining and Discussing
Disability Appropriately
Legal Definition of Disability
+ Activity: “Defining Disability”
Disability Etiquette
+ Activity: “Language & Behavior”
5. LEGAL DEFINITION OF DISABILITY
The primary legislation governing the civil rights
of people with disabilities is the
Americans with Disabilities Act (ADA), as amended.
The ADA defines a disability as:
A long-lasting physical, cognitive, or psychological condition
that substantially impairs a persons ability
to perform major life activities without assistance.
6. (cont’d) LEGAL DEFINITION OF DISABILITY
ADA Clarification Points:
• Major life activities can include:
seeing, hearing, walking, learning, speaking, concentr
ating, and using bodily functions
(e.g., digestion, circulation).
• The ADA’s protection from discrimination covers
those who currently have a disability, who have a
record of a disability, and who are regarded as having
a disability.
7. (cont’d) LEGAL DEFINITION OF DISABILITY
Activity: Defining Disability
Purpose: To increase comprehension of the definition of “disability”.
Directions: I’ll read each of the conditions aloud. Raise your hand, if it
IS likely to fall under the ADA definition we just discussed.
Deafness Depression
Dyslexia Common Cold
Sprained Ankle Cerebral Palsy
Pregnancy Traumatic Brain Injury
Multiple Sclerosis Mild Myopia
9. (cont’d) SECTION I
Defining and Discussing
Disability Appropriately
Legal Definition of Disability
+ Activity: “Defining Disability”
Disability Etiquette
+ Activity: “Language & Behavior”
10. (cont’d) DISABILITY ETIQUETTE: YOUR LANGUAGE
Tips for everyday communication:
1. Use person-centered language. Name the individual
before the disability, as in “a person with ________”.
2. Remove grossly offensive terms (e.g., crippled) from
your vocabulary. Also, phase out antiquated terms like
“handicapped” or “challenged”.
3. Avoid using unwarranted qualifiers, like “special” or
“superhuman”, to describe people with disabilities.
4. Don’t use the disability, as a primary description.
11. (cont’d) DISABILITY ETIQUETTE: YOUR BEHAVIOR
Tips for everyday interactions:
1. Stay alert of environmental barriers that may pose an
issue for those with visual or mobility disabilities.
2. Respect individual privacy. Make sure that others
aren’t around when discussing someone else’s disability.
3. Don’t force your “help”. Ask IF and HOW you can assist.
4. Use the same non-verbal cues that you would use with
anyone else (e.g., hand-shakes, eye contact).
12. (cont’d) DISABILITY ETIQUETTE
Activity: Language & Behavior
Purpose: To apply disability etiquette concepts to real-world examples.
Directions: In your groups, discuss the 3 statements below (from the
handout) and determine if each one is MOSTLY TRUE or MOSTLY FALSE.
1. “When I meet a person who has a disability, I should not
ask them about their disability.”
2. “It’s not OK to touch someone’s wheelchair or service dog.”
3. “If one of my student’s is accompanied by a personal aide
or sign language interpreter, I must speak directly to the
aide or interpreter.”
13. (cont’d) DISABILITY ETIQUETTE
Activity: Language & Behavior
1. “When I meet a person who has a disability, I
should not ask them about their disability.”
True or False?
MOSTLY TRUE. For personal privacy and
legal reasons, it is generally NOT a good
idea to ask someone about a disability that
they have not voluntarily disclosed to you.
14. (cont’d) DISABILITY ETIQUETTE
Activity: Language & Behavior
2. “It’s not OK to touch someone’s wheelchair or
service dog.”
True or False?
MOSTLY TRUE. Avoid leaning on
someone’s wheelchair or playing with their
service animal. Consider these to be an
extension of their body space.
15. (cont’d) DISABILITY ETIQUETTE
Activity: Language & Behavior
3. “If one of my student’s is accompanied by a
personal aide or sign language interpreter, I must
speak directly to the aide or interpreter.”
True or False?
MOSTLY FALSE. Similar to wheelchairs and
service animals, their purpose is auxiliary.
You should speak directly to the person who
is conducting business with you.
Training Objectives.Slide Opener/Talking Points (herein ref. to as, TALK): In every demographic group and setting, we can expect to encounter someone who has a disability, whether we are aware of it or not.…Students with disabilities inevitably add to the diversity of viewpoints and perspectives, inside and outside of the classroom. As a teaching staff, it’s very likely that you’ll end up interacting with a student (or colleague) who has a disability.…This presentation will give Trinity faculty the training and tools they need to join administrators, staff, and students, in maintaining a learning environment that is equally accessible to everyone.…By the end of this session, participants should understand their responsibilities in upholding institutional compliance, and in promoting campus-wide equality.
Legal Definition of Disability.TALK: [Describe clipart aloud.] …Faculty are not involved in making disability determinations for students, even if they have related expertise in the field. DSS is charged with reviewing healthcare documentation to determine if a student needs reasonable accommodations. …[w/ 1stbullet] The nature and impact of a particular disability can vary greatly from person-to-person. This is why the focus is on “major life activities”…Mitigating aids, like meds or adaptive technology (to reduce symptoms or remove barriers, resp.), do not negate the disability. …[2nd] All 3 of these groups are protected by anti-discrimination laws, but the “regarded as” group can’t seek monetary damages.EX. A store employee has a large facial scar from an old car accident, but no existing conditions that limit major life activities. Despite her stellar performance, she’s repeatedly denied promotions. She inquires and learns that her boss has concluded that she has a disability & won’t be able to perform in higher-level positions. This employee is protected under ADA anti-discrimination, even though she does not have an actual diagnosis.
Legal Definition of Disability, “Trivia Time”.TALK: [Describe the “Trivia Time” box aloud, before reading the question. Then, allow participants to guess the answer.] This percentage is about the same in the Trinity student population.… Just imagine how high the percentage would be if we could add-in the students who don’t disclose, plus the students who have psychological disabilities (e.g., Anxiety Disorder).…In conclusion, there’s a high likelihood that you’ll be teaching a student with a disability, and not even DSS will know exactly how many and which ones. That’s what makes what you learn in this training so important and valuable.