ACCESS Rochester

Teaching Students With Physical Disabilities or With Hand-Function Limitations

A wide range of conditions may limit mobility and/or hand-function. Among the most common of permanent disorders are such musculoskeletal disabilities as partial or total paralysis, amputation or severe injury, or arthritis and active sickle cell disease, which can be debilitating, may consequently effect mobility. Any of these conditions may also effect the strength, speed, endurance, coordination and dexterity that are necessary for proper hand function. While the degree of disability varies, students may have difficulty getting to or from class, performing in class, and managing out-of-class assignments and tests.

Getting To and From Class

Physical access to classrooms is a major concern of students who are physically disabled. Those who use wheelchairs, braces, crutches, prostheses, or who fatigue easy, find it difficult moving about, especially within the time constraints imposed by class schedules. Occasional lateness may be unavoidable. Tardiness or absence may be caused by transportation problems, inclement weather, or elevator or wheelchair breakdown. Leaving class may pose similar problems, especially in case of an emergency.

Consider the accessibility factor before or early in the semester and discuss it with the student. Be prepared to arrange for a change of classroom or building, or class time and office hours if no other solution is possible. Faculty occupying offices that are not accessible to students with disabilities are required to make reasonable arrangements to meet elsewhere. Such arrangements must be designed to provide the student with a disability access to the faculty member equivalent to that given to other students. Familiarize yourself with the building's emergency evacuation plan and be sure that it is manageable for students who have a physical disability.

In Class

Some classrooms present obstacles to full participation in seating individuals who have a physical disability. Every effort should be made to integrate these students into the classroom.

Relegating students to a doorway, a side aisle, or the back of the room should be avoided. Even such insurmountable barriers as fixed seating may be overcome by arranging for a chair to be unbolted and removed to make room for a wheelchair. Laboratory stations too high for users to reach or transfer to, or with insufficient under-counter knee clearance may be modified, or may be replaced by portable stations. Otherwise, the assistance of an aide to follow the student's lab instructions may be necessary.

Students With Hand-Function Limitations

These students may have similar difficulties both in the laboratory and in the classroom, performing class writing assignments, and taking written tests.

Permit the use of a note-taker, tape recorder, or adapted computer.
Team the student with a laboratory partner or an assistant.
Allow in-class written assignments to be completed out of class with the use of a scribe.
Learning Assistance Services will administer oral or taped tests or provide space and supervision for extended test time. This service can be arranged through the Local Coordinator.

Out-of-Class Assignments

For students who have a physical disability or who have hand-function impairments, the use of the library for reading research assignments may present obstacles. Arrangements for assistance with library personnel may have to be made for access to card catalogues, book shelves, microfiche, and other equipment and for manipulating the pages of publications. Because the completion of required work may be delayed, the extension of deadlines may be appropriate.

Off campus assignments and fieldwork may pose similar problems of access to resources. Instructors should consider such expedients as advance notice to students who rely on special transportation, the extension of deadlines and alternative assignments.

Home