Physical Disabilties

Physical disabilities encompass a range of conditions and functional limitations. For example, cerebral palsy, muscular dystrophy and spinal cord injuries can result in the limited use of upper and lower limbs. Depending on the degree of physical limitation, some students with these disabilities depend on mobility aids such as wheelchairs, crutches, braces and canes.

Functional limitations vary for each type of disability and among students with the same disability. For disabilities such as arthritis and multiple sclerosis, functional abilities may fluctuate during remission and recurrence.

Transportation arrangements are a daily consideration for many students with mobility impairments, especially those who depend on VIA Metropolitan's public transportation system. A missed connection, delay in traffic or mechanical malfunction can affect a student's punctuality for classes, meetings and appointments.

Academic Adjustments for Students with Physical Disabilities

Preferential seating

To avoid interrupting class proceedings, a student with a physical disability may request preferential seating in the back of the room or near the door to facilitate frequent standing breaks or discreet visits to the bathroom.
Students with back problems who find classroom desks uncomfortable may request the use of a table and chair. DS can accommodate these requests. To further enhance seating comfort, students may bring a personal seat or back cushion.

Note-Takers, Tape Recording, Lecture Notes and Overheads

A student may have a manual dexterity problem alone or in combination with a mobility impairment. Functional limitations depend on the type and severity of the disability. Some students with dexterity impairments can write to some degree while others cannot write at all. Students with dexterity impairments may require the services of note-takers.
Providing instructor's lecture notes and copies of overheads is particularly helpful for students who cannot take their own notes or are slow to copy information from projected transparencies.
A tape recorder may be an appropriate auxiliary aid for a student with limited arm and hand dexterity. If protecting a lecture is a concern-for example, for copyright considerations or pending publication-the instructor and student can sign a contract to safeguard the recorded material from unauthorized duplication. The agreement stipulates that the material will be for class use only and that tapes will be erased or surrendered at the end of the semester.

Field Trips and Labs

Field trips are a challenge to people with physical disabilities, especially wheelchair users. Announcing a field trip date as early as possible will facilitate transportation plans, rest room and comfort considerations and related travel accommodations.
In a science laboratory setting, partnering a student with a disability with a classmate can be an effective and mutually productive experience.

Examinations

A student with a physical disability may require extended time to finish an examination. Depending on the degree of the disability, time-and-a-half or double-time for a test may be an appropriate academic adjustment.
A student whose manual dexterity precludes the use of a pen or pencil may require a scribe or the use of a computer to take a test.
DS can help administer examinations by providing academic adjustments such as a separate testing site, qualified proctors and scribes. Resources include auxiliary aids such as computers, closed-circuit television and cassette tape players.

Communication tips

Do not assume that students with disabilities need assistance. Ask if you can help when appropriate. Your offer will be accepted if the student needs help. Do not be offended, however, if your offer is not accepted. Most people with disabilities pride themselves in exercising independence and self-sufficiency.
As a matter of courtesy, refer to a person in a wheelchair as a "wheelchair user," not "wheelchair bound" or "confined to a wheelchair." Similarly, use the term "person with a disability" instead of "disabled person."
The former is a "person first" reference, whereas the latter emphasizes the condition and makes the person a secondary entity.
Speak directly to the person with the disability. Often people are uncomfortable interacting with a wheelchair user and have a tendency to stare at the appliance or speak to someone who accompanies that person.
When speaking to a wheelchair user, try to sit down so that you are at that person's eye level. A person in a wheelchair may feel awkward or uncomfortable speaking to someone who is standing. An eye-to-eye conversation brings the interaction to a personal level.
Become knowledgeable about your office and classroom areas so that you're familiar with accessible pathways, rest rooms, ramps, water fountains and elevators for use by people with disabilities.
Familiarize yourself with resources available on campus-including the Tomás Rivera Center for Student Success, Counseling Services and Disability Services-so you can make appropriate referrals.

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