Self-Reflection
Reflect on any assumptions you may hold about disability, limitations, or perceived challenges, particularly within advising, mentoring, or educational relationships. Even well-intentioned beliefs can sometimes influence the guidance we provide in ways that unintentionally limit opportunities for students. Students with disabilities are capable of succeeding across a wide range of academic disciplines and career paths when they have access to appropriate support and equitable opportunities. When advisors, mentors, or faculty make assumptions about what a student can or cannot do based on a disability, those assumptions can inadvertently discourage students from pursuing their goals. Approaching each student with curiosity, openness, and a commitment to understanding their unique experiences can help ensure that guidance is empowering and inclusive.
Course Design Considerations
Universal Design for Learning (UDL) is an approach to course design that aims to make learning accessible and usable for the widest possible range of students. Rather than responding to barriers after they arise, UDL encourages instructors to proactively create inclusive learning environments that support diverse learning needs, abilities, and backgrounds. Barriers to learning can stem from many aspects of course design, including lectures, web-based content, in-class activities, exam formats, course timelines, the organization of Canvas materials, or the accessibility of online resources. By incorporating teaching strategies that provide multiple ways for students to access information, engage with content, and demonstrate learning, instructors can reduce barriers for all students. As a result, many students with disabilities may be able to participate fully in the academic environment without the need for individualized accommodations.
When considering an accommodation request, it can be helpful to ask whether a change to the course design might benefit the entire class. For example, if a student requests access to slides as an accommodation, making the slides available to all students may improve access to course content, support different learning preferences, and enhance the learning experience for the class as a whole. By adopting inclusive practices that benefit many learners, instructors can create more equitable and accessible learning experiences for all students.
Supporting Students
When a student appears to be experiencing challenges that may be related to a disability, it is appropriate to share your observations with them directly and respectfully. It is recommended to share specific behaviors you have observed rather than sharing your beliefs/thoughts about the meaning or source of the behavior. For example, if a student is visibly struggling to write quickly enough during a quiz, you might say, “It looks like you’re having difficulty writing fast enough to complete the quiz within the allotted time.” If the student acknowledges this challenge, it would be appropriate to refer them to AEC to explore accommodations, such as more time to write, or use of a computer for typing. However, keep in mind that the decision to self-identify to AEC and to utilize accommodations rests entirely with the student and cannot be required.
Depending on the context, it may be helpful to mention other resources, such as the Tutoring and Academic Engagement Center or other campus resources.
Creating a Welcoming Classroom Climate
For many students, initiating a conversation about needed accommodations can be intimidating and uncomfortable. Instructors have an opportunity to make students feel more at ease with requesting accommodations by not expressing judgment or making assumptions about a student’s abilities or needs. How you respond can have a tremendous impact on the student and the importance of this response should not be underestimated. In addition to individual interactions with students, being able to set a welcoming tone up front in the classroom greatly increases how comfortable students will be to initiate a conversation about their needs or barriers experienced in the class setting.
Tips for Creating a Welcoming Classroom Climate
- On the first day of class, inform the class of AEC services and share your value for the diversity of students in your class. The following is suggested language to use:
- The University of Oregon and I are dedicated to fostering inclusive, equitable, and accessible learning environments for all students. The Accessible Education Center (AEC) assists students with disabilities in reducing barriers in the educational experience. You may be eligible for accommodations for a variety of disabilities – apparent disabilities, such as a mobility or physical disability, or non apparent disabilities, such as chronic illnesses or psychological disabilities. If you have or think you have a disability and experience academic barriers, please contact the Accessible Education Center to discuss appropriate accommodations or support. The details of your disability will be kept confidential with the AEC and you are not expected to share this information with others. However, I invite you to discuss any approved accommodations or access needs at any time with me.
- Attend to the physical needs of all students. Telling them where the bathrooms are and allowing occasional breaks in longer classes lets them know that you have an interest in their comfort.
- Recognize the expertise and authority of personal experience. The student with the disability is most always the one who best understands the disability and how it impacts learning.
- Share your own experiences, as your comfort level allows. Vulnerability is a quality that students with disabilities have identified as important in people they decide to trust. However, share in a manner that highlights that all disability experiences are different, and demonstrates your openness to understanding and connecting with your students.
- Honor diversity and cultural differences. Disability is just one aspect of a student’s identity. Be mindful of the ways culture, language, socioeconomic background, race, gender, and other experiences may shape how students perceive disability, seek support, and engage in the classroom.
Tips for Interacting with People with Disabilities
- When a person with a disability may need assistance, it is appropriate to offer help. Wait until the offer is accepted and instructions are given to provide assistance. Do not be offended if your offer to help is declined.
- Never lean on, touch, or move a person’s assistive equipment without first getting their consent.
- If a person with a disability is using a service animal, never touch or distract the animal without the owner’s approval. To do so could be unsafe to the owner and is disruptive.
- To get the attention of someone who is Deaf/hard of hearing, tap or touch them lightly, or wave your hand. If they are using an interpreter, speak directly to the person, not the interpreter.
- Be aware of obstacles or hazards in your environment that may pose a hazard. Examples include cracked or broken sidewalks or paths, spills, loose rugs, and objects blocking traffic patterns or protruding into the path of travel.
- Never pat someone on the head or grab someone’s arm.
- Never be afraid to invite someone with a disability to participate in an event or activity. If there are concerns about accessibility or that the person may not be able to participate fully, voice these concerns and work through them together. Being excluded is isolating and painful.
- When meeting a person with a disability, offer to shake hands as appropriate with someone who does not have a disability. If the person is unable to take your hand, they will tell you so. Offering to shake hands is seen as a sign of respect.
- If you are having trouble understanding someone’s speech, ask them to repeat or ask clarifying questions. Pretending to understand what someone said is disrespectful and denies them the opportunity to contribute to the conversation.