Physical Access & Inclusion

Including students with mobility impairments, such as those who use wheelchairs, power chairs, scooters, or canes, requires thoughtful, advance planning. These students may face challenges accessing physical spaces and materials. They may also face attitudinal barriers or feel excluded because others stare at or act differently around them. Some students may have variable mobility, requiring assistive devices only during more severe symptoms or for traveling longer distances, which can unfortunately draw skepticism from others about their condition.

The following strategies can help ensure an accessible and inclusive experience for students with mobility impairments.

Respectful Communication & Behavior

Everyone wants to be treated as a person first. Avoid asking personal questions such as, "What happened to you?"
Using a wheelchair or other assistive device only indicates that a person has a mobility impairment. It doesn't tell us anything about their intellectual or academic abilities. Each individual has their own unique strengths and abilities, and we should treat everyone with respect and dignity.
Using terms like "wheelchair-user" or "student who uses a wheelchair" is more appropriate than "wheelchair-bound student." In general, it's best to mirror the language used by the student, especially with respect to identity-first ("quadriplegic student") or person-first ("student with quadriplegia") language.
A student's wheelchair or other mobility device is an extension of them. Never push their chair or attempt to guide them without asking if this assistance is needed. You should also not touch their wheelchair controls if electric.
Ask if assistance is needed rather than assuming.
If a student is with their personal care attendant (PCA; see below), address the student as opposed to the PCA.
It is natural to get flustered when you suddenly become aware of an access barrier, but scrambling to move furniture and/or being overly apologetic to the student can draw unwanted attention to them. If able to do so, calmly move the barrier while continuing whatever activity you were engaged in.
Include an accessibility statement in programming advertisements to highlight the accommodation request process and contact person for these requests.
Consider if minor physical requirements embedded in your programming are necessary and if so, how you will phrase common meetings such as "Will everyone please stand?"

Location Accessibility

When scheduling meetings/events, book a space that is physically accessible and/or contact the site in advance to ensure accessibility. Walk the path from outside of a building into the event room to verify a stair- and barrier-free path. Also, make sure there is an accessible bathroom nearby.
- Try to avoid fixed-seating rooms or ones where a wheelchair can only be in the very front or very back.
- Watch out for rooms that have inaccessible portions (such as a riser or stage accessed only by stairs).
- A Zoom meeting for all involved might be an acceptable alternative.
Accessible transportation should be available for any remote or off-campus trips.
Though Dartmouth strives to make its historic campus more accessible, not all doors (are required to) have accessible door openers. In cases where doors lack automatic openers, a student with a mobility impairment might need assistance opening a door. Always ask before helping as a courtesy. Hold doors as you would for any other community member.
Do not lock items such as bikes, scooters, or other devices on ramps or near wheelchair accessible doors. They will be removed Campus Security staff.

Meetings and Presentation Materials

Ensure that students have equal opportunities to participate in discussions, group work, and other interactive elements of gatherings. Discuss an alternative signal in advance if the student has difficulty raising their hand.
Provide presentation materials in advance in an electronic format to accommodate students who may use assistive technologies, such as text-to-speech (read-aloud) software, require enlarged material, have difficulty holding/manipulating reading materials, or who may just appreciate the opportunity to review information beforehand.

Personal Care Attendants (PCA)

Students with mobility impairments sometimes have PCAs, who may reside in the student's residence hall. PCAs are vetted and issued a Dartmouth ID that grants access to the student's residence hall and room only.
PCAs assist with daily living activities such as bathing, dressing, and eating. They also assist with transferring the student to and from mobility devices, such as wheelchairs, and may provide support for travel between different locations on campus.
A PCA will accompany the student for whom they work, with the potential exception of retrieving food from dining halls if prearranged with dining accommodations.
PCAs are familiar with the student's specific health needs and emergency procedures.

Emergency Response

PCAs are prepared to act in case of emergencies, including medical situations, by providing immediate assistance and contacting emergency services as needed.
In the event of an emergency involving a student with a mobility impairment and no PCA present, your role is to contact either Safety & Security (603-646-3333) or 911, depending on the severity of the situation.
If a student with a mobility impairment falls, refrain from attempting to assist, as this could cause further injury. Instead, ask the student if they need assistance reaching their emergency contact, or make the student as comfortable as possible until trained emergency professionals arrive.
If a mobility device becomes stuck, you may give a gentle push if it can be done safely. Otherwise, contact Campus Security arrives.

Questions

If you have further questions, please contact Student Accessibility Services.

Phone: 603-646-9900

Email: Student.Accessibility.Services@Dartmouth.edu for more information about including undergraduates and BE students with disabilities.

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