Teaching Students Who Have Mobility Impairments

Language

• "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.
• When asking about accommodations, say, "Are there any specific accommodations or support you need to fully participate in the class?" instead of assuming what, if anything, they might need.
  • If students with mobility impairments do need accommodations, it is appropriate to ask them to send you their SAS accommodation email, as with any other disabled student requesting accommodations.
• Maintain open lines of communication to understand any specific needs or preferences the student may have regarding classroom interaction.

Regard for Student's Ability

• It is important to understand that using a wheelchair only indicates that a person has a mobility challenge. 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.

Regard for Assistive Equipment

• Understand that 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

Consider Physical Course Requirements

• Consider if minor physical requirements embedded in your course are necessary and if so, how you will phrase common instructions such as "Will everyone please stand?"

Ensure Physical Access of Class Spaces

• SAS will arrange for the classroom assigned for your course to meet the student's accessibility needs, but be aware if you conduct class in a location other than your assigned classroom that it must be accessible.
  • Watch out for rooms that have inaccessible portions (such as a stage accessed only by stairs).
  • If you have any field trips for your class, you should identify accessible routes (if on campus) and ensure the accessibility of the site in advance. Accessible transportation for any remote or off-campus field trips must also be arranged. Please contact SAS in advance to assist with coordination if needed.
    • If there is no way to meet the students' accessibility needs in the context of the field trip, consider if there is an alternative, accessible option for the entire class, or (less preferred) work with SAS to identify an equivalent, alternative experience/assignment.
  • Contact SAS immediately if you have concerns about the accessibility of any aspects of your assigned classroom or classroom building (e.g., a non-functioning elevator).
• If a Physical Barrier is Encountered
  • ​​​​​​​​​​​​​​It is natural to get flustered when you suddenly become aware of an access barrier for a student, but scrambling to move furniture and/or being overly apologetic to the student can draw unwanted attention to the student. If able to do so, calmly move the barrier while continuing whatever activity you were engaged in.
  • Please contact SAS before modifying any course element.

Seating Arrangements

• Arrange seating to allow the student easy access to their preferred accessible spot in the classroom without disruption.
  • Try to avoid rooms in which the student can only be in the very front or back (usually due to risers).

Classroom Assistants

• If a student requires a notetaker, lab assistant, or other classroom assistant to have equal access to your course, SAS will pay for this service and may ask for your assistance in identifying an assistant.

Facilitate Participation

• Ensure that the student has equal opportunities to participate in discussions, group work, and other interactive elements of the course. Develop an alternative signal if the student has difficulty raising their hand.

Canvas Site and Course Materials

• Since a range of students may require assistive technologies such as text-to-speech (read-aloud) software or captions for equal access to your course, please select materials in advance, and work with SAS to ensure that your text and audiovisual materials are accessible and available to disabled students at the same time as to their peers.
  • Word, rtf, or .html are the preferred file types. If you scan a document as a pdf, choose a clean (non-annotated) copy and enable optical character recognition (OCR) or ask SAS or the library for assistance.
  • Please allow SAS advance access to all class materials so that we can convert the materials into accessible formats in a timely manner. Reference this guide for more information about accessible materials.
  • SAS and the Dartmouth Library can assist in procuring better quality versions of scans if you do not have them readily available. Course reserve through the library can also make an accessible e-reserve for you.

Please do NOT employ no-technology policies in your course

• Even if you make an exception for students with accommodations, it highlights to other students that the disabled student is different. Moreover, often-cited research finding that students learn best via printed text and handwritten notes is flawed because it excludes disabled participants.

• Students requiring testing accommodations approved by SAS may take their exams at SAS' A11y Testing Center. If you choose to go this route, please complete the alternative testing contract and instruct the student to schedule their exam with us (as you cannot schedule it for the student).
• If you prefer to administer an exam yourself, the Testing Center can assist you in converting your exam to an accessible format or guide you with respect to the implementation of other accommodations.
• Please see our Faculty Testing Guide for more information.