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Physical Disabilities is a general term used to describe the impairments experienced by individuals with orthopedic disabilities. The impairment involves partial or total motor problems with a body part, usually a limb. This may mean partial weakness of muscles or complete paralysis. It is important to note that a physical disability does not affect intellectual abilities, unless there is a dual disability. Most individuals with physical disabilities have figured out how to cope and compensate for their weakness or loss, so faculty should avoid making assumptions of a student's ability based solely on his or her physical disability.
Physical Disabilities is a general term used to describe the impairments experienced by individuals with orthopedic disabilities. The impairment involves partial or total motor problems with a body part, usually a limb. This may mean partial weakness of muscles or complete paralysis. It is important to note that a physical disability does not affect intellectual abilities, unless there is a dual disability. Most individuals with physical disabilities have figured out how to cope and compensate for their weakness or loss, so faculty should avoid making assumptions of a student's ability based solely on his or her physical disability.
The primary way to support a student with a physical disability is via modifications to their environment. ADS is committed to advocate for and make environmental changes to ensure accessibility. The following are some of the efforts that ADS makes to make sure that Harper complies with the ADA and is a barrier free environment for students, faculty, staff and community members with physical disabilities.
The primary way to support a student with a physical disability is via modifications to their environment. ADS is committed to advocate for and make environmental changes to ensure accessibility. The following are some of the efforts that ADS makes to make sure that Harper complies with the ADA and is a barrier free environment for students, faculty, staff and community members with physical disabilities.
Environmental Access
Environmental Access
- Ensures that there is an accessible entrance to each building on campus.
- Ensures that there is access for wheelchair users in each classroom. If the classroom has limited access, classrooms may be changed.
- Ensures that the desks, tables, chairs, or other necessary furniture are accessible for a student who uses a wheelchair or other mobility aid like crutches, scooter, walker, cane, etc.
- Ensures that nearby bathroom facilities are accessible for individuals in wheelchairs.
- Consults with the student to ensure that his or her access needs are met.
- Approves reasonable accommodations based on the documented disability.
Wheelchair Etiquette
Wheelchair Etiquette
Since many of the students with physical disabilities are wheelchair users, the wheelchair etiquette tips below are recommended.
- When greeting students using a handshake, do the same for someone in a wheelchair. If the student in a wheelchair has limited mobility in the limb used for a handshake, let him or her guide his or her preferred method.
- Talk directly with the student in the wheelchair even if accompanied by someone else.
- If a conversation will last more than a couple of minutes, when possible, sit to be at eye level. If not possible, step back so that the student in the wheelchair does not have to strain to look up at your face.
- Do not feel uncomfortable using typical language like "walk". The student in a wheelchair will use the same language.
- Avoid leaning on or holding the wheelchair. Remember this is part of the person and part of their personal space.
- Before pushing or assisting someone in a wheelchair, ask first.
- If the student in a wheelchair accepts assistance to go down a curb, ask if they would like to go forward or backward.
- Learn about accessible entrances or routes in case a student in a wheelchair asks for directions.
- Individuals in wheelchair have many of the same interests as others without disabilities. Do not make assumptions that they are not interested in activities like sports, yoga, etc.
- Generally speaking, do not treat the student in a wheelchair differently based on the disability. Treat them like all other students.
- Avoid asking questions about why the student uses a wheelchair. The student will share information about his or her disability if he or she chooses to.
- Don't view the wheelchair as a limitation. A wheelchair provides the needed tool to have mobility and become independent. A wheelchair is an alternative for using one's legs.
- The type of wheelchair used is a personal choice. Do not recommend that a different wheelchair would be better such as moving from a manual wheelchair to a powered wheelchair.
- Do not use the wheelchair as a coat hook or a place to hang items. Again, the wheelchair is part of the student's personal space.
- Be aware of the challenges a student in a wheelchair may have during emergency evacuations. Develop a plan and assist the student as necessary.
- Relax and try to see the person, not the wheelchair.
What Can Faculty Do?
What Can Faculty Do?
- Allow the student to participate fully in all classroom activities. Ask the student for guidance in ensuring that the student can participate either independently or with assistance.
- If handouts are given ensure that the student with a physical disability also gets a copy.
- Expect equal performance, but make allowances for an individual with a disability who cannot participate "fully" based on his or her disability. Are there alternative ways to participate?
- Facilitate and provide the accommodations approved by Disability Services.
- Allow for changes in seating, giving priority to a student with a disability so that he or she can participate fully and sit where most comfortable.
- Make adjustments as needed in planned classroom activities. For example, if the activity is to visit an inaccessible location, either change the location or consult with the student for an alternative that will allow the student to demonstrate knowledge or learn the skill required. Consult with Disability Services if assistance is needed in determining an acceptable alternative.
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