Barriers

This is one area in which we, as educators, have very limited input. Although we can advocate for change and for universally designed renovations to our buildings, architectural barriers are difficult to overcome. Regardless, we must realize the importance of these barriers and do what we can to help minimize their impact on students with mobility impairments. Here are some examples and guiding questions.

• Narrow doorways for wheelchair users.

  • Can the student physically enter the door to the classroom with his or her mobility equipment?

  • If not, is there a more accessible classroom that the class can switch to instead?

• Inaccessible plumbing fixtures such as water fountains, sinks, and toilets (height, button activation system, etc.).

  • Are there fixtures in the building that are usable?

  • What do we need to do to ensure they are available for use?

• Stairways and curbs. In some situations, there may not be ramps, elevators, or curb cuts in appropriate locations to access parts of the building or school grounds. This must be considered carefully when planning emergency procedures for your classroom.

  • Is the emergency exit route for my classroom accessible to all of my students?

  • If not, how can we make it more safe and accessible?

Even though a student has physical access to the classroom does not mean he or she can independently access the necessary materials within the room. It also does not ensure that the class schedule is conducive to all. We can usually do something about these issues! You can always consult the student's IEP team for suggestions to reduce these tangible barriers. Here are some examples of what barriers may exist and the questions we need to ask to overcome them.

• Scheduling

  • Students with physical disabilities or health impairments may require additional or separate time for personal care or activities of daily living. For instance, the student may require scheduled bathroom breaks for catheterization, longer lunch periods for g-tube feedings, or longer transition times due to slower ambulation or other mobility concerns.

    • How much instruction is the student missing at these times?

      • What can be done to minimize these times?

    • What areas of instruction is the student missing?

      • How can the class schedule be restructured so that the student misses less direct instruction? For instance, can the independent reading block switch with the math lesson so that the student isn't missing direct math instruction during scheduled bathroom breaks?

    • Is the student pulled from the classroom for support from special education teachers or related service providers?

      • If so, can the student be serviced in the classroom instead? (Coteaching or push-in support)

      • If not, can the times be changed to avoided missing core content or other areas of need?

    • Does the student miss school for outside therapies and services?

      • If so, how can the class schedule be re-arranged strategically to avoid missing crucial instruction?

• Material access

  • Can the student access his or her individual supplies?

    • If not, why?

    • Consider the way in which personal materials are stored or transported between classes. Consider what can be done to make it more accessible to the student with the disability.

    • Is there assistive technology that can help with this?

  • Are all of the supplies available to other students (classroom library books, shared art tools, sharpened pencils, turn-in bin, etc.) also accessible to the student with a physical disability?

    • If not, why?

    • Can the classroom be re-arranged to better suit the needs of the student with the disability? For instance, can the necessary materials be stored differently (open shelving, lower for wheelchair access, etc.)?

    • Is there adequate room underneath supplies for mobility equipment to maneuver close enough for access? For instance, a student may not be able to get close enough to reach supplies if there is not open space under the table or shelf where those items are stored.

    • Can the student have his or her own supplies separate from the communal supplies? See the AT section about material management for more suggestions.

  • Does the student have the assistive technology and staffing support to be successful in the inclusive classroom?

    • If not, what is needed?

      • Staffing concerns (such as additional paraprofessional support) can be addressed through the case manager and building administration. If the inclusive classroom is the least restrictive environment for the student, that is where they are legally obligated to be taught. The special education teacher and administration must ensure that the student has the staff support in that setting.

      • Assistive technologies are an IEP team decision. Contact the case manager, related service providers, or the student's parents with your concerns or suggestions.

Naturally, people do not agree about everything all the time. Between the student, general education staff, special education teachers, support staff, related service providers, parents, and school administrators, there are more than likely going to be conflicting points of view. However, it is important to know that an inclusive classroom is a place for all students. Consider the following mindset or attitudinal barriers.

• Conflicting professional viewpoints regarding inclusion

  • What is your viewpoint?

  • What is the viewpoint of your colleagues and administrators?

    • Switch mindsets from "why is this student in my classroom?" to "what do we need to do as a team to make this classroom the most successful learning space possible?"

• Lack of confidence or training

  • Many studies have shown that teachers do not feel prepared (lack of confidence or lack of training) to teach students with physical disabilities and health conditions in an inclusive setting (Chitiyo & Brinda, 2018; Flanagan et al., 2013; Judge & Simms, 2009; Nabors et al., 2008; Singh, 2007).

    • Know that you are not alone!

  • Questions to consider:

    • Do you know about your student's disability?

    • Do you know about the AT that your student uses?

    • Are you familiar with the supports in your student's IEP?

  • If you answered "no" to any of these questions, use the links, conduct your own research, or ask other team members for the support you need to feel prepared!

• Kids have mindsets, too, and the unfortunate truth is that social inclusivity is not inherently present in "inclusive" classrooms.

  • Does the student with the disability or health condition have true reciprocal friendships?

    • If not, consider the following:

      • Encourage socialization through low-risk social opportunities. For instance, you could host a weekly "lunch bunch" in which the student with the disability and a group of peers eat lunch together. Conversation can be guided or simply monitored by you as the facilitator.

      • Avoid peer tutoring or mentoring relationships that can instead create "mothering" relationships with the student with the disability as the "tutee" or "mentee"

      • Model appropriate social interactions every day.

      • Provide positive reinforcement for appropriate social interactions.

      • Play on the student's strengths (see the personal story on the right).

  • Are you a good model for social interactions?

    • Do you use your puppy voice (loud, slow, and high pitched) when interacting with your student with a disability? Ask a colleague to observe your interactions to make sure.

    • Do you provide and model adequate wait time for students with language processing disorders or AAC users?

    • How do you react when you witness or discover bullying or teasing in your classroom?

      • Do you follow the same protocol for your students with disabilities?

  • How do you respond to questions about students with disabilities?

    • This might not have an easy answer. Consult the IEP team (especially the student and his or her parents) about how this should be handled. Often, kids are curious and deserve factual responses.

      • For instance, if a classmate asks you why your student with CP drools all the time, how will you respond?

        • Your answer will, of course, depend on the age of your students among many other factors.

    • Is there a way the student, parents, or a community advocate can present to your classroom?

      • I have worked with representatives from the Muscular Dystrophy Association who have been great about coming out to classrooms to discuss the disability and answer questions that students may have. It can be particularly powerful when the student participates in some capacity (if not conducting the presentation independently).