Working with Students with Disabilities: A Faculty/Staff Guide
Students with Disabilities
Of the approximately 1,200 students who are
registered with DSS, most have invisible disabilities, including learning disabilities, attention
deficit disorders, mental health disabilities and some medical disabilities. A much smaller
number of students have sensory disabilities (e.g.,
blindness or low vision, deaf or hard of hearing) and
physical/mobility disabilities. A significant numer of students have multiple disabilities. The following pages provide
information on various types of disabilities that
students in your classroom may have.
Asperger's Disorder is a developmental disorder characterized by deficits in social behavior, the social use of language and executive functioning (which includes planning and organizing, prioritizing, goal-setting, controlling impulses, etc.). Students with Asperger's Disorder may have difficulty with understanding somebody else's thoughts, feelings and motivations. They may struggle with regulating their emotions and responding appropriately to others. Some students with Asperger's Disorder can present as very quiet or even appear withdrawn. They may use sophisticated vocabulary but struggle to initiate and maintain "small talk" or to engage in goal-directed conversations. Students with Asperger's Disorder may have excellent rote memory but have difficulty with high-level thinking and problem solving. Some students may be unusually sensitive to touch, sounds and/or light and may experience "sensory overload" at times. It is important to note that Asperger's Disorder can vary greatly in individuals, and it is unlikely to see all of these characteristics in a given student.
Characteristics
May demonstrate the following communication patterns and social behaviors:
Comments/questions may be tangential or repetitive
Lack of awareness of personal space - yours or theirs
May seem to talk "at you" rather than "with you"
Literal understanding of language - difficulty with interpreting idioms, metaphors, sarcasm and words with double meanings
May have problems asking for help
May have problems taking another's point of view
May have trouble with monitoring and regulating class participation - too much or too little
May demonstrate the following cognitive functioning characteristics:
Deficits in abstract thinking - concrete thinker, perseverates on details
Difficulty with using details to understand "the big picture"
Problems with organization that includes initiating, planning, carrying out and finishing tasks
Difficulties with transitioning between tasks
Difficulties with adjusting to schedule changes
Tend to be visual learners
Considerations and Instructional Strategies
Clearly define course requirements, dates of exams and when assignments are due - provide advance notice of any changes when possible
Use concrete language and avoid using metaphors or idioms if you don't plan on explaining them
Be concise and direct when giving feedback to the student
Make sure all expectation are direct and explicit - don't expect the student to automatically generalize information
If student's classroom behavior is problematic, meet with the student individually and give specific examples of behavior and establish strategies to use or rules to follow
Provide visual aids when possible to support lectures
Supplement oral with written instructions when revising syllabus, assignments, due dates, etc.
Ask the student to repeat directions in his own words to check comprehension
If group work is required, the student may need your assistance with connecting with classmates and then may benefit from you monitoring how the group is progressing
Attention Deficit Disorder (ADD)
ADD and ADHD are neurological conditions
affecting both learning and behavior. ADD/ADHD
is characterized by a persistent pattern of inattention
and/or hyperactivity or impulsivity that is more
frequent and severe than is typically observed among
individuals at a comparable level of development.
There are three types, including the type primarily
characterized by inattention (commonly referred to
as ADD), the type characterized predominantly by hyperactivity,
or the combined type in which symptoms
of both inattention and hyperactivity-impulsivity are
present. While medication can help relieve symptoms,
some students do not benefit from medication or may
experience side effects that make it impractical. Characteristics
of ADHD appear in early childhood, are
relatively chronic in nature, and are not due to other
physical, mental or emotional causes.
Characteristics
Inability to sustain attention on tasks
Lack of close attention to details resulting at times
in avoidable errors
Easily distracted, not seeming to listen when
spoken to directly
Poor time management and organizational skills
Difficulty in being prepared for class, keeping
appointments, and getting to class on time
Reading comprehension difficulties
Difficulty with math problems requiring changes in
action, operation and order
Inability to listen selectively during lectures,
resulting in problems with note-taking
Lack of organization in written work
Difficulty following directions, listening and
comprehending
Blurting out answers or interrupting others
Poor handwriting
Considerations and
Instructional Strategies
Students with ADHD often also have learning disabilities
and their accommodations will reflect this.
Effective instructional strategies include
providing opportunities for students to
learn using visual, auditory and
hands-on approaches.
Front-row classroom seating is usually
recommended for these students to reduce
distractions and help them focus on
the instructor.
Keep instructions as brief and uncomplicated
as possible
Students with ADHD usually benefit from
structured classes, including those that incorporate
overheads, outlines and advance organizers.
Blindness/Low Vision
Visual impairments vary widely and may affect the
person’s central vision acuity, field of vision, color
perception or binocular visual function. The following
terms are used in an educational context to describe
students with visual disabilities:
“Totally blind” students learn via Braille or other
non visual media.
“Legally blind” indicates that the student has less
than 20/200 vision in the more functional eye or
a very limited field of vision (20 degrees at the
widest point).
“Low vision” refers to a severe vision loss in
distance and near vision. These students use a combination
of vision and other senses to learn. They
may require adaptations in lighting or the print
size, and in some cases, Braille.
Considerations and Instructional Strategies
If needed, identify yourself at the beginning of a
conversation and notify the student if you are leaving
the room.
Nonverbal cues depend on good visual acuity.
Verbally acknowledging key points in the conversation
facilitates the communication process.
A student may use a guide dog or white cane for
mobility assistance. A guide dog is a working animal
and should not be petted.
When giving directions, be clear: say “left” or
“right,” “step up,” or “step down.” Let the student
know how many obstacles there are; for example,
“the chair is to your left” or “the stairs start in
about three steps.”
When guiding or walking with a student, verbally
offer your elbow instead of grabbing his or hers.
Allow the student to determine the most ideal
seating location so he or she can see, hear, and if
possible, touch as much of the presented material
as possible.
Convey in spoken words whatever you put on
the chalkboard and whatever other visual cues or
printed materials you use.
Discuss special needs for field trips or other
out-of-class activities well in advance.
Assist the student in labeling lab materials so that
they are easily identifiable.
Familiarize the student with the layout of the
classroom or laboratory, noting the closest exits and
locating emergency equipment.
Ask the student if he or she will need assistance
during an emergency evacuation and assist in making
a plan if necessary. If appropriate,
identify a “buddy” who will help the student exit
the building.
Brain Injuries
Brain injuries can result from two types of trauma.
First, brain injuries may be caused by external events
from accidents or assaults. Second, brain injuries can
result from internal events including cerebral vascular
incidents, loss of oxygen to the brain or tumors. Brain
injury is one of the fastest growing groups of students
with disabilities, especially in the age range of 15 to
28 years.
Characteristics
Brain injuries are complex and impact virtually
every area of the person’s life. Recovery is generally a
long process. Unique to the individual, the effects of
a brain injury can vary widely from person to person
depending on the part of the brain injured. Additionally,
the effects often change over time. Some impairments
are permanent, while others improve slowly but
may also fluctuate from day to day with fatigue, stress
or over-stimulation. Depending on the area(s) of the
brain affected by the injury, a student may demonstrate
difficulties with:
Organizing thoughts, cause-effect relationships and
problem solving
Processing information and word retrieval
Generalizing and integrating skills
Short-term memory
Communication and speech
Social interactions
Balance or coordination
Considerations and Instructional Strategies
Brain injury can cause cognitive, physical,
behavioral and personality changes that affect the
student in the short term or permanently.
Academic performance may be erratic. A student
might take one step forward, two back, do
nothing for a while and then unexpectedly make a
series of gains.
While students with brain injuries share some similar
learning styles with students with
learning disabilities their needs do differ.
Differences include the brain-injured student’s
adjustment to the disability, types of memory or
other cognitive difficulties, medical complications,
presence of physical impairments, and the day-today
fluctuation of impairments commonly
experienced during recovery.
Effective teaching strategies include providing
opportunities for a student to learn using visual,
auditory and hands-on approaches.
Ask the student if he or she will need assistance
during an emergency evacuation and assist in making
arrangements if necessary.
Deaf/Hard of Hearing
A student with a hearing loss may be considered
deaf or hard of hearing. A student who is deaf has a
profound hearing loss (90 decibels or greater), while a
student with a hearing loss is able to use some residual
hearing to communicate. Types of hearing loss include
sensorineural (involving impairment of the auditory
nerve), conductive (a defect in the auditory system
that interferes with sound reaching the cochlea), and
mixed (involving both sensorineural and conductive).
Students who are deaf and hard of hearing
communicate in different ways, depending on a
number of factors. These factors include the degree
of hearing loss, age of onset, and type of language or communication system they use.
Some deaf students use only speech or sign language;
others use a combination of sign language,
finger spelling and speech, or writing, or body
language and facial expression.
Students who are hard of hearing may use
lip reading to understand speech, but only 30 to 40
percent of spoken English is distinguishable on the
mouth and lips under the best of conditions.
Therefore, hard of hearing students usually use other
strategies, including technology, to participate fully.
They may sit up close, use hearing aids, use assistive
listening devices, or a combination of all three.
Considerations and Instructional Strategies
Receiving effective communication of all course
information and material is imperative for
students who are deaf or hard of hearing.
Students who are deaf or hard of hearing often have
language deficiencies that impact speaking, reading
and writing skills due to the close
relationship between language development and
hearing.
Deaf and hard of hearing individuals who choose to
speak have limited ability to monitor their speech,
which may impact their vocal control, volume and
articulation. These speech
difficulties are physical, not intellectual, and should
be viewed accordingly.
Deaf or hard of hearing students may use
American Sign Language (ASL) as their first
language, with English as their second language.
ASL is not equivalent to English; it is a visual language
having its own syntax and
grammatical structure.
Look directly at the student during a conversation,
even when an interpreter is present, and speak in
natural tones
Make sure you have the student’s attention before
speaking. A light touch on the shoulder, wave or
other visual signal will help.
Recognize the processing time the interpreter takes
to translate a message from its original language
into another language. Additionally, the student
may need more time to receive information, ask
questions and/or offer comments.
If a note-taker is being used, review a copy of the
notes periodically and provide feedback as needed.
While some students who are deaf or hard of hearing may use sign language interpreters in the classroom, others may use transcription services or assistive listening devices. DSS is available to help you work effectively with these accommodations in n the classroom.
Learning Disabilities
Learning disabilities are neurologically based and may
interfere with the acquisition and use of listening,
speaking, reading, writing, reasoning or mathematical
skills. They affect the manner in which individuals
with average or above average intellectual abilities
process and/or express information. A learning disability
may be characterized by a marked discrepancy
between intellectual potential and academic achievement
resulting from difficulties with processing
information. The effects may change depending upon
the learning demands and environments and may
manifest in a single academic area or affect performance
across a variety of subject areas and disciplines.
The impact of learning disabilities can be decreased by
remediation, instructional interventions and the use of
compensatory strategies.
The following terms are sometimes used to describe
specific learning disabilities:
• Dyslexia is a language-based learning disability that
is characterized by difficulties with accurate and/or
fluent word recognition, decoding, spelling, writing
and listening. These difficulties typically result from
deficits in understanding, remembering and working
with letter sounds (phonological awareness).
Secondary consequences may include problems in
reading comprehension and reduced reading
experience that can impede vocabulary and
background knowledge.
• Dysgraphia is a learning disability that affects the
written formation of letters or words. Students with
dysgraphia have difficulty with handwriting, copying
and note-taking.
• Dyscalculia is a learning disability that affects the
student’s ability to solve arithmetic problems and
grasp math concepts. Students with dyscalculia can
have difficulty with both simple and complex math
functions and problem solving.
Characteristics
Difficulties may be seen in one or more of the
following areas:
• Oral and/or written expression
• Reading comprehension and basic reading skills
• Problem solving
• Ability to listen selectively during lectures,
resulting in problems with note-taking
• Mathematical calculation and reasoning
• Interpreting social cues
• Time management
• Memory, sequencing and organization
• Following directions and concentrating
• Visual-motor planning
Considerations and Instructional Strategies
• Use advance organizers when possible. Explain
what you will be discussing, how it relates to
the previous lesson and why it is important at
the beginning of each lecture to set the stage
for learning.
• Consider posting class notes or an outline of key
concepts on the web before class.
• Present material in a variety of ways, not just
by lecture. Using visual aids, hands-on materials,
videotapes and computer-facilitated instruction,
as well as lectures, will enhance learning
opportunities for students by using a
multi-sensory approach.
• Allow students to demonstrate what they have
learned in a variety of ways, not only by paper-and -pencil
tests (e.g., presentations, papers,
projects, etc.)
Medical Disabilities
Students may have chronic medical conditions that
are not visible but pose serious problems in an educational
setting. Medical disabilities include chronic
illnesses such as asthma, allergies, arthritis, diabetes,
ulcerative colitis, Crohn’s disease, Lyme disease,
migraines, cardiac conditions, cancer, chronic fatigue
syndrome, lupus and seizure disorders. Medical disabilities
also include conditions that cause chronic
pain such as repetitive stress injury, and post-surgery
and back problems.
Symptoms of these medical conditions can be
unpredictable and fluctuating. At times the medication
needed to control symptoms may impact academic
performance rather than the medical condition itself.
Students with chronic medical conditions may have
limited energy and have difficulty sitting, standing or
walking for prolonged periods of time. Medical conditions
and the side effects of medication can cause
fatigue, reduced stamina, inattentiveness and lack of
ability to concentrate, as well as dizziness and
disorientation.
Considerations and Instructional Strategies
• Since the condition of a student with a medical
disability may fluctuate or deteriorate over time, the
need for and type of accommodations may vary.
• Fatigue may be a significant factor in the student’s
ability to complete required tasks within regular
time limits.
• Some of these conditions may cause the student to
exceed attendance policies and/or timelines for
completing assignments. A reasonable
accommodation should reflect the nature of the
class requirements and the arrangements initiated
by the student for completing the assignments. If
you need assistance or guidance in determining a
reasonable standard of accommodation, consult
with a DSS specialist.
• A student may need to leave the classroom early
and unexpectedly. However, the student should be
held accountable for missed instruction.
• DSS encourages students with seizure disorders to
inform their instructors about what should be done
if a seizure occurs during class. For further information
about seizures, please see the Frequently Asked
Questions section.
• If appropriate, ask the student if he or she will need
assistance during an emergency evacuation and assist
in making a plan if necessary.
Orthopedic/Mobility Disabilities
A variety of orthopedic or mobility disabilities result
from congenital conditions, accidents or progressive
neuromuscular diseases. These disabilities may include
cerebral palsy, spinal cord injuries, muscular dystrophy,
multiple sclerosis, amputations and other severe physical
injuries. Functional limitations and abilities vary widely;
the same diagnosis can affect students very differently.
To assist with mobility, students may use canes, crutches,
braces, prostheses, scooters or wheelchairs. Students with
mobility disabilities may face difficulties getting to class
on time due to symptoms associated with their disability,
as well as transportation problems, inclement weather,
elevator or equipment breakdown.
Considerations and Instructional Strategies
• Flexibility may be necessary when applying
attendance and promptness rules.
• When talking with a person who uses a wheelchair or
scooter, try to converse at eye level; sit down if a chair
is available.
• Make sure the classroom layout is accessible and free
from obstructions.
• Special seating arrangements may be necessary to meet
student needs, such as special chairs, lowered tables to
write on, or spaces for wheelchairs or scooters.
• In laboratory courses students who use wheelchairs
may need lower lab tables to accommodate their
chairs and allow for the manipulation of tools and
other equipment. Consult with the student for specific
requirements, then with DSS if additional assistance or
equipment is needed.
• If a student also has a communication disability, take
time to understand the person. Repeat what you understand,
and when you don’t understand, say so.
• Ask before giving assistance, and wait for a
response. Listen to any instructions the student may
offer; the student generally knows the safest and most
efficient way to accomplish the task at hand.
• Let the student set the pace when walking or talking.
• A wheelchair is part of a student’s personal space; do
not touch or push the chair, unless asked.
• When field trips are a part of course requirements,
make sure accessible transportation is available.
• Ask the student if he or she will need assistance
during an emergency evacuation, and assist in making
a plan if necessary.
Psychological/Psyhiatric Disability
Students with psychological or psychiatric disabilities
are a growing population on college campuses. They
comprise a diverse group with a wide range of
conditions, including depression, anxiety disorders,
bipolar disorder (manic-depression) and schizophrenia.
These conditions are chronic rather than a
response to a particular event. Major depression may
be characterized by a depressed mood most of the
day, a lack of pleasure in most activities, thoughts of
suicide, insomnia, and feelings of worthlessness or
guilt. An individual with bipolar disorder may experience
mood swings from mania on the one extreme to
depression on the other. Anxiety disorders can result
in an inability to concentrate and cause hyperventilation,
a racing heart, chest pains, dizziness, panic and
extreme fear. Schizophrenia can cause an individual
to experience, at some point in the illness, delusions
and hallucinations.
Psychological disabilities are often not well understood
in our society, and hence, these students have
reason to be concerned about the reaction of others.
With appropriate treatment, often consisting of
a combination of medications, psychotherapy and
support, the majority of psychological conditions are
controlled. Disruptive behavior is not an attribute of
most people with psychological disabilities.
Although every case is different, there are some
commonalities in the academic experiences of students
with psychological disabilities. These students report
difficulties with focusing, concentrating and completing
work on time. Reading, writing and math may
require extra time and effort. Their ability to function
may vary from day to day. In response to stress,
students may experience an increase in symptoms.
Medications to help alleviate symptoms may have
side effects that can contribute to a student’s academic
problems (e.g., drowsiness or headaches). Although
many individuals with psychological disabilities are
stabilized using medications and/or psychotherapy,
their behavior and affect may still cycle.
Considerations and Instructional Strategies
• Students with psychological disabilities may not be
comfortable disclosing the specifics of their disability.
• If a student does disclose, be willing to discuss how
the disability affects him or her academically and
what accommodations are needed.
• With treatment and support, many students with
psychological disabilities are able to manage their
mental health and succeed academically.
• These students may sometimes have to miss class,
or even leave the room in the middle of a class,
for disability-related reasons. The student will be
responsible for the content of any lectures missed,
but will appreciate you helping fill in any gaps.
• If students seem to need counseling for disabilityrelated
issues, encourage them to discuss their
problems with a DSS specialist. It may also be appropriate
to suggest that the student make an
appointment to talk with a counselor at the
Counseling Center if he or she is experiencing
emotional difficulties.
• Sometimes students may need to check their
perceptions of a situation or information you
have presented in class to be sure they are on
the right track.
• Sequential memory tasks, such as those involving
math formulas and procedures and complex
instructions, may be more easily understood by
breaking up the information into smaller steps.
• Drowsiness, fatigue, memory loss and decreased
response time may result from prescription
medications.
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