General resources to support students with disabilities

Best Practices

We want to ensure a respectful and accommodating campus, and so gladly provide training on best practices regarding students with disabilities.

Disability Etiquette

The Disability Resource Center strives to promote a welcoming campus environment for an increasing number of students with disabilities and neurodivergent population that involves not only removing physical and digital barriers but also fostering respectful and thoughtful interactions with people with disabilities.

The following guidance is intended to support members of the campus community in communicating and interacting with individuals with disabilities in ways that promote understanding and respect for students with diverse abilities.

These recommendations should not be viewed as a strict set of rules or a script for every interaction. Every person is different, and individuals may have their own preferences about language, communication, assistance, and disability identity. When you are unsure, asking respectfully is often the best approach.

Above all, interact with people with disabilities as you would anyone else, with courtesy, respect, and an understanding that the individual is the best source of information about what they may need.

General Guidance

• Ask before providing assistance. Do not assume that someone needs or wants help simply because they have a disability.
  • If assistance is requested or accepted, ask how you can best help and follow the person's direction.
  • If assistance is declined, respect that decision.
• Communicate directly with the individual. Speak to the person rather than addressing a companion, interpreter, support person, or personal care attendant on their behalf.
• Respect privacy. A person's disability, diagnosis, or medical history is personal information. Avoid asking questions about a disability unless the information is relevant and the individual has indicated that they are comfortable discussing it.
• Avoid assumptions about ability. A disability does not determine someone's intelligence, independence, skills, interests, or capabilities.
• Be mindful of stereotypes or assumptions about what a person can or cannot do based on their disability.

Cognitive, Learning, and Attention-Related Disabilities

Examples may include learning disabilities, ADHD, acquired brain injuries, and other cognitive disabilities.

• When possible, reduce unnecessary environmental distractions such as excessive noise or visual activity.
• Communicate clearly and provide information in manageable portions when appropriate. Be as patient as possible.
• If you are unsure whether something was understood, respectfully check for understanding rather than assuming.
• Be willing to repeat, rephrase, or provide information in writing when helpful.
• Do not assume that a cognitive or learning disability affects a person's overall comprehension or intelligence.
• Allow additional time for someone to process information, formulate a response, or make a decision when needed.

Deaf and Hard-of-Hearing Individuals

• Face the person when communicating so that facial expressions and other visual cues are available, as this also allows for lip reading.
• Keep your face visible and avoid speaking while looking away, covering your mouth, or engaging in activities that make speech more difficult to follow.
• Speak clearly and at a natural pace. There is generally no need to exaggerate pronunciation or raise your voice.
• When possible, reduce background noise that may interfere with communication.
• Speak directly to the Deaf or hard-of-hearing person, not to an interpreter, captioner, or companion.
• To gain someone's attention, consider a visual cue such as a wave within their field of vision.
• Consider alternate communication methods, such as writing or text-based communication, when appropriate and preferred by the individual.
  

Blind and Low-Vision Individuals

• Identify yourself when approaching someone who may not be able to visually recognize you.
• Let the individual know when you are entering or leaving a conversation or shared space, when that information may not otherwise be apparent.
• Provide clear verbal information about the environment when helpful, including obstacles, changes in room locations, stairs, and doorways.
• When giving directions, use specific descriptions such as "the chair is directly to your right" rather than relying solely on visual gestures such as "over there."
• When offering sighted-guide assistance, ask first. If accepted, offer your elbow and allow the person to take your arm rather than grabbing, pushing, or pulling them.
• Do not move, touch, or physically guide someone without permission.
• Service animals and guide dogs are working animals. Do not pet, feed, call to, or otherwise distract them while they are working.
• Offer accessible alternatives to printed or visual information when appropriate, such as reading information aloud or providing an accessible electronic version.

Mobility and Physical Disabilities

• Mobility devices such as wheelchairs, scooters, walkers, canes, and crutches are part of a person's personal space. Do not lean on, hang items from, move, or otherwise handle someone's mobility device without permission.
• When having an extended conversation with someone who uses a wheelchair or another seated mobility device, consider positioning yourself at a comfortable conversational height when practical.
• Do not touch, push, or move a person's wheelchair unless they specifically request assistance. Consider this as an extension of themselves.
• Ask before helping with doors, carrying items, or navigating an environment.

Speech and Communication Disabilities

• Give the person the time they need to communicate.
• Avoid interrupting, rushing, or finishing someone's sentences unless they specifically ask for assistance.
• If you do not understand something, say so respectfully and ask the person to repeat or clarify rather than pretending that you understood.
• Consider asking questions that can be answered briefly when doing so would support communication, but do not unnecessarily restrict someone's opportunity to express themselves.
• Alternative methods such as typing, writing, communication devices, or other forms of augmentative and alternative communication may be helpful.

Chronic Health and Systemic Disabilities

Examples may include autoimmune conditions, chronic fatigue-related conditions, chronic pain, and other episodic or systemic disabilities.

• Recognize that many disabilities are non-apparent and may fluctuate in severity from day to day.
• Fatigue, pain, medication effects, or other symptoms may affect concentration, memory, stamina, mobility, or communication.
• When appropriate, provide important information in writing or be willing to repeat information.
• Avoid making assumptions about someone's behavior, appearance, balance, energy level, or attendance.
• Be attentive to stamina and the potential need for breaks, shorter meetings, changes in position, or other adjustments.
• Avoid labeling someone as lazy, unreliable, disengaged, or unprepared based solely on behaviors that may be related to a disability.
• Ask the individual what would make the interaction or environment more accessible rather than assuming what they need.

A Simple Guiding Principle

There is no single "correct" way to interact with every person with a disability. Disability experiences, identities, communication preferences, and access needs vary widely.

When in doubt:

Ask. Listen. Respect the response.