College Student with a Disability:
A Faculty Handbook

Students have impaired mobility as a result of a variety of disabling conditions including, but not limited to, acquired brain injury, amputation, cerebral palsy, cerebrovascular accidents (stroke), multiple sclerosis, muscular dystrophy, paraplegia, post-polio syndrome, quadriplegia, joint disorders or injuries, back injuries and severe arthritis. Some can walk unassisted or with the aid of canes, braces, crutches, or walkers. Others use wheelchairs as their primary or backup means of moving around. Students who use them are not "confined" to their wheelchairs and using a wheelchair some of the time does not mean an individual is "faking" a disability. The wheelchair is often the most convenient and energy-efficient form of transportation.

Wheelchairs are either manual or battery powered. Most students who are unable to manually propel the chair themselves will use a battery powered wheelchair. Some students are assisted by an aide who pushes the chair.

• Most students who have mobility impairments will ask for assistance if they need it. Do not automatically assume that the student requires assistance. Offer assistance if you wish, but do not insist, and accept a "no, thank you."
  
  

• When talking to a student sitting in a wheelchair for more than a few minutes, sit down, kneel, or squat if convenient.
  
  

• When talking to a student who has a mobility impairment for more than a few minutes, invite them to sit down.
  
  

• A wheelchair, crutch, walker, or cane is part of the person’s body space. Don’t automatically hang or lean on the device – it is similar to hanging or leaning on the person.
  
  

It is difficult to make generalizations about the classroom needs of students who have mobility impairments because each student has individual mobility and manipulation issues. Some students may be able to stand at laboratory stations for short periods of time. Others may not be able to manipulate tools with their hands. There are, however, some general considerations that will apply to most, if not all, students who have mobility impairments.

Physical access is one of the major concerns of any student who has a mobility impairment. Routes to and from classes, despite legislation to prevent it, may contain physical barriers. A barrier may be a stair, a curb, a narrow walkway, a heavy door, an elevator door that has no delay mechanism or one that is too fast, a vehicle blocking a curb cut or Ramp, a sign in the middle of what would otherwise be a wide enough walkway, etc. If a student brings a barrier on campus to your attention, report it to the Section 504/ADA coordinator.

All classrooms should now be accessible to wheelchairs. The main accessibility issue is the presence of a table with at least 27½" of under-table clearance in the classroom. If there is no table in the classroom and a student needs one, contact the Business Services Office to have one transported from another location.

If a classroom or faculty office is inaccessible, it will be necessary to find an accessible location or alternative class section held in an accessible location. The Office of Instructional Services handles room scheduling and can assist the instructor and student as necessary.

If breaks between classes are short (10 minutes or less) and a student’s classes are on opposite ends of campus, the student with a mobility impairment may have difficulty moving between classrooms. If a student is frequently late, it is appropriate to discuss the situation with the student and seek solutions. Most students will be aware of time restrictions and will schedule their classes accordingly. However, it is not always possible to leave enough time between classes.

If a class involves fieldwork or field trips, ask the student to participate in the selection of sites and modes of transportation. If the college provides transportation for field trips, it must provide accessible transportation for students with mobility impairments.

Classes in physical education and recreation can almost always be modified so that the student with a mobility impairment can participate. Classes taught in laboratory settings, such as automotive, sciences, and art classes, will usually require some modification of the workstation. Considerations include under-counter knee clearance, working countertop height, horizontal working reach and aisle widths. Working directly with the student may be the best way to provide modifications to the workstation. However, if a station meets established accessibility Standards, the station will be usable by most students with mobility impairments.

For those students without full use of their hands or arms, the use of an assistant who is not a member of the class is a reasonable accommodation. The student should give all instructions to the assistant – from what chemical to add, to what type of test tube to use, to where to dispose of used chemicals. The student will learn everything except the physical manipulation of the chemicals.