Disability

Awareness in
Higher Education
Faculty Training Developed
2/2017
Objectives
Understand various types of disabilities

Understand various statistics with regards to persons with disabilities

Identify effective ways of assisting and communicating people with

disabilities

Understanding common disabilities, their challenges, and classroom

strategies
Interesting Facts

Reference: 2016 Disability Statistics Annual Report. Rehabilitation Research and Training Center on Disability
Statistics and Demographics. University of New Hampshire: 2016.
Interesting Facts

Reference: 2016 Disability Statistics Annual Report. Rehabilitation Research and Training Center on Disability
Statistics and Demographics. University of New Hampshire: 2016.
Employment Percentage

Reference: 2016 Disability Statistics Annual Report. Rehabilitation Research and Training Center on Disability
Statistics and Demographics. University of New Hampshire: 2016.
Median Earnings

Reference: 2016 Disability Statistics Annual Report. Rehabilitation Research and Training Center on Disability
Statistics and Demographics. University of New Hampshire: 2016.
What is a disability?
Under the ADA, a person with a disability has:
A physical or mental impairment that substantially limits one or more
major life activities;
A record of such an impairment; or
Are regarded as having such an impairment.

Reference: What is the definition of disability under the ADA? (n.d.). ADA National Network. Retrieved February 03, 2017, from
https://adata.org/faq/what-definition-disability-under-ada
Person-first language
Use Dont Use

Person with a disability Disabled person

Person with autism Autistic person

Uses a wheelchair Confined to a wheelchair

Person with ADHD Person who suffers from ADHD

Common Courtesy
Ask before you assist

Avoid personal questions

Dont make assumptions

Speak to the person, not their attendant or interpreter

Be patient, dont finish a sentence for the person

Disabilities in Higher Education
Enrollment of students with disabilities in higher education has increased.

Nationwide, approximately 11% of students enrolled in post-secondary,

degree granting institutions have disabilities

Persons with hearing loss or visual impairments are as likely as their peers
to pursue post-secondary schooling

Reference: Fast Facts. (n.d.). National Center for Educational Statistics. Retrieved February 03, 2017, from
https://nces.ed.gov/fastfacts/display.asp?id=60
Most common accomodations
Extended time
Option of an oral exam
Quiet location for testing
Use of calculator
E-Text
Deadline flexibility
Attendance flexibility
Notetaker
Recording lectures
Additional time for in-class assignments
 Retaining students with
disabilities in higher education
Educate staff, faculty, students about ADA requirements

Routinely evaluate University policies with regards to disability support

services

Create a sense of belonging

Promote independence

Reference: Lichiello, P. (2012). Retention of Students in Higher Education. Lynchburg College.

Addressing Accessibility
Ask yourself...

Is your office accessible by wheelchair?

Do you provide material in accessible format?

Captioning, electronically for non-readers, etc.?
Different Types of Disabilities
Students are not required to disclose their disability, and should never be
asked what their disability is. However, having background knowledge on
various disabilities helps you to provide Universal access in your
classrooms.
Learning Disabilities
A learning disability is a neurological disability that affects how a person learns
People with learning disabilities are usually average or above average intelligence
Can include difficulties in reading, writing, or math
Some persons are not identified until they are in post-secondary school, or not
identified at all
Recommendations:
Discuss privately the best way to communicate
Avoid spontaneous changes
Reduce time pressure
Give assignments early and let students pace themselves

Reference: Types of Learning Disabilities. (2017). Learning Disabilities Association of America. Retrieved February 03, 2017, from
https://ldaamerica.org/types-of-learning-disabilities/
Speech & Language Difficulties
Speech: Difficulty producing sounds correctly/fluently

Language: Difficulty sharing thoughts, ideas, feelings

Recommendations:

Avoid finishing a persons thought

Be patient, concentrate on what the person is saying

When appropriate, talk in a quiet area

If you dont understand something, ask the person to repeat themselves

References:
Adult Speech and Language. (2017). American Speech-Language-Hearing Association. Retrieved February 03, 2017, from
http://www.asha.org/public/speech/disorders/AdultSandL.htm
Strategies for Working with People who have Disabilities. (n.d.). Retrieved February 03, 2017, from
Hearing Loss and deafness
Can be mild, moderate, severe or profound
Some hear at a functional level with hearing aids, others only hear specific frequencies, sounds
at a certain volume, or nothing
May have difficulty hearing directions in large, open spaces
May have difficulty following and participating in discussions, especially when they are fast-
paced
Recommendations
Face the person you are speaking to
Speak directly to the person, not the interpreter
Use drawing/writing/gestures as needed
Ensure the person is fully engaged in the conversation. Repeat questions and comments made by
other students
Ensure all video or audio is accessible to the student

Reference: Strategies for Working with People who have Disabilities. (n.d.). Retrieved February 03, 2017, from
http://www.washington.edu/doit/strategies-working-people-who-have-disabilities
Blindness
May have difficulty understanding verbal descriptions of visuals or
concepts

Recommendations

To start a conversation, address the person by name

Ask the person if they would like you to orient them within the room
Use descriptive words rather than vague (over there)
Remember that a person who is blind cannot relate to gestures or facial
expressions
Reference: Strategies for Working with People who have Disabilities. (n.d.). Retrieved February 03, 2017, from
http://www.washington.edu/doit/strategies-working-people-who-have-disabilities
Low-Vision
A person has a visual impairment, but has some usable site
May not be able to read standard text
Recommendations
Provide seating with preferrable lighting
Provide all forms of communication/print-outs in electronic format
Large text
Reference: Strategies for Working with People who have Disabilities. (n.d.). Retrieved February 03, 2017, from
http://www.washington.edu/doit/strategies-working-people-who-have-disabilities
Mobility
Any limitation in mobility, from lower body which would require cane,
walkers, wheelchairs to upper body which could refer to hand usage
Recommendations
Offer help (dont assume help is wanted/required)
Consider a persons wheelchair/walker an extension of their body (dont
lean or touch their wheelchair)
Speak in a normal voice-tone
Speak at eye-level (sitting) whenever possible

Reference: Strategies for Working with People who have Disabilities. (n.d.). Retrieved February 03, 2017, from
http://www.washington.edu/doit/strategies-working-people-who-have-disabilities
Attention Deficit
Inattention, impulsivity, hyperactivity
May appear distracted, disorganized
Recommendations
Provide detailed assignment descriptions up front
Provide simple instructions and clear deadlines
Allow for frequent breaks

Reference: Strategies for Working with People who have Disabilities. (n.d.). Retrieved February 03, 2017, from
http://www.washington.edu/doit/strategies-working-people-who-have-disabilities
Austism
Might be characterized as having difficulty in social/communicative
situations and present repetitive behaviors
Poor eye-contact, rigid routines, difficulty with transitions, sensory
sensitivity (taste, smell, sounds, etc.)
Recommendations
Avoid unexpected schedule changes, and should one occur notify the
person far in advance
Be explicit

Reference: Strategies for Working with People who have Disabilities. (n.d.). Retrieved February 03, 2017, from
http://www.washington.edu/doit/strategies-working-people-who-have-disabilities
Psychiatric Disabilities
Broad category from mild depression to anxiety to schizophrenia
Can be more susceptible to stress in the academic setting
Medication side effects may affect attention, memory, alertness, activity level
Recommendations
Be positive, have high expectations
Be consistent
Make instructions clear
Be positive, and compliment good performance.
Always provide criticism privately
Meet regularly to measure their need
Clearly outline behavior expectations
Be aware of your bias and negative stereotypes

Reference: Strategies for Working with People who have Disabilities. (n.d.). Retrieved February 03, 2017, from
http://www.washington.edu/doit/strategies-working-people-who-have-disabilities
Invisible Disabilities
ADHD
Seizure disorders
Brain injury
Asperger syndrome
Tourette syndrome
Learning Disabilities
Psychiatric Conditions

Video : http://www.washington.edu/doit/videos/index.php?vid=36

Reference: Strategies for Working with People who have Disabilities. (n.d.). Retrieved February 03, 2017, from
http://www.washington.edu/doit/strategies-working-people-who-have-disabilities
References
Fast Facts. (n.d.). National Center for Educational Statistics. Retrieved February 03, 2017, from
https://nces.ed.gov/fastfacts/display.asp?id=60
Lichiello, P. (2012). Retention of Students in Higher Education. Lynchburg College.
Strategies for Working with People who have Disabilities. (n.d.). Retrieved February 03, 2017, from
http://www.washington.edu/doit/strategies-working-people-who-have-disabilities
Types of Learning Disabilities. (n.d.). Learning Disabilities Association of America. Retrieved February 03, 2017, from
https://ldaamerica.org/types-of-learning-disabilities/
What is the definition of disability under the ADA? (2017). ADA National Network. Retrieved February 03, 2017, from
https://adata.org/faq/what-definition-disability-under-ada
2016 Disability Statistics Annual Report. Rehabilitation Research and Training Center on Disability Statistics and
Demographics. University of New Hampshire: 2016.