Faculty Resources - General Suggestions
Treat each student as an individual.
Every person has limitations. Students with disabilities may have some additional limitations. Do not overestimate those limitations, and try not to accommodate the student beyond what is reasonable.
Expect students with disabilities to meet the same standards of academic performance as other students.
Students with disabilities enrolled at SCSU have met academic qualifications for admission. They are here because of their abilities, not their disabilities.
Make a general announcement at the beginning of the semester.
Instructors can help at the start of the semester with a general announcement of their willingness to discuss individually a student’s special needs. Do not disclose any student information you obtain in mailings from the SDS office.
Students with disabilities are the best sources of information. Do not hesitate to ask them questions about how you can facilitate their participation. Do No Pry.
Don’t apply blanket accommodations.
All accommodations are not automatically applicable to all students with disabilities. Disabilities can vary in terms of the degree of limitation, the length of time the person has been disabled and the stability of the condition.
Students with disabilities are not getting unfair advantages.
More time and energy may be spent on students with disabilities than other non-disabled students in classes. However, in most instances, this minimal extra expenditure merely assures students of receiving an educational opportunity equal to that of their non-disabled peers. Students with disabilities do not get by with less work. Often they must work harder than other students.
Try to remember that disabilities do not automatically prevent students from participating in certain activities or classes.
Students with visual disabilities may benefit from art classes and students with hearing disabilities from music classes with certain modifications and adaptations. Students without the use of hands can learn the process and results of chemistry experiments.
Offer assistance before providing it.
By asking students if they need assistance you are giving them the option to accept.
Talk directly to students with disabilities.
Comments such as “Does he or she want to…” should be avoided. Even when deaf students are using interpreters look at the student and direct all questions and comments to them.