The first step when interacting with people with disabilities seems obvious:
"Treat them as you would treat anyone else. Students with disabilities come to college for the same reasons other students do. They bring with them the same range of backgrounds, intelligence and academic skills.
Katherine Staeger-Wilson, Director, Disability Services
A. Characteristics
- One or more major life activities are limited.
- May perceive self as able rather than disabled.
- May need support from peers and others.
- May express need for removal of barriers to full participation.
B. Advising techniques
- Understand student abilities and barriers.
- Consider scheduling issues such as physical distance and time between classes.
- Display positive attitudes about integration of students into college.
- Encourage full participation in college.
- Recommend support services when needed.
Act as an advocate. (Hemphill, 2002)
UNIVERSAL DESIGN
Sheryl Burgstahler from Washington University describes ways to provide equal access in advising services through Universal Design:
An increasing number of students with disabilities are pursuing educational opportunities at the college level. Accessibility to student services including advising is becoming increasingly important. The goal of universal design at Missouri State is equal access for everyone. People with a variety of ages, reading abilities, learning styles, native languages, cultures, learning disabilities, visual, speech, hearing and mobility impairments will be seeking higher education. As an advisor, prepare to be accessible to everyone. Make sure the student
- feels welcome,
- can get into your office and maneuver within it
- is able to access printed materials and electronic resources you recommend
- can participate in events and activities you sponsor
Helpful Communication Hints
Treat people with disabilities with the same respect and consideration with which you treat others. There are no strict rules when it comes to relating to people with disabilities. However, here are some helpful hints.
General Guidelines
- Ask a person with a disability if he/she needs help before providing.
- Talk directly to the person with a disability, not through the person's companion or interpreter.
- Refer to a person's disability only if it is relevant to the conversation. If so, refer to the person first and then the disability. "A man who is blind" is better than "a blind man" because it emphasizes the person first.
- Avoid negative descriptions of a person's disability. For example, "a person who uses a wheelchair" is more appropriate than "a person confined to a wheelchair." A wheelchair is not confining- it's liberating!
- Ask for permission before you interact with a person's guide dog or service dog.
Visual Impairments
- Be descriptive for people with visual impairments. Say, "The computer is about three feet to your left," rather than "The computer is over there."
- When guiding people with visual impairments, offer them your arm rather than grabbing or pushing them.
Learning Disibilities
- Offer directions/instruction both orally and in writing. If asked, read instructions to individuals who have specific learning disabilities.
Mobility Impairments
- Sit or otherwise position yourself at the approximate height of people sitting in wheelchairs when you interact.
Speech Impairments
- Listen carefully. Repeat what you think you understand and then ask the person with speech impairment to clarify and/or repeat the portion that you did not understand.
Deaf or Hard of Hearing
- Face people with hearing impairments so they can see your lips.
- Speak clearly at a normal volume.
- Speak more loudly only if requested. Use paper and pencil if the deaf person does not read lips or if more accurate communication is needed.
- In groups raise hands to be recognized, so the person who is deaf knows who is speaking.
- When using an interpreter, speak directly to the person who is deaf; when an interpreter voices what a deaf person signs, look at the deaf person, not the interpreter.
Psychiatric Impairments
- Provide information in clear, calm, respectful tones.
- Allow opportunities for addressing specific questions.
(Burgstahler, 2006)