Accommodating Students with Mobility Concerns

* A wide range of conditions may limit mobility and/or hand function. Among the most common permanent disorders are such musculoskeletal and connective tissue disorders as partial or total paralysis, cerebral palsy, cardiovascular aneurysm (CVA), amputation, muscular dystrophy, and multiple sclerosis. Additional examples include but are not limited to head injury, spinal injury, Parkinson's disease, arthritis and rheumatism, and intracranial hemorrhage. Debilitating diseases such as respiratory and cardiac conditions, active sickle cell disease, arthritis and rheumatism may impair the strength, speed, endurance, coordination and dexterity that are necessary for proper hand function.

* Students use wheelchairs as a result of a variety of disabilities. Wheelchairs come in a variety of styles and sizes, with many types of optional attachments available. Some of the standard accessories that students may add to their wheelchairs are tote bags that attached to the chair back or arms and trays that fit over the arms of the chair to serve as a desk. Some wheelchairs are designed with desk arms that are lower in front so that the chair will fit under a desk or table. While the degree of disability varies, students may have difficulty getting to or from class, performing in class, and managing out-of-class assignments and tests.

* Theater type classrooms may present difficulties unless there is a large enough flat floor space in the front or rear of the room for a wheelchair to park (there must also be an entrance to and from that level.) Classrooms with tables (provided there is an under-table clearance of at least 27 ½ inches) are more accessible to students in wheelchairs than rooms with standard classroom desks. It is better if the tables and chairs are movable rather than stationary.

* It is difficult to make generalizations about the classroom needs of students who use wheelchairs because some students may be able to stand for short periods of time while others will not be able to stand at all. Some will have full use of their hands and arms while others will have minimal or no use of them. Students are not "confined" to wheelchairs. They often transfer to automobiles and to furniture. Using a wheelchair some of the time does not mean an individual is "faking" a disability. It may be a means to conserve energy or move about more quickly.

* A wheelchair is part of the person's body space. Don't automatically hang or lean on the chair - it's similar to hanging or leaning on the person. Because a student sitting in a wheelchair is about as tall as most children, and because a pat on the head is often used to express affection toward children, many people are inclined to reach out and pat the person in a wheelchair on the head. Such a gesture is very demeaning and patronizing. When talking to a student in a wheelchair, if the conversation continues for more than a few minutes, sit down, kneel, or squat if convenient.

Getting to and from class

* Physical access to classrooms is a major concern of students who are physically disabled. Those who use wheelchairs, braces, crutches, canes or prostheses, or who fatigue easily find it difficult to move about, especially within the time constraints imposed by class schedules. Occasional lateness may be unavoidable.

Accommodating Students who have Mobility Impairments or Hand-Function Impairments

  • Allowance for occasional lateness. Transportation problems, inclement weather, or elevator or wheelchair breakdown may cause tardiness or absence. Getting from class may pose similar problems, especially in case of emergency.
  • Familiarize yourself with the building's emergency evacuation plan and assure that it is manageable for students who are physically disabled.
  • If a classroom or faculty office is inaccessible, it will be necessary to find an accessible location or alternate class section that is held in an accessible location.
  • Arrangements for assistance with library personnel may have to be made for access to card catalogues, book shelves, and microfiche and other equipment. Because the completion of required work may be delayed, the extension of deadlines and the employment of "Incomplete" grades may be appropriate.
  • If the class involves fieldwork or field trips, ask the student to participate in the selection of sites and modes of transportation. Extended deadlines or alternative assignments if off-campus assignments and fieldwork pose problems with access to resources.
  • Permission to use a notetaker or a tape recorder.
  • Permission to complete in-class written assignments out of class with the use of a scribe, if necessary.
  • Administration of oral or taped tests or extended testing time.