Access needs and accommodations based on
Types of disabilities
Another way to think about accommodations and universal design is to consider students' disabilities or chronic health conditions. Just remember:
1. Every student is unique, so reading for general information is fine, but don't be surprised if students don't fit neatly into diagnostic criteria or generalized descriptions.
2. Don't guess what a student's disability diagnosis may be. For example, a student may seem autistic but actually have post-traumatic stress disorder. A student who is constantly glancing around the room may have ADHD, or they may be hard-of-hearing and trying to catch information with different people speaking. And students may have multiple disabilities, as well.
3. Don't assume students are faking. For example, with some physical conditions, a student may be able to walk easily but then need a wheelchair the next day. If you are concerned about a student faking or getting unreasonable accommodations, contact the disability services providers on your campus and discuss it with them. Sometimes students do try to game the system, but this is not common. In most cases, students have fought hard to get services, get the right diagnosis, or understand what they need. They may have to prove they're disabled over and over again, and many will try to look "normal" as possible because of stigma about disabilities (even if can backfire and make things worse). And remember that students may need to experiment with accommodations before figuring out what works for them in different types of courses or as their disabilities progress over time. It's better to try out accommodations in college with supportive professors and professionals, instead of waiting and figuring it out in the workplace. Your understanding, support, and patience can literally change students' lives.
1. Every student is unique, so reading for general information is fine, but don't be surprised if students don't fit neatly into diagnostic criteria or generalized descriptions.
2. Don't guess what a student's disability diagnosis may be. For example, a student may seem autistic but actually have post-traumatic stress disorder. A student who is constantly glancing around the room may have ADHD, or they may be hard-of-hearing and trying to catch information with different people speaking. And students may have multiple disabilities, as well.
3. Don't assume students are faking. For example, with some physical conditions, a student may be able to walk easily but then need a wheelchair the next day. If you are concerned about a student faking or getting unreasonable accommodations, contact the disability services providers on your campus and discuss it with them. Sometimes students do try to game the system, but this is not common. In most cases, students have fought hard to get services, get the right diagnosis, or understand what they need. They may have to prove they're disabled over and over again, and many will try to look "normal" as possible because of stigma about disabilities (even if can backfire and make things worse). And remember that students may need to experiment with accommodations before figuring out what works for them in different types of courses or as their disabilities progress over time. It's better to try out accommodations in college with supportive professors and professionals, instead of waiting and figuring it out in the workplace. Your understanding, support, and patience can literally change students' lives.
