Tips:
Create a welcoming and inclusive environment by using first-person language such as, “students who use wheelchairs” instead of “wheelchair-bound students.” However, allow your students to identify themselves in the way that makes them feel most comfortable.
Familiarize yourself with your student’s accommodation(s). This can help make the semester a more seamless experience for both individuals.
Include a disability statement on your course syllabus.
Confirm testing and clarify testing accommodations with students before each quiz, exam, or test.
Avoid putting students on the spot such as asking the class, “is there anyone that can’t see what’s written on the board?”
Students Point Of View:
I want to work with my professor so we both can have an easy, seamless experience working through my accommodations:
Conveying to your professors at the beginning of the semester that you want both parties to have an easy experience working through your accommodations is important. Think about being proactive rather than reactive with your professors. For example, at the beginning of each semester with my brand new courses, I always introduced myself at the end of class on the first day or scheduled a meeting during office hours with them. During these conversations, I would introduce myself, explain my disabilities (although you are NOT obligated to disclose your disabilities, I just found it to be helpful in my situation), and answer any of their questions or comments. By having these one-on-one conversations with your professors at the very beginning of the semester, it showed you cared about establishing a strong partnership with them to work through your needs as well as theirs. I also typically found that by establishing these connections early on, my professors would go the extra mile for me to ensure I was receiving the help I needed whether it was during a quiz, test, or an assignment.
I may need extra resources in receiving an equal experience during my education, but I am equally as capable as my peers:
In addition to the aforementioned introduction and one-on-one meetings with your professors, these introductions are also a way to show that you are serious about your schoolwork and learning. Unfortunately, some professors have misinformed views regarding students with accommodations. However, by having these proactive introductions and conversations with your professors in advance, this shows them that you are wanting to and are capable of performing at the same level if not higher than your peers. I felt my professors were also impressed and treated me with more respect when I formally introduced myself to them and explained my accommodations in the beginning.
I am willing to work with the professor and come to an agreement if some accommodations are difficult to receive for their course:
Sometimes, there can be accommodations that are more difficult to receive depending on the course you are taking. For example, I was taking a course centered around Microsoft Excel during undergrad. The tests required you to access a specific software that you could only access if you were in the room with the professor. I had the isolated testing accommodation, therefore, I was never in the classroom during the tests. I set up a meeting to figure out how I could actually access the test while utilizing the isolated testing accommodation. At first, the professor seemed frustrated that I would have to take the tests in a different area than the rest of my peers. However, I let the professor know that I was willing to work with them to figure out a way where I could utilize my accommodations without inconveniencing them. My disabilities coordinator was able to help me navigate this situation and we all ended up coming to an agreement on how I could still utilize my isolated testing accommodation without inconveniencing my professor. What was helpful during that specific instance was ensuring the professor that I wanted to work with them and not against them in receiving my accommodations. In those types of instances, it can seem frustrating and you may think “why won’t the professor just figure it out themselves because I am ultimately entitled to these accommodations?” The professor will in fact figure it out and determine how to work with you if you let them know that it is a partnership and you want to work with them. Requesting assistance from your coordinator is also very helpful in these types of situations.