You should treat a disabled student the same way you would treat a non-disabled student. Thay is what most disabled people want not to be treated different but to be treated equal to evertbody else. If they disclose that they are disable or ask about accomidations you should take an intrest and direct them to the proper personal thet can handle and answer there questions and needs.
You should not treat any of the students with or without a disability any different. By you treating a disable student different than a non-disabled student you can be adding to there disability in a different way, the last thing you would want to do is to make that student feel even more disable than they are, treat them as you would treat anyone else not any different or pitied.
Reply to Negy Aquino's post:People are people. We all want to be treated the same. Don't overstep my boundries. Get the correct people involved.
My role as an instructor is largely to guide the student to the appropriate resources.
Respecting all students and by treating students with disabilities like everyone else make them feel more included than anything. It is very frustrating for students who have disabilities to always be treated as having a disability.
It is a helpful reminder, and something to discuss with my teams, that you should not shy away from conversations about concerns within the industy of study for the student and the obvious disability- such as a student in a wheelchair interested in enrolling in a Criminal Justice program.
My role is to make sure that the student understands what is expected of them for the program they may be taking. If they have questions about their disability interfering they would need to speak to an advisor. This is not my role as an instructor. I have know idea what the schools rules are for full accomodations.
GWard
Seth Soronnadi
That "The statutes only grant a legal right to protection from discrimination on the basis of disability. We guard disability-related information carefully because if it is shared too broadly, or in the wrong context, it can easily lead to illegal discrimination
Technical standards shoulkd reflect on what a sdutent must do not how it is done. Never ask personal questions about a students disibility
I really liked the session on getting started. The first part speaks volume on on getting past our fears that we may say something wrong. I think a lot of people avoid interaction for that reason alone. Great session. Thanks
This module reminds me of the movie Upside where the caretaker was hired because he treated the client like he would every other person. This module brought to the fore the fact that we struggle with these issues unconsciously and we have to ensure that we as educators do not make students wih disability to have self pity because everyone views them with a sense of pity.
If a student discloses that they have a disability during the Admissions process, you should not interject your own opions/experiences into the conversation. You can talk about the required coursework and what is involved, and then let the student decide if they should further pursue an education in that specific field. It is always best to get the student in contact with the appropriate person(s) on campus who can best evaluate their request for accommodation as it relates to the individual.
My role right now is to provide accommodations to students. I have learned who should and should not speak on it, and that admissions should refer students directly to me. I will provide access for students as well as have conversations with them about educational and career paths that can or cannot be done within reason.
I think that it is very important for the educational institution to all be on the same page with a clearly defined process and referral system for students who are inquiring about accommations. Outlining the process, and identifying the appropriate departments/staff members who will be completing the ADA review process is an important step to avoiding any potential miscommunication along the way.
What I learned, is best not discriminate and not to stereotype. Also treat others with a disability with the ultimate respect.
It is important to have a balance of treating the student fairly as a person rather than focusing strictly on the disability. Also, it is essential to train the right person with ADA knowledge to answer the students' questions accurately and assist them as much as possible.
Making sure that the right trained person is available to answer the students questions about their disabilities and needs to ensure correct responses
It is informative to know ADA is treated as case by case consideration. Reasonable modifications may be made to policies, practies and procedures to ensure they are not discriminatory.
Again, this chapter spoke about meeting students where they are and assisting them so that they can have accommodations. If one does not have an answer to a student's question, it is completely ok to say, "I do not know, but I can refer you to someone else." It is good to remember that people with disabilities are people first!
As an dmissions representative I must remember not to let my own experiences, expectations, and assumptions color my advice to students with disabilities.
