INSTRUCTIONAL CONSIDERATIONS-

INTERACTING WITH STUDENTS

Some students prefer to make their own arrangements for accommodations directly from the instructor. These students should provide the necessary documentation to substantiate their need for the accommodation. In general, however, it is most effective for the student to work with DSPS. If a student requests an instructor to provide academic accommodations based on a disability and there is no appropriate documentation provided, it is important the instructor assist the student in contacting DSPS. If the student's disability is visible (i.e. the student uses a wheel chair, wears hearing aides, uses a service dog or is missing an arm, etc.) and the requested accommodation is obviously appropriate, the instructor should provide the accommodation while liaison with DSPS is being established.

It should also be noted that some disabilities such as, specific learning disabilities or acquired brain injury are not readily observable. These "hidden" disabilities are, none the less, valid and substantial disabilities and any request for academic accommodation should be treated seriously. It is appropriate to speak to a student with a disability about available academic accommodations, if done in a respectful manner, but it is not appropriate to treat a person with a disability with any less respect or consideration than you would a non-disabled student.

Confidentiality is an extremely important issue when interacting with any student. Students with disabilities may be very guarded in the information they want to share. It is important to respect a student's right to exercise personal discretion in the disclosure of individual disabilities.

It is important the instructor not prejudge the student's abilities or possible behavior issues based upon the existence of a disabling condition.

Reference actual behavior(s) and/or facts when they occur.

 

 

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12                                   Revised 02/08