Using, training sample-1-4-12 slides, not show

1. ACCESSIBILITY &
ACCOMMODATIONS:
Students with Disabilities in Higher Education
Faculty Training Module
(Non-Managers Only)
Hope Fisher, MA
Trinity Washington University
Disability Support Services (DSS)
Sheehan Library 103
202-884-9358

2. TRAINING OBJECTIVES
Through this training, participants will be able to:
1.Provide an example of appropriate language and
behavior towards people with disabilities.
2.Describe the two major roles that faculty are responsible
for incorporating into their work at Trinity.
3.Articulate three or more concrete strategies that they will
implement, to promote accessibility and inclusion.

3. INTRODUCTION & OUTLINE
I. Defining and Discussing Disability Appropriately
• Legal Definition of Disability
• Disability Etiquette
I. Framework and Practical Applications
• Data Trends in Disability and Higher Education
• Accessibility and the Law: Staff Role #1
• Help from Universal Design Principles
• Disability Services and Accommodations
I. Working with Disability Support Services: Staff Role #2
• Overview of Classroom Accommodations
I. Adaptive/Assistive Technology Examples

4. SECTION I
Defining and Discussing
Disability Appropriately
Legal Definition of Disability +
Activity: “Defining Disability”
Disability Etiquette +
Activity: “Language & Behavior”

5. LEGAL DEFINITION OF DISABILITY
The primary legislation governing the civil rights
of people with disabilities is the
Americans with Disabilities Act (ADA), as amended.
The ADA defines a disability as:
A long-lasting physical, cognitive, or psychological condition
that substantially impairs a persons ability
to perform major life activities without assistance.

6. (cont’d) LEGAL DEFINITION OF DISABILITY
ADA Clarification Points:
•Major life activities can include: seeing, hearing,
walking, learning, speaking, concentrating, and using
bodily functions (e.g., digestion, circulation).
•The ADA’s protection from discrimination covers those
who currently have a disability, who have a record of a
disability, and who are regarded as having a disability.

7. (cont’d) LEGAL DEFINITION OF DISABILITY
Activity: Defining Disability
Purpose: To increase comprehension of the definition of “disability”.
Directions: I’ll read each of the conditions aloud. Raise your hand, if it
IS likely to fall under the ADA definition we just discussed.
Deafness Depression
Dyslexia Common Cold
Sprained Ankle Cerebral Palsy
Pregnancy Traumatic Brain Injury
Multiple Sclerosis Mild Myopia

8. (cont’d) LEGAL DEFINITION OF DISABILITY

9. (cont’d) SECTION I
Defining and Discussing
Disability Appropriately
Legal Definition of Disability
 +
Activity: “Defining Disability”
Disability Etiquette +
Activity: “Language & Behavior”

10. (cont’d) DISABILITY ETIQUETTE: YOUR LANGUAGE
Tips for everyday communication:
1. Use person-centered language. Name the individual
before the disability, as in “a person with ________”.
2. Remove grossly offensive terms (e.g., crippled) from
your vocabulary. Also, phase out antiquated terms like
“handicapped” or “challenged”.
3. Avoid using unwarranted qualifiers, like “special” or
“superhuman”, to describe people with disabilities.
4. Don’t use the disability, as a primary description.

11. (cont’d) DISABILITY ETIQUETTE: YOUR BEHAVIOR
Tips for everyday interactions:
1. Stay alert of environmental barriers that may pose an
issue for those with visual or mobility disabilities.
2. Respect individual privacy. Make sure that others
aren’t around when discussing someone else’s disability.
3. Don’t force your “help”. Ask IF and HOW you can
assist.
4. Use the same non-verbal cues that you would use with
anyone else (e.g., hand-shakes, eye contact).

12. (cont’d) DISABILITY ETIQUETTE
Activity: Language & Behavior
Purpose: To apply disability etiquette concepts to real-world
examples.
Directions: In your groups, discuss the 3 statements below (from the
handout) and determine if each one is MOSTLY TRUE or MOSTLY
1. “When I meet a person who has a disability, I should not
FALSE.
ask them about their disability.”
2. “It’s not OK to touch someone’s wheelchair or service dog .”
3. “If one of my student’s is accompanied by a personal aide
or sign language interpreter, I must speak directly to the
aide or interpreter.”

13. (cont’d) DISABILITY ETIQUETTE
Activity: Language & Behavior
1. “When I meet a person who has a disability, I
should not ask them about their disability.”
True or False?
MOSTLY TRUE. For personal privacy and
legal reasons, it is generally NOT a good idea
to ask someone about a disability that they
have not voluntarily disclosed to you.

14. (cont’d) DISABILITY ETIQUETTE
Activity: Language & Behavior
True or False?
MOSTLY TRUE. Avoid leaning on
someone’s wheelchair or playing with their
service animal. Consider these to be an
extension of their body space.

15. (cont’d) DISABILITY ETIQUETTE
Activity: Language & Behavior
MOSTLY FALSE. Similar to wheelchairs and
service animals, their purpose is auxiliary. You
should speak directly to the person who is
conducting business with you.

16. STOP