Best Practices for Working with Disabled Students

    • Not all disabilities are visible
    • Make no assumptions 
    • Maintain confidentiality
    • Each person is an individual, and their disability is individualized as well
    • Be patient and sensitive to the needs of the students in your class
    • Don't assume help is wanted, or needed, rather ask if the student would like help
    • Materials that are organized and logical help all students
    • Use multiple modes of representation and assessment 
    • Use explicit language to describe items and locations (refrain from statements like "over there" or "as you can see here")
    • Provide students with resources for support (examples: Office of Disability Service, Learning Centers, advisors, office hours, Library locations, etc.)
    • Be open to listening and learning from your students, but do not push them to speak about their disability; let them come to you when they are ready
    • Communicate directly with the student, maintaining eye-contact, keeping your mouth uncovered, and positioning yourself to be at the same level as the student (if they are sitting, you should be sitting)
    • Make sure you have the attention of the person you are speaking to before you begin speaking
    • Be mindful of the language you use that may indicate that having certain physical characteristics makes one superior in some way (example: calling someone a "stand up" person to indicate they are a good person)
    • Give students ample time to respond
      • Do not interrupt to finish a student's sentence or thought
    • Do not change your voice tone when speaking to a student with a disability
    • Maintain a consistent pace of speech, unless asked to do otherwise
    • Use alternative means of communication if you are noticing a communication barrier  (examples: writing on paper, texting, using Microsoft Teams chat, etc.)
    • Ask the person to repeat themselves if you did not initially understand or hear what they said
      • If you are still struggling after they have repeated themselves, move to a new form of communication
      • Do not pretend you understood
    • If you are uncertain what was being communicated, ask for clarification or share what you understood from what was asked
    • Offer clarification when requested
      • If asked for clarification, do not repeat what was said but try to offer a different approach
    • Use visual aids, gestures, and body language when appropriate
    • Share the classroom location with students as early as possible
    • Parking and transportation may cause additional hardships for students with accessibility needs; be understanding and flexible
    • Be aware of the physical classroom/building architecture and ensure that the students can navigate the space
      • If you notice that a student has a physical barrier, you can use the Report a Barrier form to bring light to that concern (or advise the student of this option)
    • Be mindful of classroom lighting and the impact it may have on the students in your class
      • For example, students may need additional light, students may be triggered by flashing/blinking lights, or shadows may make it hard to see your mouth/read your lips
    • If there is an ASL Interpreter in your class, do not obscure the student's view of that interpreter by placing items or walking/standing in between
    • If a student is using a mobility device (wheelchair, cane, etc.), do not touch that item without permission
    • Make captions available
      • Turn on captions for any videos or virtual lessons
      • Use Microsoft Translator in PPT to add captions while you are presenting in person
    • Describe what is being presented on the board or slides
      • Read anything written on a whiteboard or blackboard
      • Announce when a slide is changed and the slide number or title you have moved to
    • Share AI generated transcripts or lecture recordings 
    • Have students wear name tags, or have table tents with students' names on them
    • Establish turn-taking rules, whereby students raise their hand before speaking and only one person speaks at a time
    • Ensure all materials (lecture slides, readings, etc.) are readily available and organized (Canvas is a great way to do this!)
      • Post materials early
    • Create materials with accessibility in mind
      • For more tips on how to do this visit the Course Accessibility Checklist (will need a hyperlink)
Disability Language and Etiquette

In addition to these best practices, please move to the next page to learn more about the language of disability and disability etiquette. This will include additional resources and practices to implement in your daily practices. 

Reference Materials:

Best Practices for Working with Students with Disabilities. Valencia College. https://valenciacollege.edu/students/office-for-students-with-disabilities/best-practice-students-disabilities.php 

Mintz, S. (2025). Creating an Inclusive Campus Through Universal Design for Learning. Inside Higher Ed. https://www.insidehighered.com/opinion/blogs/higher-ed-gamma/2024/10/29/empowering-students-disabilities-success 

NDC on Postsecondary Outcomes. (2025). Communicating with Deaf Individuals. National Deaf Center. https://nationaldeafcenter.org/resource-items/communicating-deaf-people/ 

NDC on Postsecondary Outcomes. (2025). Deaf Awareness. National Deaf Center. https://nationaldeafcenter.org/resources/deaf-awareness/ 

Tips for Engaging with Different Disabilities. University of Washington. http://depts.washington.edu/uwdrs/faculty/faculty-resources/tips-for-working-with-different-disabilities/ 

 

 

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