|More than 1,062 identified
students with disabilities enrolled at the College during the fall 2006
semester - nearly 5 percent of the total credit enrollment and twice
the number enrolled in fall 1991. Most of the students have learning
disabilities (55 percent), followed by attention deficit/hyperactivity
disorders, and psychiatric and physical disabilities. Some disabilities
are readily visible; more frequently, they are not and may be difficult
to identify. Students may also have multiple disabilities.
not assume a person with a disability needs your help; ask
you offer assistance and the person declines, do not insist.
If the person accepts, ask how you can best help and follow
a person with a disability is accompanied by another individual,
make eye contact with and address the person with the disability
directly, not the companion.
actions and words that suggest the person should be treated
differently. It is appropriate to ask a person in a wheelchair
to go for a walk or to ask a blind person if he or she sees
what you mean.
people with disabilities with the same level of respect
and consideration that you have for others.
referring to an individual who has a disability, mention
the person before the disability. Say, "person with a disability,"
not "disabled person" or "the disabled."
referring to people by the disabilities they have; use their
are not "bound" or "confined" to a wheelchair. Wheelchairs
increase mobility and enhance freedom. It is more accurate
to say "wheelchair user" or "person who uses a wheelchair."
considerations, instructional strategies, and possible accommodations
for different disabilities:
University of Minnesota - Twin Cities Campus. (1995). Access
for Students with Disabilities: Policies, Procedures, and Resources.
and several other sources listed in the "Credits"
section of the Guide.