Serving People with Disabilities: Recognize and Respond
This screen provides information on a range of disabilities and specific tips on how to serve people with those disabilities.
Click on each disability for more information.
• Deaf/ Hard of Hearing
• Deafblind
• Intellectual/ Developmental
• Learning
• Mental Health
• Physical / Mobility
• Speech/ Language
• Vision Loss
• Other
Deaf/ Hard of Hearing
Recognize
- People with hearing loss may be deaf, oral deaf, deafened, or hard of hearing.
- People with hearing loss may use assistive devices including hearing aids, alternate telephone systems such as TTYs, sign language interpreters, various amplifiers, or a pen and paper.
Respond
- Attract the student’s attention before speaking by a gentle touch on the shoulder or a wave of your hand.
- When addressing a student who is deaf or hard of hearing, make sure they can clearly see your face.
- Never shout to try to make yourself understood.
- If a student uses a hearing aid, try to reduce background noise or move to a quieter area.
Deafblind
Recognize
- A student who is deafblind cannot see or hear to some degree.
- The student may not necessarily be completely deaf and blind. Individuals who are deafblind may have some residual vision and/or hearing.
Respond
- Speak directly to the student and not to their intervenor.
- A student who is deafblind will explain to you how to communicate with them.
- People who are deafblind may be accompanied by an intervenor, a professional who helps with communicating. Identify yourself to the intervenor when you approach.
Intellectual/Developmental
Recognize
- Developmental or intellectual disabilities, ranging from mild to profound, can limit a student’s ability to learn, communicate, perform everyday activities, and live independently.
- It may be difficult to recognize someone who has this disability unless you are told, or you notice the way the person asks questions, or uses body language.
Respond
- Use plain language and make sure the person understands what you’ve said. You can be direct and ask: “Do you understand this?”
- Provide one piece of information at a time. Break down the information into simpler concepts but avoid exaggerated speech or gestures.
Learning
Recognize
- A variety of disabilities that affect how a person processes information.
- Learning disabilities can be associated with language-based learning, mathematics, or fine motor skills.
- The person may have difficulty reading material or processing information.
Respond
- Take your time – people with learning disabilities may require more time to process what you have said and to respond.
- Provide information in a way that best suits the student. Even using a pen and paper may help them review and absorb the information. Explain the information clearly and be prepared to repeat it.
Mental Health
Recognize
- Includes several disabilities ranging widely in severity, including; anxiety, depression, schizophrenia, and bipolar disorder.
- Non-visible disabilities can be difficult to understand.
Respond
- Try to help the student reduce their stress levels. A student may choose to take fewer courses each semester (a reduced course load) in order to reduce stress. Remember, not all disabilities are visible.
- Reassure students that you are there to support their learning.
Physical / Mobility
Recognize
- A wide range of disabilities that restrict body movement to varying degrees.
- Physical disabilities may require people to use wheelchairs, walkers, canes, or other assistive devices.
Respond
- Consider the physical access of your classroom. Make sure there are no items that would be in the way of a person who uses a wheelchair or walker.
- Respect the person’s personal space. Don’t lean over them or on an assistive device. When speaking to a person in a wheelchair for more than a minute, sit or crouch down to their eye level.
- Never move devices such as canes or walkers, out of the person’s reach.
- If you are assisting a person in a wheelchair, make sure they are ready to be moved and describe what you are going to do before moving them
- If you plan out of class activities provide advance notice so transportation can be arranged. Ensure the location of your class activity is accessible.
Speech / Language
Recognize
- Difficulty in communicating verbally such as word-finding difficulties or stuttering.
- A person with a severe speech or language disability may use a communication board or other assistive device.
Respond
- Be patient. Give the student the time they need to get their point across.
- If possible, ask questions that can be answered with a “yes” or “no”.
- Don’t interrupt or finish your student’s sentences. Give them time to express themselves.
Vision Loss
Recognize
- Don’t assume students with this disability are blind. While most individuals with this disability have some residual vision, they may have trouble reading signs, locating landmarks, or seeing hazards.
- Some students may use a guide dog or white cane while others may simply need to use a magnifier to view written materials.
Respond
- Identify yourself when you approach the person and speak directly to them.
- Make written materials available in large print if required
- In a new classroom, guide them to a desk or a comfortable location and don't walk away without saying good-bye.
- Offer your elbow to guide the person and wait for permission before starting to move. If they accept, walk slowly.
- Identify landmarks or other details to help orient your student.
Other Disabilities
Recognize
- Other disabilities which may be temporary or permanent, visible or non-visible include fibromyalgia, chronic fatigue syndrome, arthritis, kidney disease, allergies, cardiovascular problems, cancer, diabetes, HIV infections and seizure disorders.
- Students with these disabilities may occasionally be absent due to the effects of medication, fatigue, and pain.
Respond
- Make sure equipment and supplies are close to the person.
- Provide access to a note taker. Allow break periods for rest and taking medication
- Provide alternative methods of evaluation and allowances for absences for medical reasons such as rescheduling of tests or exams
Deaf/ Hard of Hearing (click here to close this box)
Recognize
- People with hearing loss may be deaf, oral deaf, deafened, or hard of hearing.
- People with hearing loss may use assistive devices including hearing aids, alternate telephone systems such as TTYs, sign language interpreters, various amplifiers, or a pen and paper.
Respond
- Attract the student’s attention before speaking by a gentle touch on the shoulder or a wave of your hand.
- When addressing a student who is deaf or hard of hearing, make sure they can clearly see your face.
- Never shout to try to make yourself understood.
- If a student uses a hearing aid, try to reduce background noise or move to a quieter area.
Deafblind (click here to close this box)
Recognize
- A student who is deafblind cannot see or hear to some degree.
- The student may not necessarily be completely deaf and blind. Individuals who are deafblind may have some residual vision and/or hearing.
Respond
- Speak directly to the student and not to their intervenor.
- A student who is deafblind will explain to you how to communicate with them.
- People who are deafblind may be accompanied by an intervenor, a professional who helps with communicating. Identify yourself to the intervenor when you approach.
Intellectual/Developmental (click here to close this box)
Recognize
- Developmental or intellectual disabilities, ranging from mild to profound, can limit a student’s ability to learn, communicate, perform everyday activities, and live independently.
- It may be difficult to recognize someone who has this disability unless you are told, or you notice the way the person asks questions, or uses body language.
Respond
- Use plain language and make sure the person understands what you’ve said. You can be direct and ask: “Do you understand this?”
- Provide one piece of information at a time. Break down the information into simpler concepts but avoid exaggerated speech or gestures.
Learning (click here to close this box)
Recognize
- A variety of disabilities that affect how a person processes information.
- Learning disabilities can be associated with language-based learning, mathematics, or fine motor skills.
- The person may have difficulty reading material or processing information.
Respond
- Take your time – people with learning disabilities may require more time to process what you have said and to respond.
- Provide information in a way that best suits the student. Even using a pen and paper may help them review and absorb the information. Explain the information clearly and be prepared to repeat it.
Mental Health (click here to close this box)
Recognize
- Includes several disabilities ranging widely in severity, including; anxiety, depression, schizophrenia, and bipolar disorder.
- Non-visible disabilities can be difficult to understand.
Respond
- Try to help the student reduce their stress levels. A student may choose to take fewer courses each semester (a reduced course load) in order to reduce stress. Remember, not all disabilities are visible.
- Reassure students that you are there to support their learning.
Physical / Mobility (click here to close this box)
Recognize
- A wide range of disabilities that restrict body movement to varying degrees.
- Physical disabilities may require people to use wheelchairs, walkers, canes, or other assistive devices.
Respond
- Consider the physical access of your classroom. Make sure there are no items that would be in the way of a person who uses a wheelchair or walker.
- Respect the person’s personal space. Don’t lean over them or on an assistive device.
When speaking to a person in a wheelchair for more than a minute, sit or crouch down to their eye level.
- Never move devices such as canes or walkers, out of the person’s reach.
- If you are assisting a person in a wheelchair, make sure they are ready to be moved and describe what you are going to do before moving them
- If you plan out of class activities provide advance notice so transportation can be arranged. Ensure the location of your class activity is accessible.
Speech / Language (click here to close this box)
Recognize
- Difficulty in communicating verbally such as word-finding difficulties or stuttering.
- A person with a severe speech or language disability may use a communication board or other assistive device.
Respond
- Be patient. Give the student the time they need to get their point across.
- If possible, ask questions that can be answered with a “yes” or “no”.
- Don’t interrupt or finish your student’s sentences. Give them time to express themselves.
Vision Loss (click here to close this box)
Recognize
- Don’t assume students with this disability are blind. While most individuals with this disability have some residual vision, they may have trouble reading signs, locating landmarks, or seeing hazards.
- Some students may use a guide dog or white cane while others may simply need to use a magnifier to view written materials.
Respond
- Identify yourself when you approach the person and speak directly to them.
- Make written materials available in large print if required
- In a new classroom, guide them to a desk or a comfortable location and don't walk away without saying good-bye.
- Offer your elbow to guide the person and wait for permission before starting to move. If they accept, walk slowly.
- Identify landmarks or other details to help orient your student.
Other Disabilities (click here to close this box)
Recognize
- Other disabilities which may be temporary or permanent, visible or non-visible include fibromyalgia, chronic fatigue syndrome, arthritis, kidney disease, allergies, cardiovascular problems, cancer, diabetes, HIV infections and seizure disorders.
- Students with these disabilities may occasionally be absent due to the effects of medication, fatigue, and pain.
Respond
- Make sure equipment and supplies are close to the person.
- Provide access to a note taker. Allow break periods for rest and taking medication
- Provide alternative methods of evaluation and allowances for absences for medical reasons such as rescheduling of tests or exams.