It is important to note that physical disability does not affect intellectual capacity or the ability to process information.  Speech difficulties and physical limitations are usually the result of a loss of motor control - thought processes are unaffected.

Some physical or medical disabilities can affect communication. For instance, an individual may take some time to finish a phrase or sentence and should be allowed to do so. He/she may not be comfortable with oral presentations because of the disability. As with all situations, it is best to discuss the matter with the student concerned and work out the most appropriate way to handle communication.

Over the course of a day a student with physical disabilities may have to expend considerably more time, thought and energy for activities of daily living than other students. Routes around campus for wheelchair users are often more circuitous than for non disabled people - it may be that they take more time to move between classes, or miss out on breaks because of the time taken to get from part of the campus to the dining room and back. As a result, students with disabilities may be far more prone to fatigue.

Etiquette:

• Do not use the expression “wheelchair bound”, a wheelchair is a source of enablement and freedom for those who have a mobility problem. Use the expression “wheelchair user” instead.
• Leaning on a wheelchair is similar to leaning on a person and is considered annoying. The chair is part of its user’s personal body space.
• Do not touch or remove a person’s mobility aid for example, crutches, without the person’s consent.
• When talking to a person in a wheelchair try to put yourself at their level - sit rather than stand. However, try to avoid crouching down as this can appear patronising.
• Do not grab the back of a person’s wheelchair to push them along. Wheelchair users can get around under their own power, however, if they need to overcome some obstacle, they may ask for assistance.

Enabling Strategies:

• Provide sufficient time to discuss needs with the student before/during the initial session.
• Allow sufficient time for the student to get from one place to another.
• Check that the teaching rooms are accessible. Check that seating arrangements allow access to wheelchair users - also the route into the room. Check for heavy doors and kerbs. How much of the journey is outside the building? Will extra time be needed if it rains?
• Ensure notices posted on noticeboards are in locations to which the wheelchair user has access.
• Check the need for equipment; check the need for a specially reserved space in the room or near the room? Will a particular form of seating be required?
• Examination arrangements: will the student require more time or an amanuensis?

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