Motor/Mobility Challenged

Right Now

  1. Make note of the student's behaviors in relation to your class that you believe are impacting/may impact the student's learning. THESE are the focus of your interactions with the student, NOT any disability. Examples  – problems accessing the building, hall, and/or room in which the class is occurring; difficulty moving around the classroom to participate in stations or small groups; incomplete/inaccurate note-taking; the sound of the student talking to voice recognition software is distracting other students/impacting test-taking; student is unable to write on whiteboard or blackboard; student has challenges with pace of class because of time needed for repositioning/moving.
  2. Speak with the student in a confidential environment.
  3. Ask the student what challenges s/he is experiencing in the class and what strategies s/he has used successfully in the past, and use these to inform your instructional practice.
  4. If needed, ask the student for measurements of his/her equipment as needed to determine clear path of travel, turning radius, table height, etc.
  5. Also discuss any concerns you have that the student has not already raised, based on your observations and your knowledge of your upcoming assignments and curriculum. Then strategize with the student how to address these. You may wish to refer to the Teaching Strategies page for ideas.
  6. If the student has an accommodation plan from DSPS, review and discuss the plan with the student.
  7. If the student does not have an accommodation plan: While you can't directly refer a student to the DSPS office or inquire whether the student currently works with DSPS, you CAN recommend a RANGE of campus services to the student. Discuss student support services on campus including tutoring at CAS, workshops at CAS, the DSPS office, Counseling, and other services as appropriate, and offer to refer the student as s/he wishes, using Early Alert.

Next Steps

  1. If needed, request a room change for a larger classroom, a first floor classroom, or a classroom with an accessible door/doorway, as appropriate, through your area secretary or other appropriate administrator.
  2. If needed, place a work order with Facilities for an adjustable table, furniture rearrangement or removal, threshold ramp, repair of a non-functioning door accessibility button, and/or other changes to your classroom set-up or path-of-travel to your classroom. Include any measurements you have from the student regarding needs for clear path of travel, turning radius, table height and clearance, etc.
  3. Plan in extra transit time and determine a fully accessible route/path of travel (ramps and elevators, wide doorways, no stairs, smooth surfaces) IN ADVANCE for activities that require movement beyond the classroom/across campus, and notify the student well in advance so that s/he can arrange transport by cart with DSPS or plan additional travel time to/from the remote location.
  4. Assign partners or small groups for activities requiring manipulation of objects (labs, for example). This allows students with hand- and finger-related motor limitations to participate by reading out instructions, directing the activity, orally recording notes, dictating observations, or otherwise contributing while a partner operates the manipulatives.
  5. Ask colleagues for strategies they have used successfully when dealing with similar challenges, but be careful to maintain the student's confidentiality.
  6. Check your instructional materials for ADA, 504, and 508 compliance using this Checklist and begin retrofitting your materials to meet these federal requirements.
  7. Contact the DSPS office to request any resources they may have available to support your working with a student with the challenges you are observing. They may have media or print materials specific to your concerns, or they may be able to refer you to a campus colleague who has had success working with similar students.
  8. If you develop concerns regarding the safety of your student, your class, and/or yourself, contact your department chair, your dean or director, or the Vice President for Student Services for guidance.

For Future

To expand your knowledge base for working with students with disabilities:

  1. Review the Teaching Strategies page for specific strategies.
  2. Explore the Further Resources for Teachers page for links to additional guides, information, and materials to build your skills.
  3. Mine the Disability Awareness page for books, films, online video clips, and other materials to provide context to work effectively with these students.

 

Material provided for information purposes only. For legal advice, consult a legal professional.