I do explain my disability to the class when we start because it can cause some people to feel ignored. I let them know that because of blindness, I am not ignoring them, I just don't see them. We joke about it, make fun of it, it's all to make them comfortable with it and then I let them know to call out when needing to ask a question so that I can acknowledge them.
Do not engage in detailed conversations with the student about their disability or their disability-related needs in college. You are not the right person to be having that conversation with the student. Rather, refer the student to the appropriate office on campus.
Being kind to all people is key
An Admissions representative is not the appropriate person to be discussing disability issues or reasonable accommodations with a student. If a student has questions on this the admissions representative needs to send the student to someone who can give the answers the student seeks.
This section highlights that individuals with disabilities are ordinary people who seek recognition for their abilities and talents. It offers guidance on avoiding stereotypes associated with disabilities. Ultimately, it is our responsibility to represent our institutions honorably by adhering to legal requirements and prioritizing equal access.
Because we are in the service industry we need to be mindful that all the work we do in the classroom is much like that as well. Asking what is that we can to make it easier on a student with a disability. Effective communication will go a long way.
Treat everyone equally, help the prospect understand the requirements of the program. Defer to your institutional expert when it comes to accommodations
Learn to be kind and respectful to each student (our client) and with respect we can gain a great outcome
I learned that there are boundaries for communicating with a disabled student about their disability. I cannot ask a student if they have a disability I have to allow them to disclose the information
State and local governments and private agencies are required to provide reasonable accommodations for people with disabilities on licensure and certification testing, and in evaluation of their credentials (that is, whether or not they meet the technical standards of the profession).
As an admissions representative, it is very important to remember not to assume when working with students with disabilities!
All students deserve the same quality of education, and instructors need to focus on the students, not the disability.
As an instructor, I need to be aware of a student's disability so that the student can have access to the same quality of education. However, I do need to be careful to not "label" a student based on the disability.
I learned that one must be careful on what type of questions are being asked to a student with a disability. Like the reading said, "treat a person with a disability as a student FIRST. It is inappropriate to ask personal questions about their disability.
It was important to know the peculiarities around admission process for individuals with disabilities, and when and how is appropriate to address disability to get accommodation.
I didn't think about people with disabilities really want to be known for their abilities. As a society we need to view people with disabilities in a more broad viewpoint than how they present
The role of everyone on campus or in an institution when working with people with disabilities is to be respectful, discreet and helpful. This does mean connecting the student with the office designed specifically to help people with disabilities, but it also means not using biases or prejudices when working with students with disabilities. Every student is at a place of higher education for the same reason - to learn and further their goals. Never assume you know what those may be.
I feel it is my role to be fully informed on ways to best assist my students or future students. We all face obstacles in life.
