Tips for Interacting with People with Hidden Disabilities

When working with a student that has disclosed a hidden disability, ask politely what he or she might need or how you can assist them. Never share information about a disability without the student's consent.

Accommodations for learning disabilities

• In the classroom:
  • Allow students to use tape recorders.
  • Help students obtain note takers.
  • Share copies of your notes.
  • Make your outlines double-spaced, with key words underlined or highlighted.
  • Make all print materials double-spaced, with larger print notes on disks if possible.
  • Allow students to use laptop computers to take notes.
  • Allow students to use regular or talking calculators.
  • Allow students to use electronic spelling devices.
• For examinations:
  • Allow students to complete tests on a computer with spell checker.
  • Allow students to use a reader, scribe, or take an oral exam.
  • Provide double-spaced or enlarged print tests.
  • Allow the use of a calculator.
  • Allow the use of a dictionary or electronic speller (or discount spelling errors in the grade if they are not measured as a performance item).
  • Provide a quiet room or a separate room if recommended.

Accommodations for psychological disorders

• In the classroom:
  • Students with psychological disabilities may need some of the same accommodations as students with other perceptual disabilities or none at all.
  • If a student presents DRC-recommended accommodations, be as supportive as possible.
• For examinations:
  • Accommodations will vary from student to student. Work with the student and the DRC.

Accommodations for pain and stamina problems

• In the classroom:
  • Allow students to take breaks during class.
  • Allow students to stand up during class, especially if the class is longer than 50 minutes.
  • Allow students to make up work missed in class if there is a valid medical reason. (Consult with the DRC.)
• For examinations:
  • Allow for the same flexibility of breaks and standing time as in the classroom.
  • Allow for the exam to be divided up over two time periods, if necessary.
    
    

Accommodations for environmental illness

• In the classroom:
  • Be prepared to ask other students to refrain from wearing perfume or other items that can cause this particular student to be ill, if necessary.
  • Be patient, listen to the student, consider the requests, and work with the DRC for consultation.
• For examinations (refer to the test accommodation form):
  • Allow students to take exams in a separate room free from any chemical or adverse conditions, if necessary.