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Reasonable Accommodations: A Faculty Guide to Teaching College Students With Disabilities
Teaching Students with Other Disabilities
Acquired Immune Deficiency Syndrome (AIDS)Cancer
Cerebral Palsy
Multiple Sclerosis
Muscular Dystrophy
Respiratory Problems
Seizure Disorders
Sickle Cell Anemia
Substance Abuse
There are many other medical conditions that may interfere with students’ academic functioning. Some of their symptoms, like limited mobility or vision, and the types of intervention required may resemble those covered elsewhere in this manual. The general principles set forth in the Overview apply, particularly the need to identify the disability and to discuss with the student both its manifestations and the required considerations.
Below are brief descriptions of some of the more common conditions, along with recommended accommodations.
Acquired Immune Deficiency Syndrome
(AIDS)
Acquired Immune Deficiency Syndrome (AIDS) is caused by a virus
that destroys the body's immune system. This condition leaves the person
vulnerable to infections and cancers that can be avoided when the immune
system is working normally. The virus is transmitted primarily through
sexual contact or needle sharing with intravenous drug users. It is
not transmitted through casual contact.
Manifestations of AIDS are varied, depending on the particular infections or diseases the individual develops. Extreme fatigue is a common symptom. Classroom adaptations will likewise vary.
Students with AIDS may be afraid to reveal their condition because of the social stigma, fear and/or misunderstanding surrounding this illness. It is therefore exceptionally important that the strictest of confidentiality be observed.
For general classroom considerations, please refer to the Overview section. [Top]
Cancer
Because cancer can occur in almost any organ system of the
body, the symptoms and particular disabling effects will vary greatly
from one person to another. Some people experience visual problems,
lack of balance and coordination, joint pains, backaches, headaches,
abdominal pains, drowsiness, lethargy, difficulty in breathing and swallowing,
weakness, bleeding or anemia.
The primary treatments for cancer are radiation therapy, chemotherapy and surgery which may engender additional effects. Treatment can cause violent nausea, drowsiness and/or fatigue, affecting academic functioning.
- For general instructional accommodations, please refer to the Overview. [Top]
Cerebral Palsy
Cerebral palsy is caused by an injury to the motor center of
the brain that may have occurred before or shortly after birth. Manifestations
may include involuntary muscle contractions rigidity, spasms, poor coordination,
poor balance, or poor spatial relations. Visual, auditory, speech, hand
-function, and mobility difficulties might occur.
- For appropriate classroom accommodations, refer to section(s) on speech, visual and/or mobility disabilities and hand function disabilities. [Top]
Multiple Sclerosis
Multiple sclerosis is a progressive disease of the central
nervous system, characterized by a decline of muscle control. Symptoms
may be mild to severe in degree: blurred vision, legal blindness, tremors,
weakness or numbness in limbs, unsteady gait, paralysis, slurred speech,
and difficulty with concentration. Because the onset of the disease
usually occurs between the ages of 20 and 40, students are likely to
be having difficulty adjusting to their condition.
The course of multiple sclerosis is highly unpredictable. Periodic remissions are common and may last from a few days to several months, as the disease continues to progress. It is not unusual to have striking inconsistencies in performance.
- For appropriate classroom accommodations, refer to section(s) on speech, visual and/or mobility disabilities and hand function disabilities. [Top]
Muscular Dystrophy
Muscular dystrophy refers to a group of hereditary, progressive
disorders that most often strike the young, producing degeneration of
voluntary muscles of the trunk and lower extremities. The atrophy of
the muscles results in chronic weakness and fatigue and may cause respiratory
or cardiac problems. Walking, if possible, is slow and appears uncoordinated.
Manipulation of materials in class may be difficult.
- Refer to the section on mobility disabilities and hand function disabilities for appropriate accommodations. [Top]
Respiratory Problems
Many students suffer from chronic breathing problems, the most
common of which is bronchial asthma. Asthma is characterized by attacks
of shortness of breath and difficulty in breathing, sometimes triggered
by stress, either physical or mental. Fatigue and difficulty climbing
stairs may also be major problems, depending on the severity of the
attacks. Frequent absence from class may occur and hospitalization may
be required when prescribed medications fail to relieve the symptoms.
- For appropriate classroom accommodations, refer to section on mobility impairments and Overview. [Top]
Seizure Disorders
Students with epilepsy and other seizure disorders are extremely
reluctant to divulge their condition because they fear being misunderstood
or stigmatized. Misconceptions about these disorders that they are forms
of mental illness, contagious and untreatable, for example –have
arisen because their ultimate causes remain uncertain. There is evidence
that hereditary factors may be involved and that brain injuries and
tumors, occurring at any age, may give rise to seizures. What is known
is that seizures result from imbalances in the electrical activity of
the brain. There are three distinct types of seizures:
Petit mal means "little" seizure and is characterized by eye blinking or staring. It begins abruptly with a sudden dimming of consciousness and may last only a few seconds. Whatever the person is doing is suspended for a moment but resumed again as soon as the seizure is over. Often because of its briefness, the seizure may go unnoticed by the individuals as well as by others.
Psychomotor seizures range from mild to severe and may include staring, mental confusion, uncoordinated and random movement, incoherent speech, and behavior outbursts, followed by immediate recovery. They may last from two minutes to a half hour. The person may have no recollection of what happened, but may experience fatigue.
Grand mal seizures may be moderate to severe and may be characterized by generalized contractions of muscles, twitching and limb jerking. A few minutes of such movements may be followed by unconsciousness, sleep, or extreme fatigue.
Students with seizure disorders are often under preventive medication, which may cause drowsiness and temporary memory problems. Such medication makes it unlikely that a seizure will occur in class.
In the event of a grand mal seizure, follow this procedure:
- Keep calm. Although its manifestations may be intense they are generally not painful to the individual.
- Remove nearby objects that may injure the student during the seizure.
- Help lower the person to the floor and place cushioning under his/her head.
- Turn the head to the side, so that breathing is not obstructed.
- Loosen tight clothing.
- Do not force anything between the teeth.
- Do not try to restrain bodily movement.
- Call the medical office or other appropriate authority or ask someone else to do so.
After a seizure, faculty should deal forthrightly with the concerns of the class in an effort to forestall whatever negative attitudes may develop toward the disabled student. [Top]
Sickle Cell Anemia
Sickle cell anemia is a hereditary disease primarily affecting
blacks. It reduces the blood supply to vital organs and the oxygen supply
to the blood cell, making adequate classroom ventilation an important
concern.
Because many vital organs are affected, the student may also suffer from eye disease, heart condition, lung problems and acute abdominal pain. At times limbs or joints may be affected. The disease is characterized by severe crisis periods, with extreme pain, which may necessitate hospitalization and/or absence from class. Completing academic assignments during these periods may not be possible.
- For appropriate classroom accommodations, refer to section(s) on visual and hand function impairments, as well as the Overview. [Top]
Substance Abuse
Substance abuse is a condition of physiological and/or psychological
dependence on any of a variety of chemicals, such as illegal drugs,
some prescription drugs and alcohol. Individuals who are recovering
from drug or alcohol abuse or who are in treatment programs to assist
their recovery are covered by federal anti-discrimination legislation
and are eligible for college services for students with disabilities.
These students may experience psychological problems such as depression, anxiety or very low self esteem. They may exhibit poor behavioral control and, if they are using medication as part of their treatment, they may experience undesirable side effects. The need of students with substance abuse issues varies.
- Refer students showing symptoms of substance abuse to the appropriate college facility: counseling services, the psychological center, or Disabled Student Services.
- In cases of inappropriate classroom behavior, discuss it with the student in a private setting.
- Use appropriate campus disciplinary channels when necessary.
- Refer to the Overview and the section on psychological impairments for additional classroom considerations. [Top]