1. Establish open communication about abilities and limitations.

2. Consult with others when you need additional information on a specific condition.

3. Apply the same principles, considerations and respect with everyone.

4. Be prepared to offer information in alternate formats.

5. Speak directly to the individual with a disability, not his or her caregiver, paraeducator, or interpreter.

6. Respect a student’s assistive device (cane, wheelchair, etc.).  Unless given permission, do not move or play with it.

7. Be considerate of the extra time it may require when working with a student with a disability.

8. Offer alternative choices whenever appropriate– do not over adapt.

9. Avoid patronizing  by giving praise or undo attention for simple everyday tasks.

10. Always use person-first terminology

11. Don’t portray a disability as a negative thing.

12. Never assume – disabilities may be hidden.

13. Individuals with disabilities need physical activity, too! Just because a student has a disability it doesn’t mean they can’t be healthy.

Person-First Terminology
Terms like “handicapped” and “wheelchair bound” are outdated and even offensive.  Be sure to always put the person first.  For example, say “an individual with a spinal cord injury” or “an individual who uses a wheelchair” versus “wheelchair bound” or “paraplegic.”  The same applies for all disabilities.  Other examples include a student with a visual impairment, a student with autism or a student who has Spina Bifida.