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Terms like “handicapped” and “wheelchair bound” are outdated and even offensive.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.