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.
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.
All students deserve the same quality of education, and instructors need to focus on the students, not the disability.
As an admissions representative, it is very important to remember not to assume when working with students with disabilities!
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).
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
Learn to be kind and respectful to each student (our client) and with respect we can gain a great outcome
Treat everyone equally, help the prospect understand the requirements of the program. Defer to your institutional expert when it comes to accommodations
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.
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.
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.
Being kind to all people is key
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.
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.
I have learned that respect and understanding and good care of people who has special needs (disable) are very important, because these kinds of people they will be very sensitive, so care must be the highest priority when dealing with them.
To restrict students with disabilities to what is considered a safe career path is discriminating. You have to know your limits.
As an admissions representative, I must make sure that my personal experiences, expectations, and assumptions do not affect the advice I provide to students with disabilities. I should offer as much support as possible while adhering to the limits set by laws and institutional guidelines. It's crucial to avoid exceeding these boundaries or risking potential legal issues, even with the best intentions. The key is to be informed, compassionate, and treat all students with respect and care.
