Jump to Content

Physical

Physical Disability

Physical disabilities result from conditions that affect the physical body, including partial or total paralysis, amputation or severe injury, arthritis, muscular dystrophy, and cerebral palsy. In addition, respiratory and cardiac diseases may affect a student's mobility.

Students with a physical disability may experience functional challenges which impact their academic engagement. While the degree of disability varies, many students may experience difficulty with mobility, which may affect their attendance and participation in lectures. Fatigue is commonly experienced by students with a physical disability, and managing assignments and assessments can be challenging. Occasional lateness or absence may be unavoidable due to transport problems, inclement weather or lift or wheelchair breakdown. Getting from lectures may pose similar difficulty, especially in cases of emergency.

The following points are important to bear in mind:

Consider potential accessibility issues before the course commences and discuss them with the student and appropriate NUI Galway authorities.
Familiarise yourself with the building's emergency evacuation plan and ensure it is manageable for students with a physical disability.
Be prepared to change lecture venue if a solution is not evident to improve accessibility.
Students with physical disabilities are more likely to be challenged by the physical environment and/or society's attitudes and beliefs than by the disability itself.

Impact on Learning

Students with a Physical Disability may experience difficulty with:

Physical access to buildings, classrooms and other college facilities.
Physical access on course field trips and activities outside of the classroom.
Moving from one location to another in a short space of time.
Physically accessing materials (e.g., books or equipment on high shelves).
Completing college assignments and exams within the specified timeframe.
Writing for long or short periods of time.
Strength, speed, endurance, coordination, and dexterity necessary for holding or manipulating objects and carrying out specific tasks.
Fatigue and/or pain, which can be exacerbated during periods of high stress, such as when deadlines are due or exams.
Those who use wheelchairs, callipers, crutches, canes or prostheses often find it difficult moving about, especially within the time constraints imposed by timetables.
Absenteeism, for hospital appointments, illness etc.
Accessing public transport.

How you can help

Please refer to the section on Inclusive Teaching and Assessment.
Use the principles of Universal Design when developing your materials. Now is a good opportunity for you to enrol in the Universal Design in Teaching and Learning Badge.
Consider mobility and fatigue factors that may arise as the student moves between lectures, potentially impacting their time of arrival to the lecture.
Be conscious that the student may tire easily and may require rest periods or breaks during lectures, tutorials or class tests.
Try to keep walkways, corridors and aisles free from obstructions.
Students who use crutches may appreciate help with carrying belongings or opening doors. Always ask the student if they require assistance before providing so.
Do not push a student's wheelchair without their permission. When talking to a student who uses a wheelchair sit down (if possible) so that you are both on the same level.
When walking with a student who uses crutches or a wheelchair adjust your pace to match theirs.
Consider making lecture notes available in advance if possible. Having lecture notes available online enables students to reduce the amount of handwritten notes they need to take during the lecture.
When planning course timetables, try to ensure timetabling gives all students sufficient time to move between teaching venues.
Consider the student's needs when planning field trips or other activities.
Consider the exam needs of the student for in-class or mid-semester exams (e.g. does the student require a computer/assistive technology/scribe?).
Support the student if they have difficulties meeting deadlines, as they may experience difficulties meeting deadlines due to hospitalisation, fatigue etc.

Exam accommodations

For all in-class assessments please refer to the exam accommodations detailed in the student’s Learning and Educational Needs Statement (LENS).

Exam accommodations are determined on an individualised basis. Examples of recommended exam accommodations may include:

Extra time
Adjustable chair
Use of assistive technology or a scribe

Impact on placement

A physical disability will impact individuals differently. Difficulties can vary depending on the person and workplace context.

Students with a physical disability may experience functional challenges related to reduced dexterity, mobility, fatigue and pain.
Difficulty with mobility impacting physical access and access to public transport.
Student may need to frequently attend medical appointments.

Placement Reasonable Accommodations

There is no one size fits all approach to implementing placement support as each person will have a unique set of challenges and coping mechanisms. The best way to establish what accommodations may be required, if any, is to attend a Placement Planning Meeting before starting on placement.

Examples of reasonable accommodations may include:

Staff have awareness that the student has a physical disability.
Some tasks may need to be adapted, reduced or avoided.
Moving a workstation closer to a location on the ground floor for an individual who has mobility challenges.
Allow for comfort or rest breaks.