DISABILITY & CLIMATE IN THE CLASSROOM

Scenarios for Discussion

1. I lead discussion sections for a large lecture in an abnormal psychology course. One class period, the professor showed a video that documented the behaviors of people with various psychiatric disorders. Many of the students laughed throughout the video. I don't think the students were being cruel intentionally; I think they had nervous laughter more than anything else. Nevertheless, I felt very uncomfortable with the fact that the professor made no comment about the students' behavior during or after the video presentation.

Questions: How do you see your role in this situation? Do you feel any obligation to share a different point of view? If so, how would you handle it?

2. I lead a discussion section for a contemporary literature class in which we discuss issues of race, gender, sexuality, ethnicity, and disability in relation to the texts we read. While my students engage critically in discussion about the representations of race, gender, sexuality, and ethnicity, they tend to distance themselves from discussions of disability. In general, my students are having difficulty recognizing misperceptions and stereotypes about disability and often saying patronizing things about people with disabilities. I don't want to 'correct' these misperceptions overtly for fear shutting down discussion, but sometimes I feel like my class just reinforces negative stereotypes about people with disabilities rather than challenging them.

Questions: What strategies might you use to uncover misperceptions and stereotypes about disability? How might you challenge students' ideas to promote discussion and expand their thinking?

3. I teach a lab section in which the students are assigned to do a group research project. One group includes a student who doesn't have use of her hands. I thought nothing about this fact until another student in the group approached me to complain that this student's disability created more work for the rest of the group.

Questions: Do you feel the University has an obligation to accommodate this student? If not, why not? If so, what might be an equitable and reasonable accommodation?

4. I have a student in my discussion section that constantly interrupts me and the other students. He makes snide comments throughout the discussion and loudly complains about having to participate in small group activities. His obnoxious behavior is upsetting to me and disruptive to the learning environment. One day after class, I took this student aside to discuss his behavior. He got defensive and hostile, saying his only problem with the class is that I'm a lousy T.A. and that everyone hates me. I know that this student has Attention Deficit Disorder, and I suspect that some of his behavior may be the result of his disability. I want to regain control over my classroom and get this student the help he needs.

Questions: Should disability be considered when a student is disruptive? Would the presence of a disability change how you respond to the situation?

5. The professor for the class I teach often incorporates visual aids (planned and impromptu-overhead projections, handouts, three dimensional models, or objects she finds in the room) in her lectures. Often, she uses these visual aids to clarify key lecture points. I like this professor's style a lot, and I've been incorporating similar kinds of visual aids in discussion. I have a student with a visual impairment, though, who misses out on the benefits of these visuals. I want to make the course material more accessible to him.

Questions: What methods might you use (low- or high-tech) to make these instructional materials accessible? How might these methods benefit others in the classroom? Of what resources are you aware, on- and off-campus, that could assist you?

SUGGESTED RESPONSES

1. An ideal outcome for which to strive in education is a more-enlightened view of others with differences. Students in this class may well be clinicians or human service providers in the future. Educating students about psychiatric disorders aligns with the campus value of diversity. Consider raising the laughter topic with the professor, discussing the educational and philosophical implications of the unaddressed behavior of the students. Since discussion with the course professor on this topic may be difficult, you may wish to consult your departmental chair or disability liaison ("AARC" listed on legal services website: http://www.wisc.edu/adac/facstaff/coord.html ).
2. As an instructor, you can raise disability as an issue if it does not come up in discussion. You can bring up examples of stereotypes or misconceptions either from the class, if you're comfortable, or from outside. To diffuse any feeling of criticism you can explain that these limited ideas are common in our culture, but that the goal of education is to help move toward more enlightened and inclusive thinking. Principles pertaining to all diversity issues can apply to disability as well, such as avoiding generalizations, using "people first" language (e.g. person with a disability vs. disabled person). Resources for further guidance include your handout on "Proactive Strategies for Creating a Classroom Environment Inclusive of People with Disabilities", an overview of diversity in education website: http://www.princeton.edu/~djbutler/ditclink.htm; and handling "hot" moments in the classroom, see: http://bokcenter.fas.harvard.edu/docs/hotmoments.html).
3. In this case, it is important to determine whether physically performing the lab activity is fundamental to the course requirements. Examples could include manipulation of equipment, chemicals, etc. If evaluating students' abilities does not require an observable demonstration of the activity, then it may be reasonable to modify the requirement or to equitably divide the labor among the lab participants, such as increasing the amount of research or project coordination for the disabled student while her partners do more of the physical activity, or arrange for a lab assistant.
4. There is an expectation that students will behave in an adult, respectful manner in the classroom. Further, students, regardless of disability, must adhere to the campus code of conduct. As an instructor, you are responsible for maintaining a classroom conducive to learning, so participants will be looking to you to manage any disruption. Prevention can be key here, giving your class guidelines early in the semester suggesting, for example, respect for fellow classmates in discussions, turn-taking, no interrupting. You may even tell them you'll step in if their behavior conflicts with your guidelines. Address the difficulty the best you can in the moment, then try to determine the cause of the student's actions with him in private (e.g., family or money stress). Your response can be guided by departmental policy and the experience of faculty. Be aware of campus resources the student may need such as disability services, counseling, tutors, or financial assistance. If the student has a confirmed disability and service plan, discuss any disability-related requests he may make. If a student becomes threatening, you have the right to ask him or her to leave. In extreme cases, you can seek assistance from close-by staff or even campus police.
5. The University has an obligation to make classroom materials accessible to students with disabilities. Having alternative materials where possible early in the semester will prevent delays in a student's progress. If a student has some vision, simply enlarging the handouts may be sufficient. Similarly, overheads may be enlarged and printed out ahead of time. Instructors will need to be more proactive in providing accessible materials since those that are "impromptu" may not be perceivable to a student with a visual impairment. Where possible, allow hands-on use of three-dimensional objects and/or carefully describe the object. For electronic presentations (e.g. Power Point), try to keep slides simple and describe them when presented. Printing out slides in advance or sending the presentation to the student electronically (to be used with voice-output software) will increase accessibility. Web accessibility guidelines and resources include www.webaim.org, www.doit.wisc.edu/accessibility/video

File last updated: July 29, 2003
Feedback, questions or accessibility issues: kjudkins@vc.wisc.edu
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