Mobility-related disabilities result from neuromuscular and orthopedic impairments. These disabilities may be congenital or the result of an accident or illness. They include spinal cord injury, cerebral palsy, arthritis, polio/post polio syndrome, spina bifida, amputation, muscular dystrophy, multiple sclerosis, etc.

Functional abilities and limitations will vary widely, even within the same disability group. With some conditions the person may experience pain, spasticity, or fatigue. In other conditions there are periodic flare-ups and periods of remission. 

Although it is difficult to generalize about classroom needs of students with physical disabilities, the typical limitations impacting classroom participation generally involve mobility, accessibility, hand dexterity and verbal communication. Some physical disabilities can also impact the student's vision. Please refer to the Visual Disabilities section for suggestions.

Instructional dtrategies and potential accommodations

• Hold classes in accessible locations.
• Schedule classes to allow extra time for getting from class to class and/or schedule classes physically close together on campus.
• Allow notetakers, use of laptop computers and tape recorders.
• Extend due dates on assignments. Occasionally this may be needed due to writing speed, symptom flare-ups, etc.
• Use adjustable tables rather than desks or tables of standard height.
• Plan for wheelchair-accessible field trip sites.
• Provide accessible lab space and personal assistance for lab activities, tools, equipment and chemicals.
• Be aware that a student may be late to class due to inclement weather, circuitous routes, elevator problems, etc.
• Allow for adequate break time during long courses so that the student can attend to personal physical needs such as stretching, medication and rest room use.
• Give students with communication disabilities the opportunity to participate in class discussions as much as possible, even if extra time is necessary.
• If the course requires oral communication and the student is unable to communicate orally, arrange for alternative methods, such as written communication read by an interpreter; some students will, on occasion, use laptop speech synthesizers for communication in class.
• Allow students who are unable to communicate orally to use a typewriter, word processor, sign board, or sign interpreter in class.

Test adaptation and administration alternatives

• Hold exams in an accessible location.
• Allow modifications in recording test answers, such as use of a typewriter, computer, scribe, audio-taping answers and oral exams.
• Allow as needed a reader for exams or have the exam recorded on an audio tape.
• Allow as needed additional time for testing to compensate for the use of scribes.

Communication suggestions

• When talking with someone in a wheelchair, sit so that you are at that person's eye level whenever possible.
• Do not lean on a wheelchair. It is an invasion of personal space comparable to leaning on a person's shoulder.
• Ask the person if he/she would like assistance before pushing his/her wheelchair.
• If the student has a speech impairment, be patient and listen.
• Do not provide words or finish sentences; let the student complete his or her thoughts.
• If you do not understand what is being said, do not pretend to know; tell the student you do not understand and allow him or her to repeat what was said. You may need to rephrase your understanding for the student to confirm or clarify.