Often people with disabilities prefer that you focus on their abilities, not their disabilities. Instead of emphasizing the disability first as a label for the person, emphasize the person first. Here are some examples of people first language.
|They are persons with disabilities||They are handicapped/disabled|
|He has an intellectual disability||He is mentally retarded|
|She has autism||She is autistic|
|He has Down syndrome||He is Down's|
|She has a learning disability||She is learning disabled|
|He has a physical disability||He is crippled|
|She is a person with epilepsy||She is epileptic|
|He has a mental health disability||He's mentally ill|
|She has cerebral palsy||She's spastic|
|He is an individual with a disability||He suffers from…|
|They are living with HIV/AIDS. They have polio.||They are victims of AIDS/ Victim of polio (etc.)|
|She uses a wheelchair||She is wheelchair bound|
Protect the student's confidentiality by discussing accommodations in a private setting. Request to see students' Determination of Accommodations document to verify that they are registered with our office. Review the individualized accommodations listed. If you have any questions about the accommodations or about forms the student asks you to complete, contact Accessibility Services. For more information about teaching students with disabilities, please refer to our Faculty pages.
If you think a student may have an unreported or undiagnosed disability and could benefit from our services, use your judgment in referring the student to Accessibility Services. If a student is nervous, it may be helpful to walk the student to our office. The student can meet with one of our disability counselors to discuss the possible presence of a disability, the need for extra support, accommodations, or additional referrals. Occasionally a student will end up gaining disability verification and registering with our office to receive appropriate disability services. Other times, students are referred to health, counseling, tutoring, or other services that may be more applicable to their current difficulty.
Some behavioral concerns can be attributed to certain disabilities, including psychological, learning, attention-deficit, and neurological conditions. However, federal law does not excuse inappropriate behavior, even if it is due to a disability. A student with a disability who is behaving strangely should be treated in the same manner as any other student and should be given prompt feedback with clear expectations. If the student is registered with us, feel free to contact our office to speak with the student's counselor for assistance with the situation. All CSUEB students must adhere to the Student Conduct Code. Any student violating this code should be reported to Student Judicial Affairs. The University is required to assist a student with a disability to comprehend his or her responsibilities and the consequences of violating the Student Conduct Code, so it is important to involve the disability counselor. As in any situation, if you feel that the student may pose a threat to others or self, contact the University Police Department by dialing 911 from a campus phone or 510-885-3791 from a cell phone.
Accessibility Services is responsible for determining and coordinating accommodations for enrolled CSUEB students who have verified disabilities. All disability-related matters regarding employees of the University should be directed to Jill Millican in Risk Management at 510-885-4227.