For instance, you may not know that a student has epilepsy or a chronic pain disorder unless she chooses to disclose or an incident arises.
As part of the required paperwork, the student must present documentation from an appropriate medical professional indicating the diagnosis of the current disability and, among other things, the types of accommodations requested.
(Scott, 1998; Bourke, Strehorn, & Silver, 2000) When teaching a student with any disability, it is important to remember that many of the principles for inclusive design could be considered beneficial to any student.
The idea of “Universal Design” is a method of designing course materials, content, and instruction to benefit all learners.
For example, if you ask the students to rearrange the desks, a student may not help because he has a torn ligament or a relapsing and remitting condition like Multiple Sclerosis.
Or, a student may ask to record lectures because she has dyslexia and it takes longer to transcribe the lectures.