General Tips
Students with disabilities are individuals first and should be treated with the same respect and consideration as all students. While general etiquette applies, some situations may require flexibility, awareness, and thoughtful adjustments to support access and inclusion.
It’s also important to recognize that students have different preferences, experiences, and needs. Not all students will feel the same about disability-related language or etiquette. When in doubt, respectfully ask the student about their preferences and follow their lead.
Keeping these principles in mind can help you create a more inclusive and supportive environment for all students.
Eye Contact
- When speaking with a student who uses a wheelchair, position yourself at their eye level when possible (for example, by sitting for longer conversations) rather than standing over them.
- If a student is working with an interpreter, speak directly to the student and maintain eye contact with them, not the interpreter. The interpreter’s role is to facilitate communication by conveying the student’s and speaker’s messages. Address all questions and comments to the student.
- If a student relies on lip-reading, face them while speaking, keep your mouth visible, and speak clearly at a natural pace.
- As with most etiquette, if you’re unsure, it’s perfectly appropriate to ask what they prefer.
How to Assist
- Ask if/how you can help before taking action. Always check whether the student wants or needs assistance, rather than assuming.
- Respect personal boundaries—do not touch a student or their belongings without permission. For example, avoid taking a student’s hand to guide them or stepping in to complete a task unless they have indicated they would like support.
- All students have the right to choose who may assist them, how they are assisted, and when.
- Keep in mind that what may appear to be difficulty or clumsiness may actually be the student’s effective and independent way of completing a task. Support independence by following the student’s lead and preferences.
Conversations
- Allow students the time they need to complete their thoughts or sentences. If a student is using an assistive communication device, has a speech difference (such as stuttering), or is experiencing difficulty speaking, be patient and let them finish their communication.
- Avoid interrupting or completing a student’s sentences, as this can disrupt their thought process. If you are unable to hear or understand what the student is saying, provide clear, respectful feedback and ask for clarification.
- Whenever possible, ask the student how they prefer to communicate and follow their lead. They may choose to write, type, use a device, or communicate in another way. Avoid pretending to understand—seeking clarification demonstrates respect and supports effective communication.
Service Animals
- Do not pet, feed, or play with a service animal without permission. Always ask the handler before attempting to interact with the animal.
- Service animals are working when they are with their handler, even if they are not wearing a harness or vest. Avoid distracting the animal, as this can interfere with its ability to perform important tasks and may impact the safety and independence of the student.
- Focus your attention on the student, not the animal.
- Service animals are trained to perform a variety of tasks that support individuals with disabilities.
Speaking
- Help students understand you better; be clear.
- Increasing volume or slowing speech does not assist students.
Non-Verbal Communication
- Recognize that some students with disabilities have a difficult time interpreting and even recognizing the use of non-verbal communication.
- If someone is not responding to your non-verbal cues, then verbalize what you're trying to express.
- Be clear and unambiguous; When someone understands what you are trying to communicate, they can comply or respond.
For the most part, using common sense is the best approach to etiquette for students with and without disabilities. Always remember to respect the individual. Often having a sense of humor and a willingness to learn will go a long way in working with a student with a disability.
Person First Language
When referring to people with disabilities, it’s generally most appropriate to use person-first language. For example, rather than saying “the deaf girl,” one might say “the girl who is hard of hearing.”
At the same time, it’s important to recognize that individuals have their own preferences for how they are described. Whenever possible, respectfully ask the person how they would like to be addressed and honor their choice.
Language is powerful and, though often unnoticed, repeatedly referring to someone primarily by a disability can be limiting. It may place undue emphasis on a single characteristic rather than recognizing the whole person. Being mindful of language—and guided by individual preferences—helps foster respect and inclusion.