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In general, it is appropriate to reference the disability only when it is pertinent to the situation.For instance, it is better to say “The student, who has a disability” rather than “The disabled student” because it places the importance on the student, rather than on the fact that the student has a disability.For more information on terminology, see the guide provided by the National Center on Disability and Journalism: Disabilities can be temporary (such as a broken arm), relapsing and remitting, or long-term.
(Scorgie, K., Kildal, L., & Wilgosh, L., 2010) Additionally, those students with “hidden disabilities” like epilepsy or chronic pain frequently describe awkward situations in which others minimize their disability with phrases like “Well, you look fine.” (Scorgie, K., Kildal, L., & Wilgosh, L., 2010) In Barbara Davis’s , she explains that it is important for instructors to “become aware of any biases and stereotypes [they] may have absorbed….(Hodge & Preston-Sabin, 1997) Many of Universal Design’s methods emphasize a deliberate type of teaching that clearly lays out the course’s goals for the semester and for the particular class period. Toward an Accessible Pedagogy: Dis/ability, Multimodality, and Universal Design in the Technical Communication Classroom.For instance, a syllabus with clear course objectives, assignment details, and deadlines helps students plan their schedules accordingly. However, students with disabilities may feel nervous to disclose sensitive medical information to an instructor.Often, students must combat negative stereotypes about their disabilities held by others and even themselves.