AODA Customer Service Standards
for Faculty

Recognize

• People with hearing loss may be deaf, oral deaf, deafened, or hard of hearing.
  
  • People with hearing loss may use assistive devices including hearing aids, alternate telephone systems such as TTYs, sign language interpreters, various amplifiers, or a pen and paper.

Respond

• Attract the student’s attention before speaking by a gentle touch on the shoulder or a wave of your hand.
  • When addressing a student who is deaf or hard of hearing, make sure they can clearly see your face.
• Never shout to try to make yourself understood.
  • If a student uses a hearing aid, try to reduce background noise or move to a quieter area.

Recognize

• A student who is deafblind cannot see or hear to some degree.
  • The student may not necessarily be completely deaf and blind. Individuals who are deafblind may have some residual vision and/or hearing.

Respond

• Speak directly to the student and not to their intervenor.
  • A student who is deafblind will explain to you how to communicate with them.
  • People who are deafblind may be accompanied by an intervenor, a professional who helps with communicating. Identify yourself to the intervenor when you approach.

Recognize

• Developmental or intellectual disabilities, ranging from mild to profound, can limit a student’s ability to learn, communicate, perform everyday activities, and live independently.
  • It may be difficult to recognize someone who has this disability unless you are told, or you notice the way the person asks questions, or uses body language.

Respond

• Use plain language and make sure the person understands what you’ve said. You can be direct and ask: “Do you understand this?”
  • Provide one piece of information at a time. Break down the information into simpler concepts but avoid exaggerated speech or gestures.

Recognize

• A variety of disabilities that affect how a person processes information.
  • Learning disabilities can be associated with language-based learning, mathematics, or fine motor skills.
  • The person may have difficulty reading material or processing information.

Respond

• Take your time – people with learning disabilities may require more time to process what you have said and to respond.
  • Provide information in a way that best suits the student. Even using a pen and paper may help them review and absorb the information. Explain the information clearly and be prepared to repeat it.

Recognize

• Includes several disabilities ranging widely in severity, including; anxiety, depression, schizophrenia, and bipolar disorder.
  • Non-visible disabilities can be difficult to understand.

Respond

• Try to help the student reduce their stress levels. A student may choose to take fewer courses each semester (a reduced course load) in order to reduce stress. Remember, not all disabilities are visible.
  • Reassure students that you are there to support their learning.

Recognize

• A wide range of disabilities that restrict body movement to varying degrees.
  • Physical disabilities may require people to use wheelchairs, walkers, canes, or other assistive devices.

Respond

• Consider the physical access of your classroom. Make sure there are no items that would be in the way of a person who uses a wheelchair or walker.
  • Respect the person’s personal space. Don’t lean over them or on an assistive device. When speaking to a person in a wheelchair for more than a minute, sit or crouch down to their eye level.
  • Never move devices such as canes or walkers, out of the person’s reach.
  • If you are assisting a person in a wheelchair, make sure they are ready to be moved and describe what you are going to do before moving them
• If you plan out of class activities provide advance notice so transportation can be arranged. Ensure the location of your class activity is accessible.

Recognize

• Difficulty in communicating verbally such as word-finding difficulties or stuttering.
• A person with a severe speech or language disability may use a communication board or other assistive device.

Respond

• Be patient. Give the student the time they need to get their point across.
• If possible, ask questions that can be answered with a “yes” or “no”.
• Don’t interrupt or finish your student’s sentences. Give them time to express themselves.

Recognize

• Don’t assume students with this disability are blind. While most individuals with this disability have some residual vision, they may have trouble reading signs, locating landmarks, or seeing hazards.
• Some students may use a guide dog or white cane while others may simply need to use a magnifier to view written materials.

Respond

• Identify yourself when you approach the person and speak directly to them.
• Make written materials available in large print if required.
• In a new classroom, guide them to a desk or a comfortable location and don't walk away without saying good-bye.
• Offer your elbow to guide the person and wait for permission before starting to move. If they accept, walk slowly.
• Identify landmarks or other details to help orient your student.

Recognize

• Other disabilities which may be temporary or permanent, visible or non-visible include fibromyalgia, chronic fatigue syndrome, arthritis, kidney disease, allergies, cardiovascular problems, cancer, diabetes, HIV infections and seizure disorders.
• Students with these disabilities may occasionally be absent due to the effects of medication, fatigue, and pain.

Respond

• Make sure equipment and supplies are close to the person.
• Provide access to a note taker. Allow break periods for rest and taking medication.
• Provide alternative methods of evaluation and allowances for absences for medical reasons such as rescheduling of tests or exams.