Talking About Disability Scenarios

Scenario: A student with a hearing impairment is enrolled in the driver's education program. When would the best time be to talk about any accommodations/modifications that the student may need?

• At the beginning of the first class.

• During their first drive.

• Collaborate with student and family as soon as student signs up for lessons,
  
  OR by meeting before or after their first class.

• Only when you know it's become unsafe.

Scenario: A student with a phsyical disability attends classes. You notice they have a lack of function in their right hand. How would you address this need?

• Before the first drive.
  "I notice your grip is different in your right hand. Do you think you'll need any support before your first drive?"

• ASAP. Pull them aside as soon as you can to make sure they know you can support them.

• Pull them out during class and ask about how they plan to drive with their right hand.

• During their first drive- wait until you notice there is an issue to bring it up.

Scenario: You have noticed one of the students in class has a hard time paying attention to instruction. You are concerned he will have a hard time sitting still and focusing during the drive.

• Pull him out of class and talk to him about your concerns.

• Wait until the first drive to see how it goes.

• Schedule a meeting with the student and parents prior to the first drive.

• Check in with him prior to first drive, and reiterate expectations. Ask how he is feeling about the drive, and ask him some questions to prove he understands what is happening during this drive.

Scenario: A student has a *panic attack* prior to participating in their first drive. You are concerned about letting them drive today. What would you do?

Scenario: You have noticed a student has an overall negative mindset about their driving abilities, and it is affecting their ability to do well during their drives.

• Spend time focusing on building up confidence- teaching the growth mindset in class and during drives.

• Talk to their parents about their negative mindset. (if appropriate)

• Talk to their peers and have them be positive role models.

• Don't let them drive until they are confident.

Scenario: A student has a clear physical disability that impacts how they express knowledge to you. What should you do?

• Talk to parents and request paperwork from school.

• Ask non-verbal questions to prove knowledge.

• Give additional time for the student to explain or express themselves.

• Seperate the student so they can have their own space to communicate with you.

Scenario: You notice a student has an amputation or limb loss, but accommodations have not been communicated to you. What would you do?

• Approach the student privately and ask if they require any accommodations or support to prepare for the drive.

• Ignore the student and continue with the class as usual

REFLECT: What has stood out to you the most during our training today? What will you take away from this session as you continue to work with a diverse group of students?