Best Practices

Every student brings a unique set of lived experiences, strengths, and insights to your classroom. Students with disabilities enrich our campus community and offer invaluable perspectives that deepen class discussions, problem-solving, and scholarly work.

As faculty, creating an inclusive classroom is not just about implementing formal accommodations; it’s about fostering an environment built on empathy, respect, and trust.

Mindset & Classroom Culture

Lead with Flexibility & Empathy

• Err on the Side of the Student: Life with a chronic illness, neurodivergence, or disability can be unpredictable. When a student requests flexibility, assume good intent. Supporting a student during a tough moment often makes all the difference in helping them stay on track to graduate.
• Avoid Hurried Labels: If a student is missing class, struggling with deadlines, or disengaged, reframe your view of the situation. What might look like "laziness" or "lack of care" is frequently executive dysfunction, fatigue, mental health struggles, or navigating unmanaged symptoms. No student chooses to do poorly in your class.

Never Make Assumptions

• Assume Potential, Not Limitations: Never assume what a student can or cannot accomplish based on a diagnosis, a visual impairment, or an accommodation letter. Let students define their own goals and capabilities.
• Invisible Disabilities Are Real: The vast majority of college students with disabilities have conditions that are not visually apparent (e.g., ADHD, PTSD, Anxiety, Depression, Chronic Pain, Learning Differences). Treat every accommodation with equal respect, whether you can "see" the disability or not.

Protect Privacy & Maintain Confidentiality

• Keep Conversations Private: Discuss accommodations, health, or academic progress one-on-one during office hours or via direct email, never in front of peers or in the hallway after class.
• Don’t Ask for Medical Details: Students are not required to disclose their specific diagnosis, medical history, or personal details to receive accommodations. Focus your conversations on learning barriers and course access, not the disability itself.
• Never Put Students on the Spot: Avoid asking a student to speak on behalf of their disability in class discussions or drawing attention to their accommodations (such as calling out who gets extra time or a separate testing room).

Remember: Disability is a natural part of human diversity. When we embrace flexibility, reject assumptions, and celebrate the unique perspectives of all our students, we build a richer, more vibrant UH Hilo community for everyone.