A variety of mobility-related disabilities result from neuromuscular and orthopedic impairments. These disabilities may be congenital or they may be the result of an accident or illness. They may include conditions such as spinal cord injury, paralysis, paraplegia, quadriplegia, cerebral palsy, severe forms of arthritis, polio/post polio, spina bifida, orthopedic injury, amputation, cardiac conditions, cystic fibrosis, later stages of AIDS, stroke, multiple sclerosis and muscular dystrophy.

The range of disabilities in this category is large. Functional abilities and limitations will vary widely, even within one disability group. Some conditions are such that the person experiences pain, spasticity, or lack of coordination. In other conditions there are intermittent flare-ups (when a student might be absent from class) and periods of remission, where the student seems to have no impairment of function (e.g., multiple sclerosis).

People affected with the same impairment may have different functional levels. Many factors such as: age of onset, prognosis, the rate of progression of the disease/disorder, extent of injury/involvement, and availability of treatment may affect the degree of limitation.

A number of students who use wheelchairs are able to stand but not walk. Some who use scooters or wheelchairs can walk with the aid of canes, crutches, braces, or walkers. Using a wheelchair may help these individuals conserve energy or move about more quickly. Some students who use wheelchairs have full use of their arms and hands, whereas others do not. Students with muscular and mobility impairments also may have a hearing or speech impairment (e.g., cerebral palsy). Others may tire very easily. Since there are vast differences among students, even when they have similar impairments, the best judge of what the student can or cannot do is the individual himself or herself.

Accommodations

• Early/priority registration may be necessary to schedule classes physically close together on campus and for allowing travel time between classes.
• Provide reading lists (titles, publishers and editions) and syllabi well in advance. This allows ordering books on audiotape prior to the first day of class. Syllabi can also be placed on audiotape.
• Leniency when students are occasionally late getting to class, particularly in inclement weather.
• Notetakers, use of lap-top computers, and/or tape recorders for class lectures.
• Extended time for testing and special arrangements (use of computer, scribe, audio-taping answers or oral exams).
• Extra time or advanced notice may be needed for assignments due to the student's slow writing speed. Also, when assignments include library research, students may need to arrange library assistance.
• Adjustable furniture, such as tables, lab benches, drafting tables and other items may be utilized for accessibility.
• Some students may require help manipulating tools, laboratory equipment, and/or chemicals in science lab classes. A lab assistant or partner will be provided by Disability Services.
• When changing a classroom location or scheduling a field trip it is the instructor’s responsibility to check that the new site/sites are accessible.
• When field trips are part of the course requirements, accessible transportation must be available.