Ask the participant what accommodations might increase his or her learning effectiveness.
Focus on the participant's abilities and be positive about his or her accomplishments, not on disabilities.
Allow them to find seating wherever they are most comfortable and can have the maximum mobility (e.g., near exits, restrooms, or aisles).
Design room layouts that afford easy access for assistive devices, such as canes, crutches, wheelchairs, or prosthetics. Typically freestanding chairs or tables that can be moved are best. Classroom, V-shaped/fishbone and theater style seating can limit access and mobility.
Design activities in which participants can interact equally with others. Be careful of requiring excessive relocation within the room or timed events requiring movement.
Post materials on the wall at a height that does not require excessive neck strain to view them.
Allow plenty of time for activity and task completion.
Be careful of competitive activities in which participants must accomplish tasks and be compared to others.
When speaking one-on-one to someone in a wheelchair (e.g., individual coaching, explanation, or discussion) sit at eye level with the participant.
Ensure tabletops are approximately 32-54 inches above floor level with knee space at least 28 inches high, 20 inches deep, and 32 inches wide to accommodate wheelchair access.
PUTTING YOUR BRAIN TO WORK: ACTIVITY
Think of your own training environment. Then, answer these questions.
What other strategies can you think of that might assist someone with a motion or mobility impairment to maximize a learning experience?_
What specific aspects of your program and the learning environment might you have to modify in order to accommodate a person with a motion or mobility impairment?_
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