A practical guide for post-secondary faculty:
Faculty interactions shape students’ access to learning, sense of belonging, and academic success. Empathetic, professional responses support equity, uphold legal obligations, and foster a respectful learning environment for students with disabilities.
Core Principles
• Respect and dignity: Treat students as capable adults; avoid assumptions.
• Student-centered: Focus on access and learning outcomes, not diagnoses.
• Collaboration: Work with the student and campus accessibility services.
• Consistency and fairness: Apply course standards while providing approved accommodations.
• Confidentiality: Protect students’ private information at all times.
What Empathy Looks Like in Practice
• Listen actively: Allow the student to explain their needs without interruption.
• Validate the experience: Acknowledge barriers without judgment
• Be flexible where possible: Consider reasonable adjustments that preserve essential course requirements.
• Follow through: Do what you say you’ll do—and do it promptly.
Professional Communication: Do’s and Don’ts
Do:
• Use person-first language based on the student’s preference.
• Keep conversations solution-focused.
• Refer students to Accessibility Services for formal accommodations.
• Document agreed-upon steps and timelines.
• Ask open-ended, respectful questions about access (not medical details).
Don’t:
• Don’t ask for diagnostic details or proof beyond official accommodation letters.
• Don’t minimize concerns (“Everyone struggles sometimes”).
• Don’t disclose a student’s disability to others.
• Don’t promise accommodations outside institutional policy without consultation.
Responding to Accommodation Requests
- Acknowledge receipt of the request promptly by signing the memo provided.
- Review the accommodation letter and clarify logistics as needed.
- Implement accommodations consistently across the term.
- Problem-solve barriers with the student and access services if challenges arise.
- Revisit plans if course formats or assessments change.
Inclusive Teaching Practices (Universal Design)
• Provide multiple ways to access content (captions, readable PDFs, recordings when appropriate).
• Offer clear structure: agendas, learning objectives, rubrics, and timelines.
• Build in flexibility: reasonable deadlines, varied assessment formats.
• Use plain language and explain expectations explicitly.
• Check accessibility of all content, slides, and assessments.
Legal and Ethical Basics (U.S. Context)
• ADA & Section 504: Require reasonable accommodations and equal access.
• FERPA: Protects student education records and confidentiality.
• Faculty should defer determinations of eligibility to designated campus offices.
When to Seek Support
• If an accommodation appears to conflict with essential course requirements or the integrity of the course.
• If a student’s needs change mid-term.
• If there is uncertainty about implementation or scope.
Christian Foundations for Empathy and Professionalism
For faculty who identify with the Christian tradition or teach in faith-informed institutions, responding to students with disabilities can also be understood as an expression of Christian vocation and witness.
• Imago Dei (Genesis 1:27): Every student is created in the image of God and deserving of dignity, respect, and full participation in the learning community.
• Love of neighbor (Mark 12:30–31): Empathy in teaching is a practical way to love our neighbors by removing barriers and fostering belonging.
• Justice and mercy (Micah 6:8): Providing access and accommodations reflects a commitment to fairness, compassion, and right relationship.
• The Body of Christ (1 Corinthians 12): Diversity of ability strengthens the community; when one member faces barriers, the whole body is affected.
• Hospitality (Romans 12:13): Classrooms can be spaces of welcome where students are met with patience, clarity, and care.
Faculty are not asked to lower academic standards, but to teach with grace, ensuring that students are evaluated on learning—not on unnecessary obstacles to access.
Final Thought:
Empathy and professionalism are not add-ons—they are integral to effective teaching. Whether grounded in educational best practices, legal responsibility, or Christian conviction, responding with respect, clarity, and care helps create learning environments where all students can flourish. Thank you to all the Faculty and Staff!