Practical Activities and difficulties with Mobility

Remember, disability is a highly individualised experience. People with the same disability may have very different capabilities and/or needs, so it is always best to discuss any adaptations to practice, the environment or equipment directly with the disabled person themselves rather than making assumptions about what adjustments may be suitable.

Some courses require very little mobility even in a practical context, such as computing; even practical courses such as flower arranging may require little mobility so long as the venue itself is accessible. Other courses may have practicals that are so physically demanding (for example roof tiling) or operate in such a limiting environment (for example, a busy restaurant kitchen or a farm) that someone with mobility difficulties could not possibly participate effectively or safely.

There are some fairly straightforward and low-tech ways of modifying or adapting equipment or activities to allow students with various impairments to participate in practical classes. Examples include: auditory displays of visual information (such as talking thermometers), tactical displays of visual information (such as beakers with raised markings), clamps and other devices for holding items of equipment, and hand held, illuminated magnifiers. Examples of such innovations are likely to multiply as more people who develop impairments while in employment are maintained and supported in their employment.

Students who are wheelchair users should be able to participate in many practical activities through the use of adjustable height work-benches, perhaps supplemented by help from another person, where equipment cannot be moved to a more accessible level. Other students might be able to participate fully, although at a slower pace, and flexible scheduling arrangements might be all that is required in some situations.

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