Barriers here span both the physical environment and the assumptions staff bring to interactions — both matter, and neither is sufficient to address on its own.
|
Setting |
What it looks like |
|
Room access |
Stairs-only routes, heavy doors, or no space to bring a wheelchair up to a table. |
|
Practical / lab sessions |
Fixed-height benches or equipment; last-minute relocation to an inaccessible room. |
|
Written assessment |
Assuming all students can write by hand under time pressure. |
|
Attendance |
No flexibility for lateness, missed sessions, or breaks linked to a fluctuating condition. |
|
Communication with staff |
Assumptions made instead of asking the student directly what they need. |
|
Social interaction |
Approaching or speaking to a wheelchair user from behind, or without warning. |