C. What the Teacher Should Do

Check that the assigned room and route are accessible before the term starts, and confirm space is available for a wheelchair at a table. 

Meet individually with the student to discuss their specific needs rather than assuming based on the diagnosis or category alone. 

Share materials in advance in case they need to be adapted by the student or their support worker. 

Approach and speak to a wheelchair user from the front, not from behind; sit down for longer conversations to be at eye level rather than looking down. 

Ask if a student wants help, and in what way, rather than assuming — don't push a wheelchair unless asked to. 

Keep aisles and pathways clear, and avoid rearranging furniture without notice. 

Consider recording sessions as a standard option, which benefits attendance flexibility for fluctuating conditions specifically. 

Communicate any room or schedule change as early as possible, and directly to the student, not only via a general notice. 

Confirm the assessment format still works given any physical requirement — for example, whether handwriting under time pressure is genuinely feasible. 

Check in outside class time about how ongoing support is working, rather than waiting for a problem to be raised.