#  Disabilities and Common Barriers 

 



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##  Disability Examples 

Below you will find some examples of various types of disabilities. Terminology varies and the list is not exhaustive.

 

 



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###    Physical  expand\_more  

- Loss of a limb
- Cerebral palsy
- Muscular Dystrophy
- Spinal cord injury

 

 



###    Chronic Health  expand\_more  

- Diabetes
- Cancer
- Multiple Sclerosis

 

 



###    Communication  expand\_more  

- Deaf
- Hard of Hearing

 

 



###    Vision impairment  expand\_more  

- Low Vision
- Blindness

 

 



###    Mental Health  expand\_more  

- Depression
- Bipolar Disorder
- Post-Traumatic Stress Disorder

 

 



###    Learning  expand\_more  

- Attention Deficit Hyperactivity -Disorder (ADHD)
- Dyslexia
- Dysgraphia

 

 



 

 

 

 

##  Disability Barriers 

A disability barrier is any physical, communication, social, or policy-related obstacle that prevents a person with a disability from taking part in an activity, service, or environment like their non-disabled peers. In the context of the classroom, barriers might include:

- A classroom located in a location that someone cannot access.
- A policy that does not permit technology in the classroom for someone that relies on technology to assist with taking notes.
- A video that does not include captions for someone who is hard of hearing.



 

### Disability Language and Identity 

 

It’s important to recognize that not everyone who qualifies as having a disability under legal or medical definitions identifies as disabled. Some individuals may also experience more than one type of disability, and even those with the same diagnosis can face very different challenges. Here at Harvard, you may encounter students with both apparent and non-apparent disabilities. As disability studies unfold, our understanding of disability continues to evolve. Below, you will find information on several different frameworks that people use to understand disability. The list is not exhaustive, but rather to illustrate ways in which researchers and others are thinking about the disability experience.



 



      ![Four people stand in a circle talking and laughing.](/sites/g/files/omnuum426/files/styles/hwp_1_1__480x480/public/2026-05/DisabilityRepProj_FI9A0419.jpg?h=ed4db918&itok=d2aB0sY4) 

 

 

  

 



 

 

 

##  Frameworks of Disability 

Disability definitions have evolved over time. There are several models of disability, though the social and medical models are most commonly discussed.

- **Medical model**: The goal is to diagnose and fix the problem. The problem is rooted in the individual and is something to cure.
- **Social Model**: Disability is created by barriers in the environment. It places emphasis on societal barriers, as opposed to it being a problem within the individual.



 

##  So how does that impact my teaching? 

In practice, you likely are blending several models when working with students with disabilities in your class. For inclusive teaching:

- Treat accessibility as a design responsibility and disability as a valued part of diversity.
- Use the medical and functional models when appropriate to refer students to the Local Disability Coordinator.
- Recognize real health and functional limitations but don’t reduce students to diagnoses.
- Engage with respect and curiosity. Keep in mind that pity can feel demeaning.
- Avoid assumptions when a student presents with a specific accommodation