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Tips to help you in communicating with persons with disabilities and/or medical/mental health conditions:

Speak directly to the person rather than through a companion or sign language interpreter.
It is appropriate to offer to shake hands. People with limited hand use or who have an artificial limb can usually shake hands. (Shaking hands with the left hand is an acceptable greeting).
When meeting a person who is visually impaired, always identify yourself and others who may be with you. When conversing in a group, remember to identify the person to whom you are speaking.
If you offer assistance, wait until the offer is accepted. Then listen to or ask for instructions.
Leaning on or hanging on to a person’s wheelchair is similar to leaning on or hanging on to a person. The chair is part of the personal body space of the person who uses it.
Listen attentively when you’re talking with a person who has difficulty speaking. Be patient and wait for the person to finish, rather than correcting or speaking for the person. If necessary, ask short questions that require short answers, a nod, or shake of the head. Never pretend to understand if you are having difficulty doing so. Instead, repeat what you have understood and allow the person to respond. The response will clue you and guide your understanding.
When speaking to a person using a wheelchair for more than a few minutes, try to find a seat for yourself so the two of you are at eye level.
To get the attention of a person who is deaf, tap the person on the shoulder or wave your hand. Look directly at the person and speak clearly, slowly, and expressively to determine if the person can read your lips. Not all people who are deaf can read lips. For those who do lip read, keep hands away from your mouth when speaking.
Relax! Don’t be embarrassed if you happen to use accepted, common expressions such as “See you later” or “Did you hear about that?” that seems to relate to a person’s disability and/or medical/mental health condition. Don’t be afraid to ask questions when you are unsure of what to do.

Place the person before the disability (and/or medical/mental health condition). Say "person with a disability" rather than "disabled person."
Avoid referring to people by the disability and/or medical/mental health condition they have, i.e., "an epileptic," "blind people." A person is not a condition, rather, refer to "a person with epilepsy," or "people who are blind."
People are not "bound" or "confined" to wheelchairs. They use them to increase their mobility and enhance their freedom. It is more accurate to say "person who uses a wheelchair."
People do not "suffer from" a disability. Instead, disability should be seen as one of the many unique characteristics of individuals' greater diversity.

A person with a physical disability is the best judge of his or her own capabilities. Do not make assumptions about what a person can and cannot do.
Personal space includes a person's wheelchair, crutches, or other mobility aid. Do not push a person's wheelchair or grab the arm of someone walking with difficulty, without first asking if you can be of assistance.
Never move someone's crutch, walker, cane, or other mobility aid without permission.
When speaking to a person using a wheelchair for more than a few minutes, try to find a seat for yourself so the two of you are at eye level.

Identify yourself when you approach a person who is blind. If a new person approaches, introduce him or her.
It is appropriate to say the person's name when you speak so that they know you are speaking to them.
Face the person and speak directly to him or her. Use a normal tone of voice.
If you are offering directions, be as specific as possible, and point out obstacles or landmarks in the path of travel. Use clock cues ("The door is at 2 o'clock").
Never pet or otherwise distract a guide dog unless the owner has given you permission.
You may offer assistance if it seems needed, but if your offer is declined, do not insist. If your offer is accepted, ask the person how you can best help.

If you are speaking through an interpreter, remember that the interpreter may lag a few words behind—so pause occasionally to allow them time to translate completely and accurately.
Talk directly to the person who is deaf or hard of hearing, not to the interpreter. Although it may seem awkward to you, the person who is deaf or hard of hearing will look at the interpreter and may not make eye contact with you during the conversation.
Before you start to speak, make sure you have the attention of the person you are addressing. A wave, a light touch on the shoulder, or other visual or tactile signals are appropriate ways of getting the person's attention.
Speak in a clear, expressive manner. Do not over-enunciate or exaggerate words.
Unless you are specifically requested to do so, do not raise your voice. Speak in a normal tone; do not shout.
To facilitate speech reading, face the person directly and keep your hands and other objects away from your mouth and maintain eye contact. Don't turn your back or walk around while talking. If you look away, the person might assume the conversation is over.
If you do not understand something that is said, ask the person to repeat it or to write it down. The goal is communication; do not pretend to understand if you do not.
If you know any sign language, try using it. It may help you communicate, and it will at least demonstrate your interest in communicating and your willingness to try.

Avoid use of idioms, metaphors, sarcasm, and jokes. If you choose to use them, please be prepared to offer an explanation so the information is communicated clearly.
Offer instructions in multiple modalities. Verbal announcements, along with the information in writing or posted through the course management system can clarify the information for a student.
Predictable routines and setting expectations can be extremely helpful for students.
Give clear assignment guidelines and rubrics.
Allow for a student to address sensory needs in the classroom. Students may want to wear hats, carry stress balls or fidget toys, wear headphones and/or may wear sunglasses to address their sensory needs. If any of these items are not allowed in the classroom, please inform the student and encourage the student to contact Student Access and Accommodation Services for a formal accommodation.

Talk to people with speech disabilities as you would talk to anyone else. Speak in your regular tone of voice.
Be patient, it may take the person a while to answer.
Give the person your undivided attention.
Ask the person for help in communicating with him or her. If the person uses a communication device such as a manual or electronic communication board, ask the person how best to use it.
Ask the person to repeat the message, spell it, tell you in a different way, or write it down if you do not understand what they are trying to say.
It may be helpful to ask short questions that require brief answers or a head nod. However, try not to insult the person's intelligence with over-simplification.

Be alert to individuals’ responses so that you can adjust your method of communication if necessary. For example, some people may benefit from simple, direct sentences or from supplementary visual forms of communication, such as gestures, diagrams, or demonstrations.
Be specific, without being too simplistic. Using humor is fine, but do not interpret a lack of response as rudeness. Some people may not grasp the meaning of sarcasm or other subtleties of language.
If you are in a public area with many distractions, consider moving to a quiet or private location.
People with brain injuries may have short-term memory deficits and may repeat themselves or require information to be repeated.
People with auditory perceptual disabilities may need to have directions repeated and may take notes to help them remember directions or the sequence of tasks. They may benefit from watching a task demonstrated.
Repeat information using different wording or a different communication approach, if necessary. Allow time for the information to be fully understood.
Don't pretend to understand if you do not. Ask the person to repeat what was said.
In conversation, allow the individual time to respond. Be patient, flexible, and supportive.
Some people who have a cognitive disability may be easily distracted. Try not to interpret distraction as rudeness.