Obviously, individuals with disabilities have different needs and concerns depending upon the types of disability they have. For example, someone who is visually impaired has different needs than someone who uses a wheelchair or who is hearing impaired. Needs will also vary depending upon whether disabilities have existed since birth or developed later in life. Those with disabilities - and this is particularly true for students - often fear that they may appear to be too dependent, or become too dependent, if they ask for help. This is especially true for those who have experienced the fairly recent onset of a disability and are unaccustomed to asking for help, as well as for those who have disabilities that are invisible to others, such as individuals with learning disabilities, chronic pain, or psychological illnesses. Students with physical, mental, emotional, or learning disabilities constitute 9% of first-year students with planned majors in science and engineering.

Some simple rules can enhance your effectiveness as a mentor of someone with a disability:

	Be careful not to underestimate the potential of a disabled person. They are as capable and are as successful in performing the same jobs as those without disabilities. Be mindful also that persons with disabilities may have their own cultural background issues that cut across race, ethnicity, gender and other diversity groupings.
	As a mentor, you can be instrumental in helping a disabled protégé locate the special assistance that may be needed, depending upon the disability. They are entitled to this assistance and must be made to feel on a par with others in terms of access to all that the organization or institution has to offer. Most establishments have specialists in ADA issues who might provide help in securing needed assistance or accommodations.
	And finally, remember to consult the expert: the disabled protégé.