COLLEGE 101: STUDENTS WITH DISABILITIES

ADVISING AND COURSE SELECTION

Self-disclosing to academic adviser:

Ø      What is important for him/her to know to better help you put together a manageable schedule?

o       More alert, do better in early morning;

o       Joints/body aches in early morning;

o       Topics re: ‘x’ trigger reaction (e.g. seizure, anxiety, post-traumatic stress);

o       Difficult topics require more time (e.g. math, foreign language);

o       Need time to eat and take medication(s) at certain time(s) of the day.

Ø      What factors/variables are important in choosing your classes?

o       Class format (small group discussion v. large lecture);

o       Teaching style;

o       Exam format (essay v. multiple choice);

o       Amount of reading;

o       Number of credit hours (desired or manageable v. advised or required)

Course Selection

Ø      Is math an area of difficulty for you?

o       Create a schedule that will allow more time for difficult topics-fewer credit hours-for that semester.

o       Discuss taking the course(s) in the Summer, at another school (e.g. community college).

Ø      How do you handle a lot of reading?

o       Inquire how much reading is required in the courses you will be taking.

o       Get texts early and begin reading ahead.

o       Ask about materials in alternative formats and/or types of assistive technology.

Ø      What foreign language experience have you had? Is it required for your major?

o       Identify options and information (e.g. what is required of the Common Curriculum).

Differences that matter

Ø      M/W/F classes are approximately 1 hour long; T/Th classes are approximately 1 ½ hours long. What difference does that make for you?

o       Number days/week of being in-class for continuity, practice, (2 v. 3);

o       Amount of time required to pay attention, be seated in (1 hour v. 1 ½ hours)

Ø      What about large classes v. small classes? Options of how to meet needs:

o       Permission from instructor for enrollment in “closed” courses

o       Different course for same requirement

o       Enroll in summer v. fall v. spring (be sure course is offered that semester)

o       Ability to hear, see, focus, interact

o       Ask about Priority Enrollment as an appropriate accommodation

Ø      How many hours do you think you want to take?

o       Rule-of-thumb is 1 hour in class = 3 hours out-of-class preparation

o       Impact on scholarship, financial aid, Vocational Rehabilitation, other

o       Concern of time (years to graduate, cost) v. level of achievement (GPA)

Ø      When are you most alert? Is there anything that would affect you taking

AM classes? Afternoon classes? PM classes?

Ø      How much time are you allowing between classes?

o       Amount of time necessary to get to next class (look at the map!)

o       Ability to get organized before beginning class, to re-focus

o       Possible time necessary to prepare for class (e.g. read, write lab report, review notes, complete project)

o       Desired time to relax, study, eat, take medication(s), etc.

o       Will back-to-back classes affect testing accommodations?

Course Style

Ø      Instructor style-how do you learn best (lecture, participation, read on own)?

Ø      Test format-explain to the academic advisor or consider how you do on different types of tests (multiple choice, essay, short answer).

*Talk with the instructor/department and/or look at a syllabus BEFORE enrolling in a course. Many syllabi are on-line.

Source adapted from: “College 101: Students with Disabilities” (Oklahoma State University)