• What is important for your advisor to know to better help you put together a manageable schedule?
  • more alert, do better in early morning;
  • joints/body aches in early morning;
  • topics re: ‘x’ trigger reaction (e.g. seizure, anxiety, post traumatic stress);
  • difficult topics require more time (e.g. math, foreign language);
  • need time to eat and take medication(s) at certain time(s) of the day.
• What factors/variables are important in choosing your classes?
  • class format (small group discussion vs. large lecture);
  • teaching style;
  • exam format (essay vs. multiple choice);
  • amount of reading;
  • number of credit hours (desired or manageable vs. advised or required)

Course selection

• Is math an area of difficulty for you?
  • Create a schedule that will allow more time for difficult topics—e.g. take fewer credit hours for that semester.
  • Discuss taking the course(s) in the Summer or Early Spring term,  at another school (e.g. community college),
• How do you handle a lot of reading?
  • Inquire how much reading is required in the courses you will be taking.
  • Get texts early and begin reading ahead.
  • Ask about e-books or other means of reading texts.
• What foreign language experience have you had?  Is it required for your major?
  • Identify options & information (e.g. majors or colleges w/o language requirement);
  • alternatives to language (substitution);
  • American Sign Language as a foreign language;
  • degree options, B.A. vs. B.S.

Differences that matter

• 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?
  • number days/week of being in-class for continuity, practice, (2 vs. 3);
  • amount of time required to pay attention, be seated in class (1 vs. 1 ½ hr.).
• What about large classes vs. small classes? Options for how to meet needs, i.e. permission from instructor for enrollment in full courses;
  • different course for same requirement;
  • take in summer vs. fall vs. spring (be sure course is offered that semester);
  • ability to hear, see, focus, interact;
  • take advantage of Priority Registration, a service you receive when you meet with CAS.
• How many credit hours do you think that you want to take?
  •  rule-of-thumb is 1-hr in-class = 3-hrs out-of-class preparation;
  • consider the impact on scholarships, financial aid, Voc Rehab, other;
  • time considerations (years to graduate, cost) vs. level of achievement (GPA).
• When are you most alert?  Is there anything that would affect you taking AM classes?  PM classes?
• How much time are you allowing between classes? 
  • amount of time necessary to get to next class (look at the map!)
  • ability to get organized before beginning class, to re-focus;
  • possible time necessary to prepare for class (e.g. read, write lab report, review notes, complete project).
  • desired time to relax, study, eat, take medication(s), etc.

Course style

• Instructor style – how do you learn best (lecture, participation, read on your own)?
• Test format – explain to the academic advisor or consider how you do on different types of tests (multiple choice, essay, short answer).
  • Talk with instructor/department and/or look at a syllabus BEFORE enrolling in a course.  (Sggestion: Contact the department or the instructor to request a copy of a current or past syllabus)

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Source:  “College 101: Students with Disabilities” –Oklahoma State University