Self-disclosing to your advisor
- 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)
- 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.
- 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)
Source: “College 101: Students with Disabilities” –Oklahoma State University