Disability and Accessibility Services

Student Tip Sheet for Student Dialogue with Instructors

Topics to Cover

The following items may be covered in a typical student/instructor meeting. (Examples are provided in italics.)

Introductions. Introduce yourself and the class you are in. “Hi Dr._____. My name is _____. I’m in your Geography 101 class and am really enjoying it so far.

State the reason for meeting. Explain that you have a disability that qualifies for certain accommodations and give the instructor your form/letter at this time.

“I wanted to have this meeting to talk to about my learning needs and to work out accommodations. Here is my letter from Disability Services describing appropriate accommodations for my disability.”

(or)

“I’m here to discuss with you the need for having accommodations in your class for my disability. The accommodations won’t require much work on your part, but they will make a big difference in my academic success.”

Arrange Accommodations. Describe the appropriate accommodations for your disability. Try to arrange for these accommodations during the meeting. For example, if you need extended testing time and a quiet room, ask your instructors whether they would like for you to take your test at the Learning Center or if they have a quiet room you would be able to take the test in. If they want you to use the Learning Center, it is your responsibility to reserve a testing room there, and to ensure that the Testing Accommodation Form is completed.  When you call, you will need to tell the Program Assistant what class the test is for, the date and time you are planning to take it and how the instructor is going to get the test to the Center. You must reserve a room ahead of time. No “walk-ins” will be honored.

Determine how the instructor would like to be reminded of testing accommodation agreements:

“How do you prefer that I inform you in advance of the testing room instructions — shall I call your office or would you prefer an e-mail?”

If you are eligible to get print copies of the visual aids or lectures for class, find out how you will get them. For example: “Shall I stop by your office each week for copies of your lecture materials or will you bring them to class or email them to me?  Is there a course website from which I could download them?”

If your accommodations include additional time for assignment completion, you must establish a reasonable amount of time for completion when making the request.  Extended time for assignment completion does not mean that you may wait until the end of the term to submit the assignments, and it is important to remain as current with the assignments as is appropriate for the course learning content to be retained.  Find out how the instructor will accept the assignments.  You may ask:

“What is the maximum extension that can be allowed for the assignment completion?  Do you prefer a per assignment basis, or a set standard?”

(and)

“How would you like me to return my assignments to you, shall I deliver them to your office, and, if so, between what hours?”

You should leave the meeting with a clear understanding ofexactly how each accommodation will be arranged. Write down the agreed upon arrangements for future reference.

Thank your instructors for their cooperation.

If you encounter difficulty in arranging accommodations, contact Disability Services for assistance.

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