Student Disabilities Services — Tips for Success

• Talking to your instructors
• General Strategies

Talking to Instructors About Your Needs

1. Meet with each new instructor within the first 2 weeks of class. If possible, meet with them before the semester begins. Have copies of your Accommodations Letter (signed by the Disabilities Counselor) and a list of accommodations you will need. Be prepared to answer general questions about the accommodations you are requesting and your disability.

   You do not need to go into detail about your disability, but you do need to talk about the limitations it causes and how it may impact studying, coursework and any classroom needs. You may wish to explain any weaknesses caused by the disability and be able to describe your strengths including accommodations that have worked for you.

   EXAMPLES:

   Call the instructor’s office and begin the call by saying something similar to the following:

   • “Hello Ms. Smith, My name is John Doe, and I am enrolled in your class this semester. I would like to make an appointment with you to discuss my specific learning needs and accommodations.”
   
   

   If you are unable to meet with your instructor before the semester begins, then approach them at the end of your first class session and say:

   • “My name is Jane Doe. I would like to set up an appointment to talk with you about a confidential matter as soon as possible.”
   
   

   If you do not care if your disability is kept confidential, or no one else is around, say:

   • “My name is Jane Doe. I would like to set up an appointment to discuss my disability, and the accommodations I need to complete the required course work.”
   
   
2. If questions arise that you cannot answer, OR if your instructor refuses to grant you the requested accommodations, do not argue. Arrange to get back to your instructor after the next class period, and contact Barb Hill, (Counselor) or the Director of Student Services for an appointment to discuss the situation. Either can be reached by calling 296-4014, or by stopping by the Student Services Center located in Hawkeye Center – Upper Level.

General Strategies for Success

1. Keep only one calendar with all relevant dates, assignments, and appointments. Do not try to keep a schedule in your head. The Hawkeye Student Handbook is an excellent planner for you to use and is available in the Hawkeye Center.
2. Sit toward the front of the classroom to maximize your contact and to reduce distractions.
3. Use a tape recorder during lectures.
4. Indicate questions in margins when material is unclear. Ask for clarification.
5. Estimate how long a given class assignment will take, generally planning on two hours outside of class for every hour in class. Build in study breaks; fatigue is a big time waster.
6. Make sure you have understood the assignment correctly and completely. If uncertain, schedule an appointment with your instructor. Don’t wait until you have finished the assignment to find out that you have not fulfilled the requirements.
7. Work backwards from due date on long-range assignments and build in extra time. Go over this timeline with your instructor and ask for feedback on your progress periodically. Make sure you have understood the assignment correctly and completely before plunging in or soon after you have started by scheduling an appointment with your instructor early. Don’t wait until you have finished the assignment to find out that you have not fulfilled the requirements.
8. Often the hardest part of getting your work done on time and keeping up with the workload is getting started on a new assignment. Start by making a commitment of 30 minutes and then lengthen the studying periods gradually.
9. If you have trouble recognizing and correcting spelling errors in your writing, it is important to use a word processor with a spell checker to identify misspelled words. However, proper nouns and homonym errors will not be identified. If your instructor agrees, have instructors in the Academic Support area proofread your paper and assist you in error identification and correction.
10. Reach out for assistance early, if needed. Schedule an appointment with your instructor when you begin to get confused or flounder. Do not wait until you are already in danger of failing the course.
11. Be aware of Drop/Add and Pass/Fail options and deadlines to adjust your schedule. Use them to your advantage to enhance success.
12. Schedule early for the next term so you will get the classes and times that best suit your situation.
13. Schedule a regular time each week in the Academic Support Center, a walk-in learning assistance center located in Bremer Hall, Rm. 116. Instructors can help you with basic math, science, writing, English, technical reading, and study skills. The area includes a large study room, a classroom, and an open computer lab as well as specialized equipment (reading machines, enlargers, etc.)
    
    
    

    APPLY THESE PRINCIPLES OF EFFECTIVE LEARNING WHEN YOU STUDY.
    THEY WILL INCREASE YOUR CHANCES OF SUCCESS!

    • Attend all classes. Hearing the lecture and discussion may be a critical factor in learning new material.
    • Preview new material and review the previous lecture/notes before each class.
    • Sit toward the front of the class so you can hear and see well and be more easily recognized if you have a question or wish to participate in discussion.
    • If you tape record in class, label each tape before you insert it into the recorder (ex; Side I, Intro to Psych, Chapter 3, 9/8/06). Set the counter to zero and if you are unsure of a concept during the lecture, jot down the counter number in the margin of your notes for easy review and clarification later.
    • Review the notes and/or tapes as soon after the lecture as possible. Compare your notes with a study partner. Copy notes over, if necessary. Highlight and summarize the main points. Keep a glossary of important terms, list of key concepts, major events, contributors and their theories, or formulas.