There are a number of ways to maximize your strengths. Focusing on what YOU can control
is important. Course selection (size, format, days/times) and schedule creation (credit
hours, types of courses, days of the week) are choices you can make.
Considering Disability-Related Needs in Schedule/Course Selection
- Create a schedule that will allow more time for difficult topics — fewer credit hours
— for that semester.
- Discuss taking the course(s) in the summer, at another school (e.g., community college)
or with an SLA.
- Inquire how much reading is required in the courses you will be taking.
- Get texts early and begin reading ahead.
- Ask about books on tape or other means of reading texts.
Differences to Consider
- What difference does that make for you?
- Number days/week of being in-class for continuity, practice, (2 v. 3 days/week);
- Amount of time required to pay attention, be seated in class (1 v. 1.5 hours).
- Options of how to meet needs;
- Permission from instructor for enrollment in full courses;
- Different course for same requirement;
- Take in summer v. fall v. spring (be sure course is offered that semester);
- Ability to hear, see, focus, interact;
- Ask about "priority enrollment" as appropriate option.
- Rule-of-thumb is 1 hour in class = 2-3 hours out-of-class preparation;
- Impact on scholarship, financial aid, vocational rehab, other;
- Concern of time (years to graduate, cost) v. level of achievement (GPA).
- 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.
- Teaching styles — how do you learn best (lecture, participation, read on own)?
- Test formats — explain to the academic advisor or consider how you do on different
types of tests (multiple choice, essay, short answer).