stuguide.doc

STUDENTS AND THEIR PROFESSORS: A GUIDE FOR THE COLLEGE STUDENT WITH A DISABILITY

Catherine S. Fichten, Ph.D., Gabrielle Goodrick, B.Sc.,  Rhonda Amsel, M.Sc.,
                         Eva Libman, Ph.D.

                              1989

This computer disk version is in ASCII and is approximately 44 pages long. 
Page information in the Table of Contents refers to a 55 line page.

This manual is available in large print, audiotape, computer disk, and 
braille versions. The reproduction of its contents is permitted provided the 
source is cited. To obtain a copy, specify the version and write to:

Dr. Catherine Fichten
Department of Psychology
Dawson College
3040 Sherbrooke St. West
Montreal, Quebec, Canada
H3Z 1A4

Cover art and illustrations: Joan Kahn, Ph.D., President, J. Kahn & Associates

Layout: Katie Nicholls, Dawson College

     Depot legal
     Bibliotheque Nationale du Quebec, 2e trimestre, 1989
     ISBN: 2-920901-10-9

                 Printed and bound at Dawson College
                      Montreal, Quebec, Canada

                         ACKNOWLEDGEMENTS

The research on which this manual is based was funded by grants from 
Fonds Pour la Formation de Chercheurs et l'Aide a la Recherche (FCAR). We are 
grateful to this granting body for its generous support, without which this 
manual could never have been developed. We are indebted as well to many 
individuals: the students and professors who participated in the research, 
several coordinators of services for students with disabilities, various 
colleagues and consultants, and our dedicated assistants. Their generous 
contributions of time, energy and expertise helped to bring this project to 
fruition. Finally, we are grateful to numerous professionals and administrators 
of Dawson College for having provided us with the supportive environment 
needed to carry out a project of this type.

                         TABLE OF CONTENTS
                                                                          Page
PART ONE - INTRODUCTION

1.  Why Might Students With Disabilities Need This Guide? ................  3

PART TWO - RELATING TO PROFESSORS IN SPECIFIC SITUATIONS

2.  During the First Few Days of Classes .................................  4
3.  Special Consideration During the Term ................................  7
4.  Help from Classmates ................................................. 12
5.  Talking to Professors Outside Class Time ............................. 14
6.  Use of Everyday Words Related to One's Disability .................... 16
7.  Failing When One's Disability Makes Course Requirements Impossible ... 18
8.  Failure Unrelated to One's Disability ................................ 21

PART THREE - CONCERNS OF STUDENTS WITH DIFFERENT DISABILITIES

9.  Difficulty Hearing the Professor in Class ............................ 23
10. When the Professor Doesn't Understand One's Speech ................... 26
11. Concerns of Students With Visual Impairments and Learning Disabilities 28
12. Concerns of Students With Mobility and Muscular Impairments .......... 31

PART FOUR - KEY POINTS TO REMEMBER

13. What To Do Vis-a-Vis One's Professors 
      Before Classes Start and Early in the Term ......................... 34
      During the Term .................................................... 35
14. What Students Can Do On Their Own .................................... 37
15. Some Final Words ..................................................... 39

PART FIVE - RESOURCES AND REFERENCES

16. Whose Recommendations are Included in this Manual? ................... 41
17. Resources ............................................................ 43
18. References ........................................................... 44

                      PART ONE - INTRODUCTION

1. WHY MIGHT STUDENTS WITH DISABILITIES NEED THIS GUIDE?

     When students first go to college, most have little idea about how to 
deal with their professors or with numerous other aspects of academic life. 
Accustomed to high school teachers who take attendance and assign homework, 
students are confronted by professors who give readings and assignments. 
Differences between life in a high school and life in college or university 
are great. There are many college survival guides which describe the 
differences and make recommendations about what to expect and how to cope (see 
Section 17 for some good guides). But most such manuals generally do not deal 
with how to get along with one's professors, especially if one has a 
disability.

     All students have concerns about how to deal with professors. 

     "I don't understand what the assignment is about. Shall I ask him?" 
     "I have no hope of getting this paper done on time. What should I do?" 
     "If I ask for an extension, will I be penalized?"
     "Will the professor believe that my reasons are legitimate?" 
     "I don't understand what she said during the lecture. Should I ask her to 
     clarify?" (Authors' files)

     Like other students, students with disabilities also have concerns about 
their professors. The two main differences are that students who have 
disabilities may be concerned more often than nondisabled students and they 
may encounter problems with courses which relate to their specific 
impairments. 

     "My adapted transportation system has not been functioning well lately, 
     and I find myself arriving late for classes. The professor doesn't 
     usually allow students in after the lecture starts. I don't want to be 
     treated differently but I also don't want to miss classes. What is the 
     right thing to do?"
      "I need to have my books on audiotape. But the professor is very 
     spontaneous and sometimes assigns material to be read only a week in 
     advance. I can't always get my readers organized on such short notice, 
     so I can't always do the readings on time. Should I talk to the 
     professor? If I talk to him, what do I say?"
     "I hate asking for things. But if the professor continues to lecture 
     while facing the chalkboard rather than the class, I'll flunk because 
     half of the time I don't hear what's being said as I can't see her 
     lips move. How can I solve the problem?" (Authors' files)

     This guide is based on our research concerning the experiences of over 
100 college and university students with various disabilities. It was written 
to help improve communication between students with disabilities and their 
professors about a variety of issues similar to those noted above. Following 
the tips and recommendations contained in the manual will help you learn more 
easily and obtain better grades which reflect what you have learned. A fringe 
benefit of using the tips is that you will be helping professors to become 
more effective teachers of the generations of students, both disabled and 
nondisabled, to follow.

         PART TWO - RELATING TO PROFESSORS IN SPECIFIC SITUATIONS

2. DURING THE FIRST FEW DAYS OF CLASSES

     "During the first few days of class, I feel like any other student 
     - dazed and confused." (Authors' files) 

Issues

     Most students, whether they have a disability or not, feel hopeful, but 
also tense and anxious during the first few days of classes. Common concerns 
include: What will the course be like? How good is the professor? Will I do 
well in the course? How heavy is the reading load? Are there lots of exams and 
papers? Is this the type of course I really want? 

     Students with disabilities often have additional concerns as well. 

      "What are other people going to think of me?"
      "Will the professor understand my disability? How will she react?"
      "I wonder if he knows what my disability is and what it implies?"
      "I am afraid I will be a burden because I have special needs."
      "Will the professor treat me differently from the rest of the class?" 
     (Authors' files)

What Students Do

     During the first few days of classes many students check out the 
professor and the course to evaluate whether they want to stay in the class. 

     "Watching professors can help you learn a lot about their style. This
      can help later on to be effective when you approach them."
     "I think about what is expected and about the course outline. Then I can
      plan out a strategy as to how I will handle assignments and exams." 
     (Authors' files)

     If they decide to stay in the course, students usually tell their 
professors that they have a disability. They also talk to the professor about 
general issues related to how the disability affects learning in the course as 
well as about specific course concerns and possible adjustments the professor 
could make. During such discussions, students are likely to tell the professor 
about their strengths - what they can do - and about their weaknesses - what 
they cannot do. Also, they make suggestions about what the professor can do to 
make learning easier. Most students feel that such discussions are best held 
early in the semester. Indeed, some students approach the professor well 
before classes start to obtain a course outline and to get more information 
about the course.

     "I'm upfront with professors and tell them about my situation. I make 
     them aware of my needs."
     "I will go on the first day of the course and say after class, 
     'I'm partially sighted - I have a visual impairment,' and tell them 
     what special needs I have."
     "I make sure to get to the first class early and set myself up in the 
     front row, facing the professor. I approach the professor after the 

     first class and explain that I have a hearing impairment. I ask 
     them to restrict their movement, especially turning their back on me. I 
     also ask them to speak slowly and clearly. I tell them that I would 
     like to tape lectures and explain, if they don't like being taped, 
     that it helps me pick up what they say." (Authors' files)

      Students also do a variety of things that do not work out very well for 
them. In this case, not talking to the professor and doing nothing special 
during the first few days of classes seem to be popular, but distinctly 
ineffective ways of coping. In these cases, students often don't think much 
about what they should do or about what they could have done - they simply do nothing.

How Students Feel

     It is not always easy to talk to one's professors. Often, before talking 
to their professors, students have a variety of negative thoughts. These focus 
mainly on feeling uncomfortable and on the professor's possible reaction.

     "I don't like to ask for things. I really value my independence."
     "I worry a lot about how they will react - if they will be understanding."
     "It's like a Catch-22. I want to ask for help and tell them about my 
     situation, but I don't want them to feel that I'm asking for special 
     help. I don't want them to feel that I'm imposing on them." (Authors' 
     files) 

     Students also have a variety of negative thoughts about themselves 
and their own self-concepts. In fact, before talking to the professor, students 
appear to be engaged in an internal dialogue of conflict. 

     "I think to myself, 'Do I belong here? Should I be doing this? What if I 
     don't fit in?'" (Authors' files)

     After talking to the professor, students generally feel considerably 
more positive. Their thoughts are characterized by a feeling of self-efficacy 
and the belief that they did the right thing. Most students believe that 
talking to the professor was helpful. They also feel good that they did 
something to resolve potential problems. In addition, they feel better about 
themselves, are pleased with what they did, and feel more confident about 
succeeding in the course.

     "Nothing gets resolved if you do not speak up and raise issues."
     "I think it's good to talk to professors to let them know what I 
     need and to make them feel more comfortable because they usually don't 
     know what to expect."
      "It is never easy to make the first contact. But you soon learn there 
     really isn't anything to worry about."
     "I feel that getting problems out in the open early is a good idea 
     because it shows that you are concerned and interested."
      "When you see professors early and clear up all problems and concerns, 
     you know where you stand, what arrangements are necessary, and how you 
     will manage. Waiting till later in the term is sometimes not effective 
     because you just may not be able to manage the course or the professor 
     may not be accommodating."
     "I always feel good after I make the effort - I've done it." (Authors' 
     files)

Recommendations

TIP # 1
      Check out your professors; observe them during the first class,
      speak to them before registration, ask other students.

TIP # 2

      Approach the professor early - preferably on the first day of classes 
      or even before the course starts. 

TIP # 3

     Tell your professors about your disability. There is no need to go into       
     clinical details. Just tell them the general nature of your disability 
     (e.g., I have a visual impairment. I can see enough to move around but 
    I don't see details clearly).

TIP # 4

     Let your professors know how the disability is likely to affect you as a 
     student in their courses (e.g., if you have a hearing impairment 
     you may tell professors that you need to see their faces because you 
     read lips).

TIP # 5

     Talk to the professor about what you can and cannot do in the course 
     (e.g., I can understand lectures if I can see your lips but I cannot 
     take notes at the same time).

TIP # 6

     Educate your professors. Let them know what they could do that would be 
     helpful (e.g., I have a visual impairment. It would be helpful if you 
     would read aloud what you write on the chalkboard). Tell them about the 
     kinds of adaptations they could make to the course and to their teaching 
     styles that would be beneficial for you (e.g., I have weak hands. I will 
     need more time for exams because my hand gets tired).  

3. SPECIAL CONSIDERATION DURING THE TERM

     "I try my hardest to do things like everyone else and not need 
     extra help. But sometimes I have to ask."
     "Because I established a good rapport with the professors early in the  
     semester, I feel comfortable going to see them throughout the term when 
     problems arise."
     "Professors helped me immensely in getting through bureaucratic stuff."
     "It gets easier to approach professors as you go through the year." 
     (Authors' files)

Issues

      Students who have a disability may find that the course requirements 
are very difficult for them to meet because of the impairment. For example, 
students with visual impairments may find that lengthy optional reading lists 
pose problems because it is difficult to get all of the material audiotaped on 
time or because it takes a long time to listen to tapes. Also, it is not as 
easy for a visually impaired student to skim articles or books to evaluate 
whether to read them in depth or not. Students with learning disabilities may 
have problems writing exams within the time limit, especially if these are 
based on lengthy passages of text or use multiple choice format. Students with 
a speech impairment may find oral presentations in class particularly 
stressful and may wish to make alternate arrangements (e.g., written 
presentation, audiotaping presentation at home where one is not so nervous). 
Students who have a hearing impairment may find it difficult to understand 
what professors are saying when the room is darkened and slides are 
presented. They may also find it difficult to follow a class discussion 
because it is hard to lip read what other students are saying when they are 
spread out in the classroom. This could cause problems when hearing impaired 
students are responsible for material from class discussions. Students with 
mobility or muscular impairments can have problems with exam writing or with 
assignments or papers which require a great deal of research or travel outside 
the classroom.

     Asking for help or special consideration is not easy. When students need 
assistance, whether they are disabled or able-bodied, they often worry about 
the professor's reactions and feel inadequate because they have to ask. 

     "I don't like having to ask. I have always felt uncomfortable when I had 
     to ask for things like extensions."
     "Will she be helpful and understanding or will she be unpleasant about 
     things?" 
     "Will the professor believe me or will she think I'm lazy or that my 
     reasons are invalid?" 
     "Will he think I'm stupid?" (Authors' files) 

     In addition to such thoughts, students with disabilities often have 
other concerns as well.

     "Will the professor pity me?" 
     "I don't want to be seen as using my disability to gain special favors." 
     "I can't do the same as others. I wish I were like everyone else.".

      Some students have a more "upbeat" way of looking at things. They also 
think about the professor, but their thoughts are more positive and they feel 
more comfortable asking the professor for assistance. 

     "I think the professor will say OK. My request is reasonable." 
     "Things have worked out all right in the past. I think he'll understand 
     that I've tried my best." 
     "It's OK for me to ask. It's something I just have to do." (Authors' files)

What Students Do 

     Before approaching the professor, many students try to handle problems 
themselves. Depending on the nature of the difficulty, this can be an 
effective strategy. 

      "I evaluate how serious the problem is and then, if I couldn't 
     solve it by myself or with help from classmates, I would go speak to the 
     professor." (Authors' files)

     If solving a problem by oneself is not reasonable, students generally 
elect to talk to the professor and discuss how the disability influences their 
ability to meet course requirements. Some students see the professor after 
class. Others stop by during office hours or make an appointment. Students find 
that it is beneficial to plan what issues they wish to raise with the 
professor and to think about ways of resolving the problem in advance. They 
then inform the professor about what they have difficulty doing and discuss 
possible solutions. Also, students believe it is most effective to see the 
professor before the problem is acute instead of waiting until the last minute 
(e.g. asking for an extension several days before the deadline rather than on 
the day that the assignment is due). 

      "I try quite hard and give it a lot of thought so that I can focus on 
      my needs and not be emotional about it. Then I just tell him what area 
      I need help in and why."
      "I first explain what I have already done on my own and then I ask 
     for further help."
      "I discuss my position and explain what my difficulties are. Together 
     we would try and work around these difficulties."
      "I present a series of options to solve the problem in addition to 
      letting the professor know that there is a problem."
     "I do not ask to do less work. I'm not interested in a free ride. 
     Instead, I ask professors to change assignments so that I can do 
     different work of equal value."
     "I always listen carefully to their ideas and suggestions and talk out 
     solutions until we come to an agreement." (Authors' files)

     If adjustments which professors promised to make are not made, students 
can remind them. Generally, students do not believe that one should stop 
requesting needed adjustments or drop the course because promised adaptations 
have not been made.

     Sometimes students feel that the professor has not been helpful. In 
this situation some students felt that it was effective to do something else 
such as talk to the coordinator of services for students with disabilities 

(someone who assists students in obtaining special support or services they 
may require - this person's title will differ from institution to 
institution), the department chairperson, the ombudsman (someone charged with 
the task of trouble-shooting problems for students) or the dean. In fact, both 
the coordinator of services for students with disabilities and the ombudsman 
can help students develop a strategy for dealing with the professor as well as 
with those who have higher authority, such as the department chairperson or 
the dean.  

     Sometimes students simply inform their professors that they have a 
disability. This, by itself, does not appear to be very effective, perhaps 
because professors are generally not aware of the specific nature of the 
problems which the disability creates in meeting course requirements.

     Some students choose not to talk to the professor at all. They either do 
nothing about problems or they try to work things out with classmates. 
Sometimes, students choose to speak to a coordinator of services for students 
with disabilities instead. While these strategies can be effective in other 
situations, when help is needed from the professor, these alternatives appear 
to be ineffective.

How Students Feel

      Students feel good when they are able to handle problems themselves. 
When they feel that they must talk to a professor about difficulties with 
course requirements, however, they feel inadequate and different from other 
students. They wonder whether they belong in the course. Also, they have 
concerns about the professor - whether he or she will be able to treat them 
fairly - and what the professor thinks of them. Students also worry whether 
the professor will think that they are lazy or that they are not trying hard 
enough. For many, especially for those with non-visible impairments, the issue 
of credibility also comes up. 

     "Will the professor believe me?" 
      "I was worried that professors wouldn't be willing to adapt the course 
     for me." 
     "I felt that I was not getting everything out of the course that others 
     were getting." (Authors' files)

     Most students know, however, that it is a good idea to talk to one's 
professors. Also, students sometimes encourage themselves by thinking about how 
much better they will feel once it's over.  

     "I really don't want to be treated differently. But sometimes you just 
     have to ask. It's something I must do."
      "I always feel uncomfortable before asking for help and happy after I 
      go." (Authors' files)

     And students do feel better after talking to their professors. They 
usually feel more comfortable with the professor and find that many of their 
initial concerns were unfounded. They also believe that they had done the 
right thing by initiating dialogue, that talking to the professor was helpful, 
that problems were resolved, and that they were better able to succeed in the 
course.

     "The professor turned out to be OK." 
     "I feel better after I tell them because then they know the situation."
      "Together we find a method for me to complete the assignments without 
      compromising the class standards."
      "I asked for accommodation and felt very good because my grades 
      improved tremendously as a result."
      "I was a little worried about asking for help, but professors were very 
      willing to assist since I had made the effort."
      "I had no choice but to make it known that I have a problem. Talking 
     to the professor is a necessary process that must be done." (Authors' 
     files)

Recommendations
     
TIP # 1

     Do your best to handle problems on your own. But be aware that this 
     may mean working much harder than other students.

TIP # 2

     If you cannot deal with the problem yourself or if it is just too 
     difficult to do so, arrange to talk to the professor after class, 
     stop by during office hours or make an appointment.

TIP # 3

     Arrange to talk to the professor as soon as you become aware of 
     the problem - do not wait until the last minute.

TIP # 4

     Plan ahead of time what you intend to discuss. Think of what it is 
     that you want and about how the professor could help you.

TIP # 5

     When talking with the professor, discuss how the disability affects your 
     ability to learn in the course and how it interferes with your ability 
     to meet course requirements. 

TIP # 6

     Tell the professor what you are unable to do (e.g., I cannot read printed 
     material) and describe the specific problem which you are currently 
     experiencing (e.g., I am having difficulty getting the necessary 
     articles taped).

TIP # 7

     State the specifics of your request (e.g., I would like to have a two 
     week extension on the paper). Don't leave the professor guessing about 
     how the problem could be solved if you already know the answer.

TIP # 8

     Do not simply tell professors that you have a disability. Many 
     professors do not know the implications of an impairment.

TIP # 9

      Do not request a reduction in work load or an exemption from course       
     requirements - discuss alternative means of evaluation instead. Also, do 
     not routinely request extensions on assignments - do this only when your 
     disability makes it extremely difficult for you to meet deadlines and 
     you have made a previous arrangement with the professor).

TIP # 10

      If the professor is not helpful in getting a problem resolved, you can 
     elect to do something else such as speak to the coordinator of services 
     for students with disabilities (or whoever is responsible for providing 
     assistance to students with disabilities at your institution), the 
     department chairperson, the ombudsman for students, or the dean.

4. HELP FROM CLASSMATES

      "My legs don't work but my mouth sure can." (Authors' files)

Issues

      All students need help from their classmates occasionally. Missed 
classes, sketchy notes, unintelligible handwriting and obscure lecture points 
affect almost everyone and it is perfectly reasonable for students to need help 
from their classmates. Students with disabilities may also need other kinds of 
help. For example, those with muscular or hearing impairments may need someone 
to take notes during lectures. Students with a visual impairment may need a 
classmate to read a handout to them during the class or to help them obtain 
materials from the library.

What Students Do

     Most students do not ask the professor when they need help from 
classmates. Instead, they make their own arrangements either by asking 
classmates themselves or by discussing the issue with the coordinator of 
services for students with disabilities, especially when long term help such 
as note taking during the whole semester is involved. 

     "I ask students for help directly."

     If some kind of concrete help from classmates is needed which can only 
be arranged by one's professors, then thinking about what to ask and then 
talking to them about it is an effective thing to do.

      "I first see if someone from the class could help me with the problem. 
     But if only professors are able to help resolve it, then I go see them. 
     I say, 'I have a problem following you and taking notes at the same time.' 
     Then I ask for help to find a classmate." (Authors' files)

How Students Feel

     While students do have some misgivings about the implications of asking 
classmates for help, nevertheless, most realize that asking classmates for 
assistance is likely to be helpful and, generally, students feel quite 
positive about asking.

     "I feel bad burdening the students."
     "I may pull back the class". 
     "Asking someone to take notes will lighten my workload".
      "I felt more independent asking other students for help directly."
     "If I don't ask students myself, the professor probably would not have 
     a good impression of me because I couldn't approach students myself." 
     (Authors' files)

     Those students who ultimately do talk to their professors also feel 
fairly comfortable discussing their concerns with them. Students are generally 
optimistic that professors will be helpful and believe that asking them is the 
right thing to do in order to succeed in the course. 
     "If I just don't know anyone in class, I'll ask the professors. They 
     usually have a good idea about who would be appropriate." (Authors' files)

Recommendations

TIP # 1

      If the help needed is small or occasional, ask classmates 
     yourself. 

TIP # 2

      If you need ongoing help throughout the term, such as note-taking, 
      discuss this with the coordinator of services for students with 
      disabilities or whoever is responsible for providing assistance to 
     students with disabilities at your institution.

TIP # 3

      If the professor is essential in getting you the needed help from 
     classmates, think about what you want or need and only then talk to the 
     professor.

5. TALKING TO PROFESSORS OUTSIDE CLASS TIME 

      "I feel more comfortable talking to professors outside of class because 
      it is one-to-one." (Authors' files)

Issues

     Many students, whether they have a disability or not, talk to their 
professors outside of class time. Students may want clarification of course 
material or more information about an upcoming exam. They may also want to 
talk to professors about ideas for a paper or an assignment. Or they may want 
to discuss their grades or obtain feedback about their performance in the 
course. Some students want to talk about a career in the professors' field. 
Others want to ask about material to be covered during a foreseen absence from 
classes. Students may also want to discuss personal concerns such as exam 
anxiety or difficulties with different aspects of the course.

What Students Do

     Some students talk to professors only when they feel they must. Others 
make it a point to talk to their professors and to keep in touch with them 
during the semester. Many students talk to their professors during the term to 
discuss course issues related to their disability, specific problems they may 
be encountering, and things the professor could do to help the student learn 
more effectively. In many cases, students plan what they want to discuss with 
the professor and, depending on the topic or the time required, see the 
professor after class, stop by during office hours or make an appointment.

      "I first plan out what I am going to say. I prepare the idea 
     that there is a problem, state what the problem is, explain some 
     ways around the problem or suggest some alternatives, and look 
     for options and help or feedback."
      "I phone ahead to see if I need an appointment or whether I can 
      just drop by during office hours." (Authors' files)

      Some students choose not to talk to the professor even when they 
encounter significant problems with the course. Others elect to limit contact 
with their professors whenever possible. A few students will even go so far as 
to drop a course rather than talk to the professor. These strategies are 
ineffective and were described as such even by those students who used them.

How Students Feel

     Most students who talk to their professors outside class time feel quite
positive before speaking to them. In fact, many students feel reasonably 
comfortable talking to professors in general. They believe that the professor 
will be understanding and expect to be well received. Also, students believe 
that professors will think well of them if they ask about material to be 
covered during a foreseen absence. Some students feel that professors become 
friendlier if students give them a chance by talking to them. 

     "Most of the professors are OK when you talk to them one-on-one."
     "I'm pretty comfortable talking with professors. They get a lot 
     friendlier as you get to know them better."

     "Some professors are unpleasant. So I don't talk to them much. But 
     others have been very helpful and considerate. So I talk to them." 
     (Authors' files)

     Many students don't hesitate to talk to their professors and don't worry 
about what the professor will think. Others do have reservations. They wonder 
whether it is appropriate to talk to the professor about course concerns. 
Some students even feel that they may be a burden to the professor.

     "Do I really need the help?" 
     "I worry about making problems or extra work for the professor." 
     (Authors' files)

     Generally, students feel much more positive after talking to their 
professors. They feel more comfortable with the professor, feel that they have 
done a good thing, and believe that they have opened doors for future 
collaboration.

      "I felt pleased that the professors were flexible and lenient and 
      I was satisfied with their efforts."
      "Most of them are nice people and I feel good talking to them." (Authors' 
      files)

Recommendations

TIP # 1

      Talk to your professors when you feel that you need to discuss course 
      issues.

TIP # 2

      You may want to plan ahead of time what you want to discuss.

TIP # 3

     Depending on the nature of what you want to discuss, you may talk 
     to the professor after class, stop by during office hours, or make 
     an appointment for lengthier conversations. Do not discuss issues which 
     affect only you during class time.

TIP # 4

     Discuss course issues with the professor, whether these are 
     related to your disability or not, and talk about any specific 
     problems which you are encountering with the course.

TIP # 5

     If you know what professors could do that would be beneficial, let 
     them know how they can help.

TIP # 6
     Keep in touch with your professors during the term even if you 
     have no problems. Let them know that things are going well.

                                        
6. USE OF EVERYDAY WORDS RELATED TO ONE'S DISABILITY 

      "I try to educate professors about disabled students' needs and let them know
      that there is no need for them to use a special language." (Authors' 
     files)

Issues

     Although most students use everyday words related to their disability in 
casual conversation, some students are not sure whether they should use these 
with professors. Also, students sometimes notice that a professor is not 
comfortable using such words. One student who has a visual impairment related 
the following.

     "The professor was explaining some course material to me. Then 
     she asked, 'Do you see ... a, uhm, er, sorry, uh, I mean understand 
     my point.' It was pretty obvious that she was really uncomfortable using 
     the word 'see' with me." (Authors' files)

What Students Do

     Most students with visual impairments use words such as "see" "vision" 
and "watch". Students who have a hearing impairment do use words such as 
"hear" "listen" and "sound." Similarly, words such as "walk" and "run" are 
often used by students who use a wheelchair as well as by those who have other 
mobility impairments. 

      "It's part of the language. I want to use the words or I'll stand 
      out more."
      "If I use the same lingo that everyone else uses, you will identify more 
      with me." (Authors' files)

     Students sometimes recognize that certain professors are not comfortable 
using such words and that the professor may not know whether it is appropriate 
to use such words when speaking to a student who has a disability. In this 
case, many students try to make their professors more comfortable by telling 
them that they are not bothered or offended by such words and that using the 
words is normal. It is also quite effective to put your professors at ease by 
joking with them about the words.

     "I explained to the professor that it's OK to use the words - 
     that it's perfectly normal. They're just words and we all know 
     about figures of speech."
     "When they stumble over words I try not to get offended and try 
     to realize that they just have not been exposed to people with 
     disabilities. They don't know what to say to make me comfortable. 
     I tell them it's OK."
     "I tried to help them relax by making a joke out of it. I 
     understood that they might not be used to dealing with such a 
     situation." (Authors' files)

     A significant number of students who notice that the professor is 
uncomfortable do not do anything about it. They don't think about it much and 
simply accept the fact that some professors will be uncomfortable using these 

words. Some students are angered at the professors' discomfort. Nevertheless, 
most students are aware that doing nothing will not make things any better.

      "I didn't do anything. I pity them and felt sorry that they'd let 
      words make them uncomfortable." (Authors' files)
     
How Students Feel

     Most students believe that it is perfectly normal for everyone to use 
such words and don't think twice about using them. A few students do think 
about the issue and wonder how the professor will feel about students using 
everyday words related to their disability (e.g., "see" if they are blind). 
But most students believe that using these words is appropriate and are quite 
comfortable using them. 

     "You're asking me how I feel about using these words. I don't know. I've 
     never thought about it." (Authors' files)

     Some students resent that a professor is uncomfortable. Others feel 
sorry for professors or believe that the discomfort is due to the professor 
trying too hard. 

      "I feel a bit apprehensive and angry that they have a crisis about 
      a word." (Authors' files)

     After trying to put the professor at ease, most students feel good, both 
about themselves and about the professor. They believe they have done the 
right thing and that the professor will interact with them more comfortably 
and will be more helpful in the future.

     "It's like anything else that should be done - it feels good 
     afterwards." (Authors' files)

Recommendations

TIP # 1

      Use words such as "see" "hear" and "walk" with your professors when 
      these are part of everyday language.

Tip # 2

     Make your professors more comfortable using words related to your 
     disability by telling them that it does not bother you when they 
     use such words or by joking with them.

7. FAILING WHEN ONE'S DISABILITY MAKES COURSE REQUIREMENTS IMPOSSIBLE 

      "I feel good about going to see the professors if they had already told 
      me that they'd be there for me if I needed it."
      "I am afraid that they may think that I am taking advantage of the 
      situation." (Authors' files)

Issues

      Ideally, students who are experiencing difficulties because of their 
disability should have discussed their concerns with the professor well before 
they find themselves failing. That almost half of the students we interviewed 
have been in this situation is testimonial to the fact that a lot of students 
do find themselves failing because their disability makes course requirements 
impossible to meet.

     There are many reasons why students might be failing because of a 
disability. For example, some courses have requirements which a student with a 
disability simply cannot meet (e.g., make a film as a student project when one 
is blind, oral presentation for students with severe speech impairments, 
recognition of slides of paintings for students with a visual impairment, 
identification of musical passages for students with hearing impairments, 
complex laboratory procedures for students with muscular impairments). In 
other cases, the amount of reading (e.g., in the case of students with a 
visual impairment or a learning disability) or the nature of exams or 
assignments make course requirements virtually impossible to meet (e.g., in-
class timed essays for students with muscular impairments, nature walks and 
plant identification for students who use a wheelchair, or summaries of class 
discussions for students with hearing impairments). Many students with 
disabilities find themselves in such impossible situations.

What Students Do

      By the time one is failing, no single action is likely to be truly 
effective. At best, one can hope to barely pass and avoid the failure. What 
most students have found to be relatively effective in this situation is to 
talk to the professor and discuss the impact of the disability on their 
ability to meet the course requirements. Planning what one intends to say to 
the professor is a good idea. Proposing ideas and specific things which could 
be done to avert the failure is also helpful (e.g., a make-up exam or an 
alternate assignment which may require more work). If this dialogue does not 
result in a satisfactory resolution of the problem, talking to the coordinator 
of services for students with disabilities may be helpful. Dropping the course 
is also a possibility. But the students who have dropped the course indicated 
that this is a very ineffective strategy (the alternative, a failing final 
grade, is presumably even less desirable).

      "I look at the situation first and if I'm going to fail for sure, 
      then I go see the professor. I feel uncomfortable, but at the same 
      time hopeful that they will understand and help me pass the 
      course."
      "I just go see them, explain why my disability is causing me to 
      fail and try to work out a solution or acceptable compromise."
     "I don't want them to 'give' me a passing grade. I'm willing to do extra 
     work. I let them know this." (Authors' files)

How Students Feel

      Not surprisingly, students who find themselves failing because their 
disability has made it impossible for them to meet the course requirements are 
generally very upset and often feel anxious and depressed. Some students 
question their own abilities. Others have regrets about not doing something 
about the problem while there was still time. Still others wish they had 
dropped the course earlier. Some students are frustrated and angry while 
others feel that if they had only worked harder, failure could have been 
avoided. 

     "It is not fair to fail on account of my disability."
     "I wondered, 'Was it my fault?'" (Authors' files)

     When thinking about talking to the professor, students worry that the 
professor will not understand the problem. Students are concerned that they 
will be rejected. Yet, students also tell themselves that they should do 
something about it.

     "What if he doesn't understand about my impairment and thinks I was just 
     too lazy and didn't work hard enough?"
     "If I do not talk to her, I'll fail the course. So what have I got to 
     lose?" (Authors' files)

      After talking to the professor or to the coordinator of services for 
students with disabilities, students feel somewhat better, especially when 
talking has resulted in a satisfactory solution to the problem. They feel less 
anxious and, regardless of the outcome, feel that they did the right thing by 
at least trying. Generally, students have fewer negative feelings after 
talking to the professor than before.

      "It was a real relief talking to her because I knew now I would 
      have a chance to pass the course."
     "OK. So it didn't work. But I would have hated myself if I hadn't even
     tried." (Authors' files)

Recommendations

TIP # 1

      Talk to your professor about the situation. You have little to lose by 
      doing so.

TIP # 2

     Before going to see the professor, think carefully about what you want to say 
     or propose.

TIP # 3

     Discuss the ramifications of the impairment for your ability to meet 
     course requirements.

TIP # 4

      Talk about what could be done to allow you to pass (e.g., extra 
      assignments, make-up exam, extra term paper or research, re-
      distribution of grades to different aspects of course requirements). 

TIP # 5

      If all else fails, you may try speaking to the coordinator of services 
      for students with disabilities about the problem.

TIP # 6

      Do not simply drop the course before trying to salvage the credit.

8. FAILURE UNRELATED TO ONE'S DISABILITY 

     "I'm just like any other student and I have to deal with it."
     "I didn't do anything to avert the problem. I thought it was too 
     unpleasant to see the professor when there was still time. The failure 
     was my fault." (Authors' files)

Issues

      For many students, whether they have a disability or not, failing a 
course is a part of the academic experience. Indeed, almost a third of the 
students we interviewed had failed at least one course, even when the course 
requirements were not made impossible by their disabilities. Most of these 
students indicated that they did not even think of talking to the professor 
about the matter.

      Failing a course is a demoralizing and discouraging experience for 
anyone. It is especially discouraging for first year students because they 
have not yet established a successful track record in college or university 
courses.

What Students Do

      Most students who fail a course don't do anything except feel bad.

      "I was just lazy and didn't study. Why would I ask the professor 
      to help me?"
      "I won't talk to the professor. I would take the responsibility for 
      failing myself. Next time, I will take action earlier."
      "I was scared of failing, but I wouldn't talk to them." (Authors' files)

     But about a third of the students who find themselves in this 
predicament do choose to talk to the professor. Most of them talk about how 
the disability affected their performance in the course.

      In some cases, the goal for talking to the professor is to get the 
grade changed. 

     "I'm not a saint. If I can get the professor to change the grade by 
     painting a bleak picture, I will do it." (Authors' files)

     Other students indicated less obvious motives for talking to the 
professor after a failure. They talk to the professor to avoid having the 
professor think ill of them or in order to get feedback - to get a notion of 
their real potential and suitability for academic pursuits in the professor's 
area of interest.

     "I don't want her to get a bad impression of me - that I'm stupid or 
     incapable. I want to explain what happened."
      "I want to approach them to find out what I did wrong." (Authors' files)

How Students Feel

      At best, students are annoyed with themselves for not having dropped 
the course earlier or for not trying harder. But many students feel very upset 

and question their own academic abilities. Also, they are concerned about the 
implications of the failure for their academic standing and worry about the 
impression their failing grade has made on the professor. 

     "Do I belong here?" 
     "My self-confidence dropped way down and I started to doubt myself." 
     (Authors' files)

     As in most other situations, those students who elected to talk to their 
professors felt better afterward.

     "At least I had the guts to face him and explain myself. Now, when I 
     take the course again, I won't have to worry so much about what he 
     thinks of me." (Authors' files)

Recommendations

TIP # 1

     Most students whose final grade is a failure do not even think of 
      talking to the professor. Others, however, do discuss the matter with 
     their professors. There are different reasons for doing so. You may try 
     to convince the professor to alter the grade (N.B. attributing the 
     failure to a disability when it is not relevant can backfire - the 
     professor may check on this). You may want to get some feedback 
     about your performance so that failure can be avoided in the future or 
     you may simply want the professor to know either that you tried 
     your best or that there were mitigating circumstances and that the grade 
     does not reflect your overall abilities as a student.

      PART THREE - CONCERNS OF STUDENTS WITH DIFFERENT DISABILITIES

9.DIFFICULTY HEARING THE PROFESSOR IN CLASS 

     "I feel uncomfortable and anxious because I fall behind in my notes, 
     miss parts of the lecture, and have to struggle to just keep up."
     (Authors' files)

Issues

     All students occasionally have difficulty hearing the professor in 
class. Some professors mumble. Others have heavy accents. Still others move 
about the room while talking, cover their lips, or turn toward the chalkboard 
and talk as they write. This makes trying to understand what they are saying 
difficult for everyone, but particularly for students who rely on hearing aids 
or lip reading.

What Students Do

     The most popular strategy for students in this situation is to discuss 
what the professor could do to solve the problem. Students often think about 
what they want to say before such a discussion. Of course, if the student has 
not told the professor about the hearing impairment and lip reading, he or she 
should certainly do so. Requesting that the professor wear an FM microphone is 
also a possibility. 

     While discussing the problem and possible solutions with professors is 
fairly effective, talking to them does not always guarantee results - 
professors often forget to do the right thing and slip back into their old 
habits. Also, professors may be lecturing while the room is blacked out 
during film or slide presentations. In this case, students usually ask for 
an explanation after the class. Some students cope by asking classmates what 
the professor said or handle the problem on their own by audiotaping lectures, 
reading up on missed class material, or taking an interpreter to class. 
Although a number of students who lip read have tried to signal professors 
whenever they could not hear them, generally, these students do not believe 
that this was an effective way of dealing with the problem.

     "I might go after class and explain why I have problems following 
      the lecture. The professors are usually very nice."
      "When she announces tests and assignments, I ask her to write it on 
      the board."
      "I move to the front of the class to get closer to the professor."
      "I ask professors if I may tape the lectures so I can play them 
      back louder at home." (Authors' files)

How Students Feel

     Before they speak to the professor, most students feel anxious and 
frustrated. They wonder if the professor will think that they are stupid and 
worry that the professor will not adapt to their needs. Some students are 
concerned that they may be rejected. Others worry about the possibility that 
they are imposing on the professor and taking up too much time. Mostly, 

students are concerned that professors will make an issue of the impairment in 
front of the class and feel inadequate because they are not like everyone else.

     "I think hard about talking to professors when I can't hear them."
     "I worry about how they'll react to me. Then I think to myself, 'What will 
     happen if I do nothing?' When I answer myself with 'I'll flunk the 
     course,' then I think to myself that I might as well talk to them. I 
     have nothing to lose."
     "I'm really shy and I have problems talking to professors."
     "This really makes me doubt myself. I sometimes wonder if it's all worth  
     it. But then I tell myself that I can't let fear stop me and I go talk 
     to them." (Authors' files)

     After talking to their professors, students generally feel a little 
better. They believe that they have done the right thing and feel more 
comfortable with their professors.

      "Professors are helpful and really do make an effort to look at me 
      and talk louder. If a professor forgets, I'll see them after class 
      to remind them. It also helps a lot to have a tape recorder."
      "I always wonder if they get embarrassed repeating the questions 
      or talking louder, so I try and emphasize how helpful they are."
      "I am glad that I told the professor. I've accepted my impairment. I 
      don't want to hide it and I sure don't want to fail because of it." 
     (Authors' files)

Recommendations

TIP # 1

      Think about what you want to discuss with the professor.

TIP # 2

      If you have not yet told your professors that you have a hearing 
      impairment, do so.

TIP # 3

     Discuss how the hearing impairment interferes with your ability to hear 
     lectures.

Tip # 4

      Request that the professor modify his/her lecture style (e.g., face the 
     class, not talk while writing on the chalkboard, stay put and not walk 
     back and forth, speak louder and clearer, wear a microphone, etc.).

TIP # 5

     Ask professors after class, see them during office hours, or make an 
     appointment to clarify or paraphrase for you the points you missed 
     during class.

TIP # 6

     If you have already tried a couple of times, unsuccessfully, to remind 
     the professor to face you, do not bother continuing to do so - this 
     does not seem to work very well according to the students who have 
     tried it. 

TIP# 7

     If talking to a professor doesn't work, try to solve the problem on your 
     own; borrow a classmate's notes, organize to have an efficient note 
     taker, ask a classmate to clarify the point, check on missed material 
     in the text or reference works or, if this works for you, audiotape 
     the lectures and listen to them again. Check at the end of each class 
     whether assignments, exams, or deadlines have been mentioned. You may 
     also take an interpreter to class. Although it may be in your college's 
     or university's bylaws that you have the right to do this, speak to the 
     professor before audiotaping or taking an interpreter.

10. WHEN THE PROFESSOR DOESN'T UNDERSTAND ONE'S SPEECH

     "I wonder, 'Do they think that I can't talk, that I don't know my
     grammar, or that I'm stupid?'" (Authors' files) 

Issues

     Most students have had the experience of not being understood. They may 
be addressing someone who is momentarily distracted or inattentive. In a large 
class, background noise can easily make questions inaudible. Sometimes the 
other person just doesn't understand what one is trying to say.

     Not being understood is a frustrating experience. Students wonder 
whether what they have said is worth repeating and this sometimes discourages 
them from further participation. The problem is common for students with 
speech and hearing impairments.

What Students Do

     When the professor doesn't understand what they are saying, most 
students try to change the way they speak - they slow down and try to 
enunciate more clearly. They also try to increase professors' awareness of 
the problem by talking to them and letting them know that being nervous about
talking during class can make the problem worse (e.g., class presentation). 
Some students also try to facilitate dialogue by telling their professors to 
let them know when they don't understand.

      "I tell them not to worry - that's the way I talk."
      "I ask them to tell me if they can't understand me." (Authors' files)

How Students Feel

     Most students feel badly when the professor does not understand what 
they are saying. It is a frustrating experience and makes students feel 
inadequate.They also wonder about the impression they are making on the 
professor. 

     "How can I rephrase what I was saying?" 
     "I worried that I was making a bad impression." 
     "I try not to be too self-conscious because it will make me more 
     nervous." (Authors' files) 

     But students also know that they should keep on trying - by slowing down 
and repeating or paraphrasing what was said. Usually students feel better 
after trying again, both about themselves and about the impression they are 
making on the professor.

      "I sometimes must stop talking, take a moment to relax, apologize 
      and try again slowly."
      "I continue to try and explain what I wanted to say and I say it 
      more clearly." (Authors' files)

Recommendations

TIP # 1

      Don't get flustered - try to speak more slowly and clearly.

TIP # 2

      Repeat what you have said or rephrase it.

TIP # 3

      If nothing else works, try writing.

TIP # 4 

      Talk to the professor about the problem and about things which make it 
      worse (e.g., anxiety during class presentations).

TIP # 5

     You may also want to tell your professors to let you know if they don't  
      understand you.

11. CONCERNS OF STUDENTS WITH VISUAL IMPAIRMENTS AND LEARNING DISABILITIES

Issues

     This section was written primarily for students who have a visual 
impairment. Some of the concerns of students with certain types of learning 
disabilities are similar. If you have a learning disability you may want to 
read this section and see if there are issues and tips which fit your 
situation.

     Students who have a visual impairment often need technical adjustments 
to assist them with the course. For example, books may have to be audiotaped 
(or obtained from an out-of-town library on audiotape) or magnifying equipment 
may be needed for reading or for seeing the chalkboard. Some students like to 
audiotape lectures. For many students with a visual impairment, written exams 
can pose problems. Students may also need to have exams audiotaped and may 
need extra time and a typewriter or a computer to write exam answers. Professors 
may use slides, models or visual presentations such as overheads or diagrams 
in class. Visual acuity can also be necessary for labs or for field-work and 
library research. There are many ways that students with visual impairments 
can compensate. 

What Students Do

     Many students try to solve problems on their own and get organized 
early, preferably well before the course starts. They find out about the texts 
and readings in advance by calling the bookstore or the library to find out 
about reading materials for their courses and arrange to get needed books on 
audiotape. Some students cope by making sure that they arrive to classes early 
so that they can get choice seating (either at the front of the class or near 
an electric outlet where a portable computer, tape recorder, or other 
equipment may be plugged in). Also, students often make arrangements with 
classmates on their own to obtain needed assistance. Some students make it a 
point to inform themselves about special services and resources that the 
college provides by talking with the coordinator of services for students with 
disabilities (e.g., availability of "talking computers," 4-track tape 
recorders, enlarging equipment such as a photocopy machine or a Visualtek, 
supervised exam rooms where students who need extra time for exams can be 
tested).

     While handling problems on one's own is adequate for a few students, 
for most students who have a visual impairment this is not enough. Students may 
need help with the course that only professors can provide (e.g., problems 
with exams or deadlines). If this is the case, talking to one's professors is 
usually effective; most students who have a visual impairment do discuss 
course adjustments and how the disability affects their ability to succeed in 
the course. Many students make it a point to talk to the professor early, 
sometimes several weeks before the beginning of classes, but certainly before 
problems become serious. Students plan in advance what issues they want to 
raise, tell their professors exactly what the problem is, tell them what they 
can and cannot do and, if they know what sorts of adjustments work for them, 
tell professors what would be helpful (e.g., "Verbalize what you are writing 
when you write on the chalkboard or overhead." "The college has a supervised 
special room with a typewriter where I can write my exam.").

      "I try to be organized, competent and responsible before I go 
      talk to my professors."
      "I have to ask professors in advance for names of texts, reading 
      materials and handouts so I can get them read onto tape or typed 
      in braille."
      "I go see them to talk about the problem and list possible 
      solutions, listen for feedback and alternatives, and then work out 
      an agreement we are both happy with."
      "If professors don't say what's on the overheads, I ask them if they
      could read it out loud or loan me the overhead. If they forget, I 
      occasionally remind them."
      "I usually say, 'In case I need extra time to write the exam, I need 
      time-and-a-half. But I'll try to finish quickly.'"
      "I tell them I need handouts a week early or as early as possible. 
      I also tell them that I may need extra time to complete assignments." 
     (Authors' files)

How Students Feel

     Students with disabilities want to be treated like other students. 
Whenever possible, they prefer to solve problems on their own. They don't like 
to ask for help or special consideration. 

      "It is frustrating to need help to do things."
      "I don't like saying that I need extra time because other 
      students ask, 'Why?' and I don't like to be different." (Authors' files)

     When they need to ask classmates for help, however - usually for small 
things such as reading the instructions on an assignment or describing what 
was on a slide - they usually feel pretty good both before and after doing so.

      Students usually feel bad before talking with the coordinator of 
services for students with disabilities about specialized equipment. But 
talking to the coordinator is typically judged as being very helpful and after 
talking to the coordinator, students often feel that they have accomplished 
something concrete which will have positive consequences.

      Before talking to professors about needed adaptations, most students 
also feel fairly negative. They don't like the whole idea of asking for 
special consideration. They wonder whether professors will be helpful or if 
they will give them a hard time. They worry about what the professor will 
think of them. Some students are concerned about how they affect the professor 
- they don't want to impose or take advantage. Others feel bad about 
themselves and believe that by having to talk to the professor about needed 
adjustments they are losing their independence.

      "I feel uncomfortable asking the professor for an extension because 
      I want to be 'on par' with the rest of the group."
      "Will they believe that I have special needs?"
      "Will the professor give me more time to write my exam?" (Authors' files)

      In spite of their apprehensions, most students do, in fact, talk to 
their professors. Generally, they feel much more positive afterwards.  

     "When I first asked for help, it felt like an admission of defeat.  
     But I have now recognized in hindsight that I had to do it. It was OK."
     "What the heck, it's part of their job to help me. I'm not asking for 
     special favors. I just want to be on an equal footing with everyone else."
     "Professors are helpful. It makes them feel good to help me out." 
     (Authors' files)

Recommendations

TIP # 1

     Try to "head off" problems. Talk to professors about texts and readings 
     early - certainly before the problem is acute (e.g., ask for extensions 
     well before the due date when you will not be able to get the needed 
     materials on time).

TIP # 2

     Try to solve problems on your own (e.g., ask a classmate for help if 
     it is not a big job, arrange for emergency reading service, large 
      print photocopies, or a library buddy or volunteer). The coordinator 
     of services for students with disabilities at your college or university 
     is also likely to be helpful with these things.

TIP # 3
     When you cannot solve the problem on your own, talk to your professors. 
     Think about what you need to discuss with them and tell them about how 
     the disability affects your performance and ability to learn in the 
     course.

TIP # 4

     Ask professors for specific adjustments that you need (e.g., extra time 
     for exam, extension on a paper, interpretation of what is depicted on 
     slides). 

TIP # 5

      Tell the professor what you can and cannot do by yourself (e.g., 
     "I can not read the assignment if it is not enlarged but I can write 
     my answers in class").

TIP # 6

     If you know of solutions to problems which have been effective for you 
     in the past, tell your professors. Don't wait for them to suggest 
     solutions which may or may not work for you.

12. CONCERNS OF STUDENTS WITH MOBILITY AND MUSCULAR IMPAIRMENTS   

     "You have to ask for help - professors can not read your mind".
      "I merely consider my disability an inconvenience." (Authors' files)

Issues
     If the campus has elevators and is fully accessible, some students with 
mobility or muscular impairments have no special difficulties. But many 
students do encounter problems. For example, there may be problems with 
accessibility inside the classroom or laboratory (e.g., desks and lab benches 
are at the wrong height, fixed seating units or stairs in the auditorium). 
There can also be problems with attendance in case of illness or difficulties 
with transportation. Poor weather, such as heavy snow, may cause students to 
arrive late for classes. Some students also have difficulties with writing, 
especially if they have to write rapidly (e.g., lecture notes) or for a long 
time (e.g., exams).

What Students Do

      Students usually prefer to work out problems for themselves or with the 
help of classmates. This may not always be practical. For certain types of 
problems, such as accessibility of furniture in a classroom, students usually 
speak to the coordinator of services for students with disabilities. 

     For other issues, students typically talk to the professor. They discuss 
how the disability interferes with their ability to meet course requirements, 
tell the professor what is difficult for them to do (e.g., "I cannot write 
quickly enough to take good lecture notes.") and discuss their specific 
request (e.g., "I would like to audiotape classes." "I need to have my note-
taker attend classes."). If students know ahead of time that they will be 
absent or late for some classes, they often inform their professors and ask 
them what will be covered during the absence.

      "If I can't manage on my own or with friends' help or if I have a 
      problem with an assignment or exam, I go see the professor."
      "I always prepare and write down points or questions I want to 
      talk about with the professors because then I won't waste their 
      time or mine and I won't forget what I want to say."
      "I usually go to professors with a solution to the problem, not 
      just to tell them that I can't do it."
      "When I'm going to miss classes because I will be hospitalized, I 
      go tell them and find out what I'll be missing and what they will be 
      covering." (Authors' files)

     Some students with mobility or muscular impairments find that professors 
occasionally try to do too much for them - that a professor is giving help 
that the student does not want or need. In this case, instead of accepting 
what is being offered and gritting one's teeth, students sometimes tell the 
professor to treat them like any other student and note that they will 
approach the professor if assistance is needed.

      Some students, even though they might recognize that there is a problem 
which they cannot resolve on their own, do nothing about it. According to 
these students, this is an ineffective strategy and things don't generally 
improve through neglect.

How Students Feel

      Most students are not happy about needing assistance from professors. 
They feel good if they can handle a problem by themselves and generally feel 
comfortable asking classmates for help. 

     Doing things by oneself and asking classmates will not always suffice.
In this case most students realize that if they have a problem, they should 
talk to someone in order to resolve it. Nevertheless, many students hate to 
ask for things and are frustrated and annoyed that they have to do it - they 
simply don't like any special treatment. They worry that professors will be 
uncooperative or that they will think that the student is lazy. Often, 
students feel that they have to prove themselves to the professor and fear 
that the professor won't believe that their request is legitimate. 

     "I don't want to be perceived as using my disability to gain 
     extra favors."
      "There might be doubt or hesitation because my impairment is sometimes 
     not visible. But I nudge myself and go anyway."
     "I always have the doubt, 'Will they be nice to me just because I'm 
     disabled?'" (Authors' files)

      After talking to the professor, however, students generally feel much 
better. The only exception to this occurs when students already dislike a 
professor and know that he or she will not respond positively to requests. 

     Students usually feel more comfortable talking to the professor than they had 
anticipated and most students believe that talking to the professor was 
helpful. Also, students feel that they have done the right thing by 
approaching their professors and that the discussion had concrete, positive 
consequences such as getting a needed extension on an assignment. Also, when 
students ask about material to be covered during a foreseen absence, they 
believe that the professor will think well of them for asking ahead of time 
and they feel that asking will help them to keep up with the course.

      "I find that professors can be of help when they know what is wrong 
      and what help you need."
      "I felt comfortable talking to them and often found it helpful and
      interesting." (Authors' files)

      Students are generally not comfortable with the idea of having to talk 
to the coordinator of services for students with disabilities - they just 
don't like to ask anyone for assistance. Most students who have done so, 
however, feel fairly positive afterwards and believe that they have 
accomplished something which will make things easier in the future.

Recommendations

TIP # 1

      If it is feasible, try to solve the problem on your own or with the 
      help of classmates. 

TIP # 2

     If it is not possible to solve the problem on your own, you may want to 
     speak to the coordinator of services for students with disabilities in 
     order to find out about resources and services available from your 
     college (e.g., library helpers, volunteer note-takers, accessible 
     desks).

TIP # 3

     If you need assistance with something that only professors can provide 
     (e.g., extension on an assignment, extra time to write exams), talk 
     to them and discuss course issues related to your disability.       

TIP # 4

     Tell your professors about the specifics of the problem and let them 
     know what you cannot do (e.g., "I need extra time to write the exam 
     because I cannot write non-stop for long periods." "I have no control 
     over my transportation system - it is unreliable and I may arrive late 
     to class occasionally.").

TIP # 5

     If you know in advance that you will not be able to attend classes on 
     certain days, tell your professors ahead of time and ask what material 
     will be covered during your absence.

TIP # 6

     If professors are overly solicitous and try to help you with things 
     that you prefer to do on your own, tell them that you would like to be 
     treated like any other student and that you will let them know should 
     you need help. 

                  PART FOUR - KEY POINTS TO REMEMBER

     The following lists contain a general summary of the suggestions 
presented in the manual. In addition, we detail suggestions made by both 
students and professors about what students could do to succeed in higher 
education and to facilitate the teaching/learning process. Many of these 
suggestions do not appear elsewhere in this manual. The tips presented here 
incorporate suggestions for coping with a broad range of experiences and 
difficulties which students with disabilities may encounter.

13. WHAT TO DO VIS A VIS ONE'S PROFESSORS

     Before Classes Start and Early in the Term

1.   Check out your professors and your courses: check the content of 
     optional courses to make sure you can meet course requirements, speak to 
     professors before registration, observe them during the first class, 
     ask other students.

2.   Where possible, approach your professors before the term starts to let 
     them know that they will have a student who has a disability in their 
     class, to make special arrangements, and to find out about texts, 
     course requirements and evaluation methods.

3.   If this is not possible, approach professors early - preferably on the 
     first day of classes.

4.   Inform professors about the nature of your disability and discuss how 
     the disability is likely to affect your performance and ability to learn 
     in their course.

5.   Talk to professors about what you can and cannot do in the course.

6.   Educate professors about your needs so that necessary course 
     adjustments can be made (e.g., talk to your professors about the 
     implications of your disability for the course, equipment used, physical 
     limitations and abilities, problems and strengths, help needed).

7.   Inform professors of your resources (e.g., braille materials, note-
     takers, volunteers), of the services available to you, and of the 
     assistance you will be receiving. You may also want to ask your professors
     about additional resources that may be helpful.

8.   Give your professors suggestions about what they could do to make the 
     course more manageable for you (i.e., give feedback on test design, 
     grading and evaluation, state your opinions, talk to your professors 
     about previous teaching methods, problems and solutions).        

9.   If you need to use equipment (e.g., tape recorder, computer) in class or 
     if you need to have an interpreter or someone to take notes for you, 
     speak to the professor about this.

10.   Don't ask for special treatment unless it is necessary. If you can 
      handle problems by yourself, do so. But do not fail to request 
      assistance when you need it.

     During the Term

 1.  Talk to the professor before problems become serious. Do not wait until 
     there is a panic situation or until it is too late to solve the problem.

 2.  Plan in advance what you want to discuss with the professor. Think of 
     what it is you want and how your professor could help you.

 3.  Tell the professor the specific nature of any problems you are 
     experiencing (e.g., I cannot take notes and lip read at the same time, 
     my transportation system is very unreliable).

 4.  Propose solutions to problems. Tell professors what has worked for you in 
     the past - don't leave them guessing or trying to come up with solutions 
     which may be ineffective for you (e.g., ask for extra time for exams, 
     tell professors that you want to audiotape lectures, suggest that the 
     professor repeat other students' comments during class discussion 
     because you can't hear these).

 5.  Be insistent and don't be shy; make professors listen 
     to your view of what can and what can't help.           

 6.  If professors are overly solicitous and try to help you with things 
     that you prefer to do on your own, tell them that you would like to be 
     treated like any other student and that you will let them know should 
     you need help.

 7.  Do not request a reduction in work load or an exemption from course 
     requirements (although you may offer to do extra work or different work 
     of equal value). Also, do not routinely request extensions on 
     assignments.

 8.  If this would be helpful, ask professors to outline what will be covered 
     in each lecture, to present lectures slowly and clearly, and to point 
     out what is important.

 9.  Ask questions during or after class if you have not understood the 
     professor. If you need a lengthy explanation, see the professor during 
     office hours or make an appointment.              

10.  Keep in regular contact with your professors. Talk to them after class, 
     stop by during office hours, or make an appointment.

11.  Use words such as "see" "hear" and " walk" with your professors when these 
     are part of everyday language. It will help them to become 
     more comfortable when talking to you.

12.  Help professors feel comfortable with you (e.g., tell the professor 
     that it's OK to use everyday words related to your disability such as 
     "see you," "do you see my point," "listen to me," "let's walk to the 
     cafeteria"). Let them know that if they have special concerns that they 
     should ask you.

13.  If the professor doesn't understand your speech, don't get flustered. 
     Try to speak more slowly and clearly. Repeat what you have said or 
     rephrase it. If the problem is that you speak very softly, move closer 
     to the professor. If nothing else works, try writing.

14.  If you know in advance that you will not be able to attend classes on 
     certain days, tell your professors ahead of time and ask about what 
     material will be covered during your absence.

15.   Give your professors feedback (i.e., let professors know whether your 
     needs are being met and remind them to make adjustments when they forget).

16.  If you are failing because of your disability, talk to the professor 
     about what could be done to allow you to pass (e.g., extra assignments, 
     make-up exam, extra term paper or research, redistribution of grades to 
     different aspects of course requirements). Do not simply drop the course 
     before trying to salvage the credit.

17.  If you are failing and the failure is not related to your disability, 
     you may choose to do nothing or you may want to talk to the professor 
     to explain the reasons for the failure or to get feedback about what 
     went wrong.

18.  Do not ask someone else to talk to the professor on your behalf. But if 
     you need some help with suggestions about how to approach your professors 
     or with developing ideas about how adaptations can be made, talk it over 
     with the coordinator of services for students with disabilities (or 
     whoever is responsible for providing assistance to students with 
     disabilities at your institution). This person can draw on the previous 
     experiences of other students with similar concerns or with particular 
     professors. 

14. WHAT STUDENTS CAN DO ON THEIR OWN

1.   Work hard and take a keen interest in your courses.

2.   Be a good student (e.g., be attentive in class, attend class regularly, 
     do your reading assignments).

3.   Although this can sometimes be difficult, make a special effort to 
     arrive to classes on time.

4.   Try to solve problems on your own: borrow a classmate's notes, ask a 
     classmate to clarify the point, check on missed material in the text or 
     reference works or, if this works for you, audiotape the lectures and 
     listen to them again or take an interpreter to class (talk to the 
     professor before audiotaping or bringing an interpreter).

5.   Do not use your disability as an excuse.

6.   Plan ahead and be organized; start studying and preparing assignments     
     early.                  

7.   Identify problems before they arise or whenever you anticipate one and  
     not when it's too late. 

8.   Accept and know your limitations (e.g., take a lighter workload if 
     necessary).      

9.   Sit in the best physical location (e.g., in front of professor, adjacent 
     to an electric outlet for equipment).

10.  Be aware of technology that supports learning and use it both in and out 
     of class.    

11.  Learn to type or to use a computer or word processor.                                    

12.  Use the college or university's learning center or get a tutor if 
     necessary.                                       

13.  Be sure that you have adequate lecture notes (e.g., tape lectures, ask 
     other students to take notes in class for you, borrow good notes, check 
     your notes with others). Before taping lectures, however, you should talk 
     to the professor. Also, ask to borrow another student's notes, not 
     the professor's (they don't like to lend these and their notes are often 
     meaningless to anyone but the professor).

14.  Befriend other students in the class - work with them and ask for their 
     help (i.e., set up a support system).                                  

15.  Get volunteer help or a study-buddy.              

16.  If you need help from your classmates and the help needed is small or 
     occasional, ask classmates yourself. If possible, try to reciprocate by 
     helping them with something they need. 

17.  If you need ongoing help throughout the term, such as note-taking, 
     discuss this with the coordinator of services for students with 
     disabilities at your college or university.

18.  You may want to speak to the coordinator of services for students with 
     disabilities in order to find out about resources and services available 
     from your college (e.g., library helpers, volunteer note-takers, 
     accessible desks).

19.  Inform members of your class or conference/discussion group about your 
     disability if this becomes an issue or if you need their help.

20.  If all else fails, you can speak to the coordinator of services for 
     students with disabilities, the department chairperson, the ombudsman for 
     students or the academic dean.

21.  If you have concerns about social life, transportation, elevator keys 
     and the like, discuss these issues with the appropriate college 
     personnel (e.g., coordinator of services for disabled students, 
     counselor) rather than with the professor.

22.  Understand the needs of other students in your class (i.e., think of      
     other students' needs).                                                 

23.  Be patient and "keep your cool". But demand equality if evidence of 
     discrimination exists.

15. SOME FINAL WORDS

     After reviewing the evidence from our research and summarizing the 
findings for this manual, it has become clear to us that there are many things 
that students, professors, service providers, and postsecondary educational 
institutions can do to help both students and professors in the joint 
enterprise of education. Suggestions about what professors and institutions of 
higher education could do are summarized in a companion manual entitled 
"Teaching College Students with Disabilities: A Guide for Professors." Tips 
for students with disabilities on how to get along with their professors are, 
of course, summarized in the pages which precede this section.

     What has not been made explicit but is only implied by these tips is 
that students with and without disabilities often find themselves in similar 
predicaments. Students with disabilities may, however, feel different and 
believe that it is only they who are confused and troubled by needing special 
consideration from professors. Both our research and our experiences as 
students, teachers, and psychologists converge on one theme - all students 
need special consideration at some time in their academic careers. When this 
happens, students, whether they have a disability or not, feel tense and 
uncomfortable. What is also abundantly clear is that when students need 
assistance from their professors, they feel more positive about themselves, 
their professors, and their chances of doing well after discussing 
problems with the professor.

     It is important to bear in mind that when you ask professors to make 
adjustments in their teaching styles, these changes are probably helpful for 
your whole class. Everyone benefits from lectures which are audible, clear and 
well organized and from readings and assignments which are specified early.

     It might be of interest to you that professors, who are expected to be 
experts and to know it all, also have doubts and concerns about their ability 
to teach students with disabilities effectively and that they, too, feel 
better after dialogue takes place. Although they are experts in their 
disciplines, professors are not experts in how to best adapt their courses to 
students with special needs. Here, in many cases, the student is the expert. 
When both parties are baffled, trial-and-error, with good intentions and good 
faith on both sides, usually carries professors and students through. 
Sometimes, the coordinator of services for students with disabilities (or 
whoever is responsible for providing assistance to students with disabilities at 
your institution) can be consulted. These student services professionals have 
encountered many problems similar to the ones you may be experiencing and they 
have valuable expertise and resources to contribute.

     Of course, it would be naive and simplistic to suggest that all academic 
and course concerns of students can be resolved through dialogue with their 
professors. Some problems have no solution that is acceptable to everyone. 
Also, there are bad professors, just as there are bad students.

     When students encounter a professor who is not helpful or one who is 
insensitive, they may do a variety of things. Of course, a student can 
always drop the course. Alternately, the student can appeal to mediators, such 
as the coordinator of services for students with disabilities or the ombudsman 
for students, as well as to a higher authority, such as the department 
chairperson or the dean. 

     But bad professors are not the norm at most colleges and universities. 
Most professors are sympathetic and willing to help when asked. They do need 
to be asked, however. Professors are not mind readers. Also, they typically 
believe that students have the responsibility for initiating dialogue and 
making their needs known. 

     In some cases, professors do not know how to relate effectively to their 
students who have disabilities. They would like to help, but often do not know 
how and may not feel comfortable about approaching their students. Other 
professors try too hard, and, with the best of intentions, inadvertently 
patronize their students with disabilities, actions which are often resented 
by students who find this demeaning and frustrating.

     The best solution to these types of problems is, again, for students to 
initiate dialogue. Although, sometimes difficult to carry out, our research 
shows that dialogue between professors and students is the most effective way 
to resolve course problems, get on with the work which is required to master 
course material, and succeed in higher education.

                 PART FIVE - RESOURCES AND REFERENCES

16. WHOSE RECOMMENDATIONS ARE INCLUDED IN THIS MANUAL?

     The suggestions included in this manual are based primarily on the 
experiences of college and university students who have physical disabilities. 
We believe that the best advice for students is by students. There are many 
things to learn from students who have succeeded. One can also learn much from 
students whose experiences in higher education have been less positive. To 
compile this manual, we have conducted a series of studies in which we 
investigated concerns and issues both of students who have a physical 
disability as well as of the professors who teach them. 

WHAT CAN STUDENTS DO?

     Thirty-seven students with various physical disabilities participated in 
our first study. All of them had completed at least one semester of 
postsecondary education. Most of the participants were currently students in 
college or university. Others had graduated or dropped out during the previous 
3 years. We made sure that the participants represented different types of 
academic programs in various colleges and universities. Some students had just 
completed their first semester. Others were in graduate school. Some students 
were young - just out of high school. Others were older and had returned to 
school later in life.

     We asked these 37 students as well as 74 professors who had experience 
teaching students with physical disabilities the following questions. "What 
can students do to help the professor teach students with disabilities more 
effectively?" "What can students do to make courses more manageable for 
themselves?" The student and professor participants made almost 1000 
recommendations about what would be helpful. We grouped these suggestions into 
categories and included them in this manual (see Sections 13 and 14).

WHAT SHOULD BE DONE IN PROBLEMATIC SITUATIONS?

     The next step was to ask some students with disabilities and some 
professors who have had experience teaching disabled students to identify 
those academic situations where they had concerns or had encountered problems 
in the past. Once this was done we asked them to indicate what both students 
and professors typically did in these situations. Initially, we didn't ask 
people to state whether these were desirable or undesirable things to do - the 
students and professors simply told us what happened. We then compiled a long 
list of these behaviors, some of which were student initiated and some which 
were professor initiated. Then we asked all 37 students with disabilities and 
all 74 professors to rate the appropriateness of each of the behavioral 
options available to both students and to professors in these frequently 
encountered problematic situations. The findings about appropriate and 
inappropriate behaviors identified by these students and professors are also 
included in Sections 13 and 14 of this manual.

     The results of the study on appropriate behaviors showed that, 
generally, professors and students agree on what are desirable and undesirable 
things to do. One finding of particular interest indicates that both students 
and professors believe that it is more desirable that the student approach the 
professor concerning needed course adjustments than it is for the professor to 

approach the student. The results also showed, however, that students with 
disabilities evaluated requests for special consideration made by disabled 
students more negatively than did professors. This raised the next question of 
whether students with disabilities are underestimating the appropriateness of 
requesting special consideration from their professors or whether their doubts 
are justified. 

STUDENTS WITH AND WITHOUT DISABILITIES

     To answer this question, 37 disabled students and 62 nondisabled 
students from similar programs and postsecondary education institutions rated 
the appropriateness of requesting and receiving special consideration. We 
found that, generally, students with disabilities felt that it was less 
appropriate for a student with a disability to request or be granted special 
treatment than their nondisabled peers believed was the case for able-bodied 
students. This suggests that in the process of ensuring that they are treated 
equally, students with disabilities may feel less comfortable than nondisabled 
students when approaching the professor to discuss course concerns. Perhaps 
more importantly, students with disabilities may be requesting less 
consideration than their nondisabled peers, a situation which could impede 
the student's academic progress and turn the disability into a handicap.

WHAT DO STUDENTS ACTUALLY DO AND WHAT WORKS?

     The findings of these three studies formed the basis for understanding 
what students and professors should do and led to the following question in a 
fourth investigation. What do students actually do and what do they think and 
feel in commonly experienced situations involving their professors? To study 
this question we selected the most common academic situations in which 
students and professors interact and interviewed 75 students with various 
physical disabilities about their experiences. For each of these situations we 
asked students the following series of questions. In this situation, how did 
you feel? What did you do? How did you feel about what you did? How effective 
was what you did? Students' responses to these questions are summarized in 
Parts Two and Three of this manual.

     We also asked these 75 students to nominate some of their favorite 
professors. We interviewed 57 of these outstanding professors and also asked 
them about their thoughts, feelings and behaviors. We summarized their 
responses and included these in a companion manual for professors. Of concern 
in the present manual are suggestions made by these professors regarding what 
students with disabilities could do to manage better academically and to make 
it easier for professors to teach them effectively. These suggestions are 
included in Sections 13 and 14.

TIPS FOR STUDENTS BY STUDENTS

     In summary, this manual reflects the views, experiences, and 
recommendations of students with disabilities. In Part Four - Key Points to 
Remember - we have combined suggestions made by students and by professors. 
Our contribution has been to carry out the studies, to interpret the results 
and to compile the suggestions into this manual. We have not editorialized or 
provided our own opinions - that would have destroyed the concept of tips for 
students with disabilities by students who have disabilities and by the 
professors who have taught them.

17. RESOURCES

     AHSSPE (Association on Handicapped Student Service Programs in 
Postsecondary Education). P.O.Box 21192, Columbus, Ohio, U.S.A. 43221.

     Ellis, D.B. (1984). Becoming a master student (4th ed.). Rapid City, 
South Dakota: College Survival Inc.

     Fichten, C.S., Goodrick, G., Amsel R. & Libman, E. (1989). Teaching 
college students with disabilities: A guide for professors. Dawson College, 
Montreal, Quebec, Canada.

     Hawes, G.R., & Hawes, L.S. (1981). Hawes guide to successful study 
skills: How to earn high marks on your courses and tests. New York, N.Y. and 
Scarborough, Ontario: New American Library

     HEATH Resource Center (Higher Education and Adult Training for People 
with Handicaps - The National Clearinghouse on Postsecondary Education for 
Handicapped Individuals). One Dupont Circle, N.W., Suite 800, Washington, D.C.  
20036-1193.

     McCloskey, L. & Doe, T. (1987). EPIC - Educated People in Control: An 
instructional text for disabled students, administrators and institutions in 
post-secondary education. Ottawa: National Educational Association of Disabled 
Students (NEADS).

     Meiland, J.W. (1981). College thinking: How to get the best out of 
college. New York, N.Y. and Scarborough, Ontario: New American Library.

     NEADS (National Educational Association of Disabled Students). 4th Level 
Unicentre, Carleton University, Ottawa, Canada K1S 5B6.

     Nieves, L.R. (1984). Coping in college: Successful strategies. 
Princeton, N.J.: Education Testing Service.

     Pauk, W. (1984). How to study in college (3rd ed.). Boston: Houghton 
Mifflin.

18. REFERENCES

Amsel, R., & Fichten, C.S. (in press). Interaction between college students and 
   their professors: A comparison of students' and professors' views. College
   Student Journal.

Amsel, R., & Fichten, C.S. (1988). Interaction between disabled and 
   nondisabled college students and their professors: A comparison of professors' 
   views. Presentation at the S.M. Dinsdale International Conference on 
   Rehabilitation, Ottawa, Ontario. Abstracted in the Canadian Journal of 
   Rehabilitation, 1(4Supp.), 57-58.

Amsel, R., Fichten, C.S.,  Goodrick, G., Libman, E., & Tagalakis, V. (1989, 
   June). Teaching college students with disabilities: Tips for professors.    
   Presentation at the 4th Canadian Congress of Rehabilitation, Toronto,    
   Ontario, Canada.

Fichten, C.S. (1988). Students with physical disabilities in higher education: 
   Attitudes and beliefs that affect integration. In H.E. Yuker (Ed.), 
   Attitudes toward persons with disabilities (pp. 171-186). New York, 
   NY:, Springer.

Fichten, C.S., & Amsel, R. (1988). Interaction between disabled and 
   nondisabled college students and their professors: A comparison of students's 
   views. Presentation at the S.M. Dinsdale International Conference on 
   Rehabilitation, Ottawa, Ontario. Abstracted in the Canadian Journal of 
   Rehabilitation, 1(4Supp.), 58-59.

Fichten, C.S., Amsel, R., Bourdon, C.V., & Creti, L. (1988). Interaction 
   between college students with a physical disability and their professors. 
   Journal of Applied Rehabilitation Counseling, 19(1), 13-20.

Fichten, C.S., Bourdon, C.V., Creti, L., & Martos, J.G. (1987). Facilitation 
   of teaching and learning: What professors, students with a physical 
   disability and institutions of higher education can do. NATCON (Special 
   Edition - Vocational counseling and rehabilitation), 14, 45-69.

Fichten, C.S., Goodrick, G., Amsel, R., Libman, E. & Tagalakis, V. (1989, June). 
   Factors influencing effective and ineffective interaction between college 
   students with disabilities and their professors. Presentation at the 4th 
   Canadian Congress of Rehabilitation, Toronto, Ontario, Canada.

Goodrick, G., Fichten, C.S., Amsel, R., Libman, E. & Tagalakis, V. (1989, June). 
   Relating effectively with professors: Tips for college students with 
   disabilities. Presentation at the 4th Canadian Congress of Rehabilitation, 
   Toronto, Ontario, Canada.
        
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