Please Note: When communicating with DAS and other OSU departments, admitted students must use their ONID email accounts in order to ensure security of information and verified identity. Failure to use your ONID email may result in delayed or discarded messages.
- Working with Your Academic Advisor
- Requesting a Meeting with an Instructor
- First Meeting with an Instructor
- Disclosing Your Disability
- Recruiting Your Own Notetaker
- Problem with a Notetaker
- Communicating with Group Members
- Requesting Extra Help
- Reporting Alternative Testing Problems to a Proctor
- Questions Regarding Grades
- Working with CAPS
Working with Your Academic Advisor
Your academic advisor is an important resource for you here at Oregon State. Each college has their own advising structure, so depending on your college and major your academic advisor may be a full-time professional faculty or a professor. Your advisor will aid you in planning your course schedule and help you select courses that meet Baccalaureate core, degree requirements, and work with you to graduate on-time. It is important to meet with an academic advisor regularly so that you can track your progress and construct a schedule that works best for you.
Although you are not required to disclose disability information to your advisor, depending on your needs you may wish to disclose information about your disability to your advisor. Here are some things to consider:
- If your disability impacts mobility: it may be difficult for you to have courses scheduled back-to-back. It may be helpful to let your advisor know that your disability impacts your ability to travel across campus quickly.
- If your disability impacts alertness or requires you to take medication: If your medication affects your ability to be alert during certain times in the day (i.e. in the morning) it may be helpful to let your advisor know that your disability affects your ability to be alert at certain times so this can be taken into consideration during your course scheduling.
- If you have a learning disability/ADD/ADHD: The impacts of your disability may be lessened by the type of teaching style, course type, structure, and organization. If there are several different instructors teaching a course you need, it may be worth investigating (through the academic advisor, other students, or the faculty member) what the course is like. In addition, finding balance in your course schedule can help make the term more manageable for you. For example, if you have dyslexia you should avoid taking several classes that require extensive reading and writing at the same time.
By understanding how your disability impacts you in the classroom and communicating these impacts, you may be able to help your advisor plan a schedule that works better for you.
Requesting a Meeting with an Instructor
E-mail Template
Dear [insert Professor's title and last name i.e. Prof. Jones, Dr. Smith],
I am contacting you to set up a meeting to discuss the accommodation letter recently sent to you from Disability Access Services. I plan to stop in to your office hours after class on [insert your day, i.e. Wednesday. Unfortunately your office is not physically accessible to me. Can we find an alternate space to meet?
E-mail Template
Dear [insert Professor's title and last name i.e. Prof. Jones, Dr. Smith],
I am contacting you to set up a meeting to discuss the accommodation letter recently sent to you from Disability Access Services. Unfortunately I have class during your office hours, so I am hoping we can find an alternate time to meet. I am free all day Thursday and after 12 pm on Friday. What time works for you?
E-mail Template
Dear [insert Professor's title and last name i.e. Prof. Jones, Dr. Smith],
I am contacting you to set up a meeting to discuss the accommodation letter recently sent to you from Disability Access Services. Unfortunately your office is not physically accessible to me. Can we find an alternate space to meet?
First Meeting with an Instructor
Think about your specific accommodations beforehand so that you're prepared to express your needs. Examples: if you have a strong desire to test in the instructor's location, if you have overhead copies as an accommodation, see Disclosing Your Disability, Notetaking, etc.
Conversation Starter
"Hi, my name is [insert your full name], and I'm in your [insert your class name and number] class. DAS sent you a notification about me, and I'd like to talk about my accommodations."
Disclosing Your Disability (to faculty, classmates, roommates, supervisors, social groups, advisors, etc.)
In order to be successful, students may need to disclose their disability with faculty, roommates, advisors, etc. Typically, when disclosing a disability it is best to focus not on the condition itself, but how the condition impacts your education, and what you need in order to be successful.
Conversation Starter
Situation: A student with ADHD is meeting with their instructor about getting a reduced-distraction testing location.
"When I'm in a full classroom taking a test, I have difficulty tuning out some of the sounds that other students can, like papers shifting, throats clearing, etc. A separate testing space will allow me to focus on the test and perform to my best ability."
Conversation Starter
Situation: A student with a learning disability is registering for classes with an advisor who suggests they take a 17-credit load.
"It takes me longer than other students to get through reading material. I want to do well this term, so I think we should look at 12-15 credits, and mix up the classes so that I have some that don't require a great deal of reading."
Conversation Starter
Situation: A student who uses a wheelchair is in a group whose members have proposed meeting in a non-accessible location.
"That building doesn't have a ramp for me to get into it. How about we meet at the library instead?"
Recruiting Your Own Notetaker
Students who recruit their own notetaker are more likely to be satisfied with their notes. During class keep a lookout for students who appear to be taking good notes. How do you spot a good notetaker? Characteristics of a good notetaker: someone who is organized, who sits at the front of the room, and someone who always attends class. Here is an example of how to approach a potential notetaker after class:
Conversation Starter
"Hi [insert name if you know it], I noticed that you are taking really good notes in class. I am a student who uses services through DAS (Disability Access Services) and I am looking for a notetaker. DAS pays notetakers for their notes. If you are interested you can go online to sign up at http://ds.oregonstate.edu or go over to their office in A200 Kerr Administration. We can go over there together if you would like."
Once you've recruited your own notetaker, be sure to e-mail or call Notetaking Services to let us know the name of your preferred notetaker so we can be sure to assign them.
Problem with a Notetaker
Before you contact Notetaking Services try and resolve the issue with the notetaker. A simple email can go a long way!
E-mail Template
Subject: Not receiving notes for [insert your class name and number]
Hi [insert notetaker's name],
I checked DAS Online Services after class today and I didn't see last week's notes uploaded. I just wanted to check in to make sure that you aren't having problems with the online system. I really need the notes uploaded so that I can study for the upcoming [quiz, test, final]. Please email me back and let me know if you are having issues or when you can upload the notes.
I'd really like to keep you as my notetaker, the first week's notes you uploaded were great!
If you are having technical issues you can always contact Notetaking Services at (541) 737-3672 or go into the office at A200 Kerr Administration Building.
Thanks,
[insert your name]
E-mail Template
Subject: Incomplete Notes [insert your class name and number]
Hi [insert notetaker's name],
I received your notes from class yesterday. I really appreciate you for uploading your notes on time. I do have a few suggestions that would really help me get more out of the notes.
[List your suggestions here. Be direct, but also polite. Keep in mind every student takes notes differently. Here is an example: The professor really places an emphasis on understanding the formulas and I think it would help if you could write down all the examples worked out on the board instead of just listing the formulas.]
Thanks,
[insert your name]
Communicating with Group Members
Conversation Starter
"Hello, my name is [insert your full name] and I was assigned to work with you on the group project in [insert your class name and number]. In order for our project to go smoothly, there are a few things I'd like to share with you about my working style."
- "I communicate better in writing and would like to provide my comments by email."
- "I tend to be a perfectionist and might need encouragement to say, 'Good enough.'"
- "I have difficulties with public speaking and would prefer to be assigned duties other than spokesperson."
- "It might take me a few minutes to respond to your questions. I'll appreciate your patience!"
- "I struggle to hear in noisy environments and might need you to repeat some things."
- "I can't follow a conversation if more than one person is speaking at the same time."
- "I can be sensitive to noise, lights, or smells. I work best in a quiet, distraction-free environment. Perhaps we could reserve a group study room in the library?"
Requesting Extra Help
E-mail Template
Dear [insert Professor's title and last name i.e. Prof. Jones, Dr. Smith],
I am experiencing difficulties understanding and being able to complete the assignment for [insert your class name and number] that is due on [insert date]. Would it be possible to meet with you during your office hours on [insert date] so that I can receive some additional help?
In the meantime, are there other resources you could recommend that might help me understand the material better?
Thanks,
[insert your name]
Reporting Alternative Testing Problems to a Proctor
If environmental or situational circumstances are negatively affecting your exam performance, and if these circumstances can be influenced by your proctor, students should inform the proctor as soon as possible during the test so that action can be taken. Do not wait until the exam is finished to complain, as that will likely be too late.
Conversation Starter
"Excuse me, but the student sitting across from me is constantly cracking their knuckles."
Conversation Starter
"My exam seems to be missing a question."
Conversation Starter
"The people out in the hallway are talking really loud and I cannot concentrate."
Questions Regarding Grades
It is important to track your progress in your classes. One way to do that is to keep track of the grades on each of your assignments through Blackboard or assignments/tests returned to you.
If you receive a low grade on an assignment or an exam you may want to meet with your instructor or TA to go over the questions you missed to help prepare for future exams or the final.
First, check your instructor's office hours to see if you can attend. If you have to request an appointment outside the instructor's office hours check the syllabus to see if your instructor has a preferred method of communication/way of setting appointments: phone, email, or talking after class.
For essays or papers, check to see where you missed points, if it is not clear ask the instructor for specific areas where you could improve.
Make sure you have reviewed the exam and write down questions or issues you had with specific parts of the exam/assignment, look for patterns in the types of questions you missed.
Conversation Starter
"I had a concern about my grade on this exam test/assignment/quiz. Can we review the exam test/assignment/quiz together, so that I can have a better understanding of your expectations?"
Conversation Starter
"I had a concern about [insert your concern] and I am not sure where I went wrong, can we work through one of these problems together?"
Conversation Starter
"It looks like I missed points on my introduction/conclusion/[insert area of concern] and I would like the opportunity to talk about how I can improve on my next paper/essay."
Working with CAPS
Conversation Starter
"Hello, my name is [insert your name] and I would like to meet with a counselor...
- right away."
- as soon as possible."
“The reason I need to meet with a counselor is...
- I'm feeling depressed."
- I'm feeling lonely."
- I'm feeling anxious."
- I'm feeling confused."
- I'm feeling isolated."
- I'm feeling suicidal."
- I'm feeling like I need to talk to someone."
- I'm not sure what's going on."
"I think I'd do best working with a [insert either male or female].
- "I can be sensitive and prefer working with a clinician who has a kind and gentle counseling style."
- "I prefer to work with someone who is direct and holds me accountable."
I think I need to meet with a counselor [insert number of times per week/month/term]. If you are unable to see me as often as I need, can you recommend a psychologist/counselor/psychiatrist in the local area? What should I do if I think I'm in a crisis situation?