Five Things All Professors Should Know
August 1, 2011 § 14 Comments
As school begins to start at universities around the country, one of the things about which I always get the most nervous is how my professors will react to my needs. Usually, the e-mail and first face-to-face interactions clear the air of most stigmas and things right away, but just in case you (or your professors) run in to any problems, here are ten things that professors should know about (most) students with disabilities.
Students with disabilities are students first. Think back to middle school. You didn’t want to be called out in the middle of the hallway simply because you had a Texas-sized zit in the middle of your forehead. If a student in your class is doing something a little differently or acting a bit differently, wait. Wait until after class to discuss anything you may think is questionable. Pull them aside privately and let them know your thoughts. As with any student, those of us with disabilities enjoy having the opportunity to educate you and explain how things work. In this situation, don’t be afraid to ask the student if he/she could find an alternate way to complete the task. Believe it or not, but just as you are willing to accommodate us, (most) of us are more than willing to accommodate you. Just ask!
It helps (most) of us to have a way to express ourselves in terms of our disabilities. Some students with disabilities are uncomfortable with disclosure in the classroom in terms of openness with classmates, and that’s perfectly understandable. Those of us who bring up the fact that we would like to present on a topic related to our disability that fits in with content view it as a way to advocate and educate. If at all possible, allow your student the opportunity. If you teach another course in which the material may be more appropriate, let us know. It’s always a joy to educate, and the few times that I’ve done lecturing for my mentor, it’s the most fulfillment I’ve gotten from anything in a long while. And if your student needs assistance, don’t hesitate to give them my contact information!
Accommodations are tried and true methods that just work. You probably know that specialists on staff at the university have previously approved accommodations granted to a student, and these accommodations are based on medical documentation and a review of past histories from high school as to which accommodations were used and most effective. If a student is using accommodation in a way that you deem inappropriate, let the student know, and then be open to the reasons that they give and the way that they are explaining themselves. Yes, you have authority over your classroom, but ultimately, students know their needs and accommodations best. Grant them that expertise and authority over their personal learning process, and it will be freeing for both of you!
One-on-one time works like a charm. In my experience as a student, students with disabilities are the most common type of student you’ll see show up at your door during office hours is a student with a disability. Why? There are three main reasons, I would say, for most of us. One is that some of us have immature central nervous systems, making the chaos of a classroom difficult to tune out. (This is mostly true for me during group activities when everyone is all around the room.) Secondly, sometimes, other things are in our way during lecture. During a tough pain cycle, it’s difficult to intently focus to the degree that is expected and necessary to retain material. Lastly, a professional relationship with most people with whom we come in contact is often helpful for letting both parties know the authenticity of your efforts. Some of us (like myself) enjoy a really intellectual chat, and my professors are some of the smartest people I’ve ever met.
Medical complications may arise. My disability does indirectly affect my academic experience in the classroom, but it also means that I may have a rough day with pain management, with balance issues, and with general mobility. Those are the days that you may receive requests for extended time to complete a paper or other assignment. Most often, I have attached the work that has already been completed on the assignment so that the professor understands that I’m not buying time. Usually, I can anticipate when things are going to be shaky a day ahead of time, as with most motor oriented disabilities, so you may hear from the student a day ahead of time. If at all possible, grant what you think is appropriate. Most students with disabilities work harder than the average student just in everyday functions, but don’t be afraid to ask questions.
The number one thing that you should know, though, is that it’s perfectly okay, in any situation, to ask questions. You do have a right to know why.
Students and professors, what are your top five things that you want other students and professors to know about students with disabilities?
Erin,
This is an informative post, thank you for sharing your perspective and some great ideas on ways for educators to learn from students with disabilities. Have you considered doing a companion piece or two?
I’d love to read one geared towards learners who might not be as comfortable as you in approaching teachers re: their needs. Or one that provides educators with specific signs and/or signals (even resources) they could use to help students who may be experiencing a LD without being diagnosed?
Keep writing and keep challenging, you are good at both.
GNA
GNA,
Thanks for reading, for your encouragement, and for your blogging inspiration! One of your post ideas was just blogged. As always, thanks for the insightful conversations!
Thank you so much for this thoughtful article. As an adjunct prof I appreciate the information and as the parent of a child with a disability that is not always obvious, this was very helpful.
We now have a routine where my daughter, husband and I give a presentation to my daughter’s elementary school class each September about her medical needs. We find that the more information we can give the class the more they just accept our daughter’s reality. And they are always impressed by her knowledge of her own condition. I am not saying that this transfers to a university setting, but as a prof I can’t respond to a situation I don’t understand, so more info is helpful. I have always been a very private person, but my daughter has taught me the benefit of sharing and the beauty of group support.
Thanks again,
Jennifer
Jen,
You’re so welcome, and thanks for reading! The presentation idea is a wonderful one! Best of luck to you at the start of a new semester!
[...] Unwealthy, and Becoming Wise Skip to content HomeAboutErinContact ← Five Things All Professors Should Know August 2, 2011 · 11:48 pm ↓ Jump to [...]
I have had several students who have approached me independent of their accommodation materials to discuss their needs. It serves to remind me that each of the students in the class has their own needs and they rarely have an advocate or a voice in the room. I encourage all of students to take control of their environment and their education. They are the ones who are paying for the class and the cost will be even greater if they fail to realize that I am not the one to be impressed by their accommodation of my quirks and needs. Good post. Keep them coming!
It sounds like students greatly benefit from your course content and classroom environment. Speaking from the college student community, we really appreciate that kind of hospitality, if you will. Thanks for your input, kind words, and inspiration!
Since I’m not a Special Education Major, having little reminder notes like this really help in bridging the gap in understanding. Thanks.
First of all, I think it’s wonderful that you are a voice and advocate for yourself and others with disabilities. Everyone deserves equality and opportunities to be successful, and when you take the time to write something like this, you are moving us all forward in our tolerance of all stripes of humanity.
Second, you specifically asked me to comment on these ideas as they relate to my young students. It’s a thought provoking request. I will admit last year it never really occurred to me to have any substantive dialogue with my students about their disabilities. Part of this was because of their ages (5-8) and part was because theirs are mainly learning disabilities. I’m not so sure they have a sense yet of their disabilities and how they affect their learning – what they know is that some things are difficult and they think that makes them different or stupid. (Admittedly, I need to do a better job of cutting off this kind of thought before they can think it.) This year, with 3rd graders, I think I can have more frank discussions about how we can work together to help them learn. However, even when I do tell them they should let me know if something isn’t working for them, etc., that is a skill that needs to be developed over years. Eight year olds won’t advocate for themselves the same way a college student will. On the other other hand, self-advocacy is so important, so I will continue to help them develop a voice for their rights on a small scale and larger scale as necessary.
Does this help you at all or did I totally ramble aimlessly?
[...] Erin had approached me about sharing my thoughts on how this applies to my young learners. I’m so glad I finally had time to read her post. I’ll encourage you to do the same, and check out my comments, by clicking here. [...]
Wow, this is helpful! Thanks a lot!
[...] ~“Five Things Professors Should Know (about students with disabilities)“ [...]
[...] them to my situation at the beginning of the semester, that was only the beginning. When I wrote a post giving advice to professors on how to manage students with disabilities, I started realizing that I was exercising my own [...]
[...] copious amounts of late-night coffee to finish writing my book draft, Erin Breedlove’s post on the five things professors should know about students with disabilities rattled around in my brain. (As did this response to her post from the perspective of a professor [...]