Discussing Accommodations with Faculty

Preparing for a meeting with your professor about accommodations is an important step to ensure the conversation is productive and that your needs are clearly communicated. Here’s how you can prepare:

  1. Review your accommodation plan: Before the meeting, thoroughly review your accommodation plan provided by the disability services office. Make sure you understand each accommodation and how it applies to your specific needs.
  2. Make a list of your needs: Write down the specific accommodations you require for the class. Include any additional support you might need that is not covered in the plan. Be ready to explain how each accommodation will help you succeed in the course.
  3. Gather documentation: Bring a copy of your accommodation plan and any relevant documentation from the disability services office. This provides official support for your requests and helps guide the discussion.
  4. Prepare talking points: Outline the key points you want to discuss during the meeting. This might include explaining your disability, describing how it affects your learning, and sharing why certain accommodations are necessary. Having a clear agenda can help keep the conversation focused and efficient.
  5. Consider potential questions: Think about any questions your professor might have and prepare your responses. This could include how the accommodations will be implemented, any adjustments that might be needed and how you will communicate if issues arise.
  6. Practice the conversation: If you’re nervous, practice what you want to say with a friend, family member or counselor. This can help you feel more confident and articulate during the actual meeting.
  7. Schedule the meeting: Choose a time that works for both you and your professor, ideally during their office hours. Make sure to schedule the meeting well in advance to give your professor time to prepare.
  8. Bring a positive attitude: Approach the meeting with a positive and collaborative mindset. Remember, your professor is there to help you succeed, and working together can create the best outcomes.

Using role-playing scenarios and conversation starters can be an effective way for students to prepare for discussions with their faculty about accommodations. This approach helps students practice what they want to say, anticipate potential questions, and build confidence. Here’s how a student can use these techniques:

Role-Playing Scenarios

  1. Identify common situations: Think about typical scenarios where you might need to discuss accommodations with your professor. For example, requesting extended time on exams, needing note-taking assistance or asking for flexibility with deadlines.
  2. Create scripts: Write out scripts for these scenarios. Include both your part and potential responses from your professor. This helps you think through the conversation and prepare for different outcomes.
  3. Practice with a partner: Find a friend, family member or counselor to role-play with you. Take turns playing the student and the professor. This practice can help you get comfortable with the conversation and receive feedback on your approach.
  4. Adjust based on feedback: Use the feedback from your role-playing partner to refine your approach. Adjust your tone, body language, and responses to make the conversation more effective.

Conversation Starters

  1. Introduction: Start the conversation by introducing yourself and stating the purpose of the meeting. For example, “Hi Professor [Name], I’m [Your Name] from your [Course Name] class. I wanted to discuss my accommodation plan with you.”
  2. Explain your needs: Clearly explain your disability and the accommodations you need. For example, “I have a documented disability that affects my ability to take notes during lectures. I would like to discuss how we can implement note-taking assistance in your class.”
  3. Provide documentation: Offer your accommodation plan and any relevant documentation. For example, “Here is my accommodation plan from the disability services office, which outlines the accommodations I need.”
  4. Discuss implementation: Talk about how the accommodations can be implemented in the class. For example, “I was thinking that I could use a note-taking app during lectures. Would that be acceptable, or do you have any other suggestions?”
  5. Ask for feedback: Invite your professor to share their thoughts and ask any questions they might have. For example, “Do you have any questions about my accommodations or how we can best implement them in your class?”
  6. Express gratitude: End the conversation by thanking your professor for their time and support. For example, “Thank you for taking the time to discuss this with me. I appreciate your support in helping me succeed in your class.”

Example Role-Playing Scenario

Student: “Hi Professor Smith, I’m Alex from your Biology 101 class. I wanted to discuss my accommodation plan with you.”

Professor: “Of course, Alex. What accommodations do you need?”

Student: “I have a documented disability that affects my ability to take notes during lectures. I would like to discuss how we can implement note-taking assistance in your class. Here is my accommodation plan from the disability services office.”

Professor: “I see. How do you usually handle note-taking?”

Student: “I was thinking that I could use a note-taking app during lectures. Would that be acceptable, or do you have any other suggestions?”

Professor: “That sounds reasonable. Let’s try that and see how it works. If you encounter any issues, let me know, and we can adjust as needed.”

Student: “Thank you, Professor Smith. I appreciate your support in helping me succeed in your class.”

Tips for Maintaining a Positive and Productive Dialogue

Maintaining a positive and productive dialogue with faculty about accommodations is crucial for ensuring that your needs are met effectively. Here are some strategies to help you achieve this:

  • Be Respectful and professional
    Approach the conversation with respect and professionalism. Use polite language, maintain a calm tone and show appreciation for your professor’s time and effort. This sets a positive tone for the discussion.
  • Listen actively
    Listen to your professor’s responses and feedback. Show that you value their input by nodding, making eye contact and responding thoughtfully. Active listening fosters mutual respect and understanding.
  • Be clear and consise
    Clearly articulate your needs and how the accommodations will help you. Avoid jargon and be specific about what you require. This helps your professor understand your situation and how best to support you.
  • Stay open to suggestions
    Be open to your professor’s suggestions and willing to discuss alternative solutions. Flexibility can lead to finding the most effective ways to implement accommodations that work for both you and your professor

Example Conversation

Student: “Hi Professor Jones, I wanted to check in about the note-taking accommodation we discussed earlier. It’s been really helpful, but I’ve noticed that I sometimes miss key points during fast-paced lectures. Do you have any suggestions on how we might address this?”

Professor: “I’m glad to hear the accommodation is helping. Perhaps we could arrange for you to record the lectures as well, so you can review them later. Would that work for you?”

Student: “That sounds like a great idea. Thank you for the suggestion, Professor Jones. I appreciate your support.”