Self-disclosing to academic advisor:

What is important for him/her to know to better help you put together a manageable schedule?

• More alert, do better in early morning;
• Joints/body aches in early morning;
• Topics regarding a trigger reaction (e.g. seizure, anxiety, post traumatic stress);
• Difficult topics require more time (e.g. math, foreign language);
• Need time to eat and take medication(s) at certain time(s) of the day.

What factors/variables are important in choosing your classes?

• Class format (small group discussion v. large lecture);
• Teaching style;
• Exam format (essay v. multiple choice);
• Amount of reading;
• Number of credit hours (desired or manageable v. advised or required)

 Course selection:

Is math an area of difficulty for you?

• Create a schedule that will allow more time for difficult topics—fewer credit hours—for that semester.
• Discuss taking the course(s) in the Summer, through Independent Study & Correspondence, at another school (e.g. community college).

How do you handle a lot of reading?

• Inquire how much reading is required in the courses you will be taking.
• Get texts early and begin reading ahead.
• Ask about books on tape or other means of reading texts. 

What foreign language experience have you had?  Is it required for your major?

• Identify options & info (e.g. majors or schools w/o language requirement; alternatives to language, such as "area of concentration" or computer skills or culture courses; degree options, B.A. vs. B.S.).

Differences that matter:

M/W/F classes are approximately 1-hour long; T/Th classes are approximately 1 ½-hours long.  What difference does that make for you?

• Number days/week of being in-class for continuity, practice, (2 v. 3);
• Amount of time required to pay attention, be seated in class (1 v. 1 ½). 

Large classes vs. small classes? Options of how to meet needs: 

• Permission from instructor for enrollment in full courses;
• Different course for same requirement;
• Take in Summer, Fall, Spring (be sure course is offered that semester);
• Ability to hear, see, focus, interact;
• Ask about Priority Enrollment as appropriate option.

How many hours do you think that you want to take?

• Rule-of-thumb: 1 hour in class = 3 hours out of class preparation;
• Impact on scholarship, financial aid, Voc Rehab, other;
• Concern of time (years to graduate, cost) v. level of achievement (GPA).

When are you most alert? 

• Is there anything that would affect you taking AM classes?  PM classes?

 How much time are you allowing between classes? 

• Amount of time necessary to get to next class (look at the map!)
• Ability to get organized before beginning class, to re-focus; P
• ossible time necessary to prepare for class (e.g. read, write lab report, review notes, complete project).
• Desired time to relax, study, eat, take medication(s), etc.

Course style:

• Instructor style – how do you learn best (lecture, participation, read on own)?
• Test format – explain to the academic advisor or consider how you do on different types of tests (multiple choice, essay, short answer). 
• Talk with instructor/department and/or look at a syllabus BEFORE enrolling in a course.  Many syllabi are on-line.

 Source:  “College 101: Students with Disabilities” –Oklahoma St Univ