☰ In This Section

Individual contact is available at the freshman level to provide instruction and modeling of advocacy skills and accessing of services By the time students are juniors and seniors, our one-on-one time has lessened, as they have gained the skills needed to be their own best advocate. Achieving independence over time is the goal.

Two-tiered Model of Service:

  • Accommodations provided by law
  • All accommodations are provided by our Accommodations Team
  • Accommodations are in place to remove the academic barriers that exist due to the manifestations of the disability
  • Accommodations are not meant to guarantee success for the student, they are to ensure fair and equal access
  • Individual meetings with a Disability Specialist are an additional service beyond legal mandates


  • Exams: extended time, reader, writer, computer for typing answers, limited-distraction environment
  • Classroom: notetakers, recording lectures
  • Individual: alternative format materials (i.e. recorded or scanned textbooks)
  • Authorized accommodations are based on the unique manifestations of the documented disability and the functional limitations resulting from the disability; therefore, not every student will receive the same accommodations.

Meeting with a Specialist


  • Clarify the student's documentation as a first-step to explaining authorized accommodations
  • Get feedback from each student on an ongoing basis regarding the effectiveness and appropriateness of their accommodations


  • Assist student in selecting classes for the next term and in preparing to meet with their faculty advisors
  • Help students negotiate their way through petitions, incompletes, etc.


  • Clarify what the assignment is asking for or refer the student to the professor for further clarification
  • Help the student figure out what steps to follow and what resources to use to get an assignment done
  • Help students determine why an assignment might not be going well

Communication with Professors:

  • Help student decide what the professor needs to know
  • Help the student plan how to approach the professor and communicate information

Help the student figure out how to contact hard-to-reach faculty

Engage in direct advocacy with professors only if invited to do so by the student and if such an action is compatible with the student's independence

General Academic Monitoring:

  • Discuss how each of the student's classes is going
  • Help the student identify and articulate what is working well and what is interfering with success
  • Refer the student to academic resources such as the tutoring program and supplemental instruction
  • Study Skills and Organization:
  • Provide modeling of study strategies such as creation of mnemonic devices, reading comprehension techniques, etc.
  • Help student design a time management program that will fit his/her cognitive style and lifestyle
  • Model how to set up and use planners and "master notebooks" to organize course material. For example, using a 3-ring binder with tabs for the syllabus, lecture notes, completed texts, lab reports, vocabulary lists, etc.