Tips:
Research your university’s accommodation center and set up time to speak with them about how to educate and notify your professors of your disability
Discuss what type of accommodations are available to you with your accommodation center
Get involved with your university’s accommodation center. It’s a great way to meet individuals who share a similar experience
Speak with your professors about your accommodation(s)
Research your accommodation center’s disability specific scholarships. For instance, there are specific scholarships only available to individuals with Autism Spectrum Disorders
Title II of the Americans with Disabilities Act: https://www.ada.gov/topics/title-ii/
If you are a female and or identify as female, keep in mind that many women are often misdiagnosed or underdiagnosed when it comes to neurodivergent conditions such as ADHD and Dyslexia. Because of this, be an advocate for yourself and always questions others, even if it’s doctors if you feel misdiagnosed/underdiagnosed. Trust yourself and do your research to receive the proper treatment.
Transitioning to Being My Own Advocate for Accommodations Since My Parents Have Always Been the Voice for My Disabilities:
Find Your Partner/Supporter:
When I was becoming my own advocate and my mom was slowly starting to let me handle my accommodations, I found Samra who became a guide for me and a support system. For example, one of my former professors was not as understanding of my accommodations and I needed help navigating that situation and conversation with them. Samra helped prepare me for the conversation I would have with my professor and supported me through tackling this issue. Your partner and or supporter does not need to become your voice but rather help guide and assist you in being your own advocate.
Find Your Group:
Finding your group who share a similar background is also very helpful in navigating becoming your own voice. As previously mentioned, becoming involved in my university’s accommodation center and meeting like minded individuals was very helpful in transitioning to becoming my own advocate. They were able to help guide me and provide me with useful tips and tricks on how to navigate my accommodations. They were also helpful when I just needed a friend to talk to when I was experiencing difficult situations during school.
I Guarantee My Success, Not My Accommodation:
Becoming your own advocate is not only about finding your supporter and group, but also about ensuring you have the right documentary support. When making the transition from high school to college, this means planning for and taking all the necessary steps to ensure you have accommodations for college. Highschool institutions are typically more flexible with their resource allowances, meaning, they will occasionally allow students to have access to accommodations without the necessary documentation to prove the student’s disability and needs. For example, a high school student might have been able to retake a test or have a reader without any data support. However, typically no college institution would ever allow this to occur without evidentiary support. This means it is crucial to ensure you have all the necessary documentation and support for your accommodations prior to your college start date. There are several guidelines to ensure you’re prepared for the transition. First, if you have never been evaluated for your disability and think you will need accommodations in college, set up your evaluation early. It can take months to even get an appointment with an evaluator so this must be done as soon as possible. Second, research affordable evaluation companies. Start by googling your state’s vocational rehabilitation services to see if evaluations are available to you. All states offer programs that offer resources such as job training, receiving equipment for your disability, getting tested for your disability, etc. In the state of Texas, this program is called VocRehab. Your high school may offer you testing as well. Third, if you have an undergraduate major already in mind, it is helpful to research your degree program and review the required classes. Compare the program’s courses to your strengths and weaknesses and ask yourself if you’re willing to put in the time and effort into this major. Additionally, think about what type of accommodations you may need for this program. If it is very math intensive, you may want to look into receiving calculator privileges and receiving the required documentation for that.
What I Hope My Disability Coordinator Understands About Me:
I Want to Find the Best Accommodations for ME:
As a student in need of accommodations, it’s easy to get overwhelmed with the amount of accommodations that are readily available. Accommodations such as isolated testing, extended time, scribes and auditory instructions are just a few of the resources available at certain schools. However, you want to work with your disability coordinator to find the best accommodations for you. When I was in school, I was able to utilize various accommodations such as isolated testing and Livescribe pens. However, I realized certain resources such as the Livescribe pens were actually a distraction and burden because I didn’t necessarily need it. Thus, it’s ok to test out and try the resources that you’re eligible for or recommended to you, but if you realize the resource is more unhelpful than it is helpful, work with your coordinator to curtail your accommodations list to find the list of resources most useful for you.
I Want My Coordinator to Support Me in Helping My Professors Understand My Disabilities:
Initiating conversations surrounding your accommodations or even just formally introducing yourself to your professor at the beginning of the semester and letting them know you will be having accommodations during their course is a great way to enhance your experience working with your current professor. It displays initiative and demonstrates to the professor you are wanting to work with them on receiving the proper accommodations you’ll need for their course. In the past, I have had professors who were not as keen on accepting my accommodations for their course. However, when I received guidance from my coordinator on how to better work with the professor and educate them on my situation, the obstacles were easier to tackle and eventually the professor and I were able to work together. Therefore, having conversations at the beginning of each semester with your coordinator on how to make your professors aware of your accommodations and how to work with them can be incredibly useful and a proactive way to prevent issues in the future with your professors.
I Want to Get Involved in My Disability Resource Center:
Getting involved in your academic institutions’ resource center is a great way to meet other like minded individuals. I was involved in my college’s Speaker’s Bureau which was a group of us who hosted panels for professors, TA’s, graduate students, and students to raise awareness and educate others on students with disabilities. Through this group, I was able to make connections with individuals who supported me through college and helped me overcome obstacles within my education. As an added bonus, the Speaker’s Bureau helped me determine what I want to do with my long-term career. Getting involved with your resource center is also another way to better educate yourself on more ways your center can help you achieve academic success such as forming connections with more disabilities coordinators and getting advice from them.
I Want to Work With My Coordinator to Determine if My Accommodation Center Has Disability Specific Scholarships:
There are disability centers that have scholarships based on disabilities. For instance, I was awarded a neurodiverse scholarship through my accommodations center. Have conversations with your disabilities coordinator to see if these resources exist.
What I Hope My Professor Understands About Me:
I Want to Work With My professor So We Both Can Have an Easy, Seamless Experience Working Through My Accommodations:
Conveying to your professors at the beginning of the semester that you want both parties to have an easy experience working through your accommodations is important. Think about being proactive rather than reactive with your professors. For example, at the beginning of each semester with my brand new courses, I always introduced myself at the end of class on the first day or scheduled a meeting during office hours with them. During these conversations, I would introduce myself, explain my disabilities (although you are NOT obligated to disclose your disabilities, I just found it to be helpful in my situation), and answer any of their questions or comments. By having these one-on-one conversations with your professors at the very beginning of the semester, it showed you cared about establishing a strong partnership with them to work through your needs as well as theirs. I also typically found that by establishing these connections early on, my professors would go the extra mile for me to ensure I was receiving the help I needed whether it was during a quiz, test, or an assignment.
I May Need Extra Resources in Receiving an Equal Experience During My Education, But I am Equally as Capable as My Peers:
In addition to the aforementioned introduction and one-on-one meetings with your professors, these introductions are also a way to show that you are serious about your schoolwork and learning. Unfortunately, some professors have misinformed views regarding students with accommodations. However, by having these proactive introductions and conversations with your professors in advance, this shows them that you are wanting to and are capable of performing at the same level if not higher than your peers. I felt my professors were also impressed and treated me with more respect when I formally introduced myself to them and explained my accommodations in the beginning.
I am Willing to Work with the Professor and Come to an Agreement if Some Accommodations are Difficult to Receive for Their Course:
Sometimes, there can be accommodations that are more difficult to receive depending on the course you are taking. For example, I was taking a course centered around Microsoft Excel during undergrad. The tests required you to access a specific software that you could only access if you were in the room with the professor. I had the isolated testing accommodation, therefore, I was never in the classroom during the tests. I set up a meeting to figure out how I could actually access the test while utilizing the isolated testing accommodation. At first, the professor seemed frustrated that I would have to take the tests in a different area than the rest of my peers. However, I let the professor know that I was willing to work with them to figure out a way where I could utilize my accommodations without inconveniencing them. My disabilities coordinator was able to help me navigate this situation and we all ended up coming to an agreement on how I could still utilize my isolated testing accommodation without inconveniencing my professor. What was helpful during that specific instance was ensuring the professor that I wanted to work with them and not against them in receiving my accommodations. In those types of instances, it can seem frustrating and you may think “why won’t the professor just figure it out themselves because I am ultimately entitled to these accommodations?” The professor will in fact figure it out and determine how to work with you if you let them know that it is a partnership and you want to work with them. Requesting assistance from your coordinator is also very helpful in these types of situations.