As the number of students with disabilities in higher education continues to increase, so too does the need for personal interaction. According to C.S. Fitchen, in a 1990 article entitled, "Getting Along in College: Recommendations for College Students w ith Disabilities and Their Professors," personal interaction between students with disabilities and their professors is one of the surest ways to break down feelings of discomfort in the classroom.
Since 1980, the number of students with disabilities in higher education have greatly increased. As a result, professors are encountering disabled students in greater numbers, yet they typically have not had any training to deal with the special needs of students with disabilities. Professors usually have positive feelings toward having disabled students in their classes, but are often unsure of how to proceed with matters of accommodation. Some would like to help, but don't know what action to take, and others can be too accommodating, and end up inadvertently patronizing their disabled students.
Previous research has shown that:
- Both professors and students believe that it is better for the student to approach the professor for accommodation;
- Disabled students believe that it is less acceptable to request accommodations than do their professors or non-disabled peers;
- Professors are more likely to provide accommodation to disabled students over non-disabled students;
- Professors are less likely to approach disabled students when problems and concerns arise;
- The way in which disabled students approach their professors is closely related to receiving accommodation; and
- Disabled students underestimate the appropriateness of their accommodation requests, and end up receiving less accommodation than they deserve, which can turn their disability into a negative.
The satisfaction level of disabled students usually rises after they have spoken with their professors regarding a disability accommodation request. Prior to taking action, disabled students had more negative thoughts than positive. However, the article points out that taking action turned those negative thoughts to positive ones.
Researchers interviewed 57 professors who were nominated by disabled students as outstanding instructors. Their recommendations to disabled students for actions that could enhance the teaching/learning process were as follows:
- Approach the professor to discuss course issues. Do this after class or make an appointment.
- Inform the professor about the nature of the disability and discuss how the disability is likely to affect course performance and learning.
- Talk to the professor early in the semester, before problems become serious. Don't wait until there is a panic situation or until it is too late to solve the problem.
- Tell the professor the specific nature of any problems experienced, and discuss possible solutions (e.g., extra time for exams, audiotaping needs).
- If you can handle problems by yourself, do so -- but don't fail to request assistance when you need it.
- Do not use disability as an excuse.
With a new semester underway, try to remember that your professors want to get to know you, and provide whatever assistance they can in helping you succeed. In all likelihood, you will not be asking for the impossible, and opening up a line of communicati on will greatly enhance your success in class. Be specific in your requests, especially if you know of a solution that has worked in previous classes. Don't settle for less than you deserve in terms of accommodations, and hopefully, this will be a great s emester for you!
On a personal note, I have a couple of experiences to relate about getting to know your professors. Although I have been working towards my bachelor's degree for several years, it has only been in the last three semesters that I have come to understand th e value in getting to know my professors on a personal level. It makes class a thousand times more enjoyable! And there is an open line of communication if I need it -- I don't have to establish one in the midst of a problem.
I have found great success in using e-mail to get to know my professors. Last semester, when I was learning how to set up my personal web page, I e-mailed my professor about twice a week for advice. That set the stage for e-mailing commentary about the re adings and other related subject matter. My professor answered all of my communications promptly, and wrote to me at the end of the course, to tell me how much she enjoyed getting to know me. There simply wasn't enough time to get to know her any other way with a crowd of students around her desk after class. I am happy to say that we have already communicated via e-mail this semester, and I expect it to continue.
Another professor who recently retired from MSU told me that most of the professors in her department only received negative e-mail from their students. If one of her fellow professors received a positive e-mail message, they always reported it with joy a t the staff meeting. At the least, you will probably make your professor very happy to receive a "getting-to- know-you" e-mail at the beginning of the semester. At best, you may begin a valuable friendship.