<p>In college you need to tell the professor that you need special help, such as a note taker and extended time on assignments, But I am wondering are there any professors that don't like this and well will give a student with a disability a much harder test to account for the extra measures.</p>
<p>At least in California, but I'm guessing everywhere else, the answer is no. I don't think they want the ADA police coming down on them! Colleges are pretty strict about this -- after all, none (the public ones) want to lose federal funding.</p>
<p>In my view, giving a harder test in this situation is unethical and unprofessional. I would never do it (I am a math professor) and neither would any of my colleagues.</p>
<p>I assure you that LD students are accommodated completely honestly and fairly at every university I know. And I know a lot of universities, and have colleagues and friends across the country. </p>
<p>Students who need special accommodations are given exactly the same exams as others. The only difference is that they are allowed to take these exams in ways that will help them with their special needs. For example, they may be able to take them orally, with an assistant reading the questions. They may be able to take them in a "quiet room" with assistance nearby if needed. They may be given a longer time to take the exam. Whatever their specific situation demands, they are provided (as long as they have the documentation required by the Disabilities Office, and have registered with that office). </p>
<p>You need not fear discrimination on the part of professors. We are usually your best allies -- don't demonize us.</p>
<p>In addition to the ADHD diagnosis, my son has auditory processing disorder and processing speed problems, among some other weaknesses. The rec. from testing center was for a note taker in classes where he had problems keeping up with lecture. His school said they do not provide note takers and the professors will not supply lecture notes. He is having much difficulty with foreign language (4th level) where the profs speech is so rapid that he says he can't process what she is saying until she has moved on to next topic. He has missed out on directions for tests, essays, etc and hasn't been able to work out a solution with her--she says she doesn't have printed notes to share with him. Any suggestions?</p>
<p>Does the school have a LD specialist/representative? I would go to him/her first. Also check to see if it would be possible to take an alternative course for the language requirement.</p>
<p>I will call the LD office (or better yet encourage him to push some there) and ask some questions. It's probably too late to consider changing the class as it is after drop date and even if he withdraws, it would put him under full time hours.</p>
<p>^</p>
<p>So there is a LD Office? </p>
<p>Alright. Your child has a ADHD diagnosis and another diagnosis on top of that? The person who tested your child has to be very, very clear on everything- because sometimes the testing for such a thing as ADHD reads funny and the LD Office might not think much of the processing speed issue nor the auditory processing issue. Things have to be very clear and concise on the testing, because the LD Office might only focus on the ADHD since many folks seem to have that and it is easier for the LD Office to deal with. Such things as processing speed issues are not always par for the course with ADHD, you know what I mean?</p>
<p>Now here is something I know for sure.</p>
<p>If your child's issues preclude them from being able to take a test without having the directions clearly stated to them and all of that, then the LD Office has to make the child have alternative testing arrangements. These arrangements might include taking the test in a distraction free environment and then having the directions and all for the test printed out nicely on a separate piece of paper or something. </p>
<p>If your child cannot always take notes, then the LD Office has to see that arrangements are made for your child to have fair and equal access to those notes. The professor can upload them on the web ct on the quick, they can give your child an outline of the notes, anything! </p>
<p>Can your child follow the foreign language class well enough to use a tape recorder? You can record stuff off of the notebook computers even. The Professor has a moral obligation to see to certain things with your child, but the LD office should have seen to all of these things already.</p>
<p>What they told him was that they arrange for extra time and environment "control"--so he has had the time and can take tests when he desires at the learning center in a private room. However, they say they cannot "make" the prof give notes, etc and they do not provide note takers. This really hasn't been an issue until this class (in others he has used a recorder). The recorder doesn't help much in this case as he can't slow it down to understand.</p>
<p>I may have to get the psychiatrist involved who does his Rx on campus. I know when he looked at the test results, he said it was one of the most detailed and complete work-ups he had seen--so the disabilities office "should" have been able to determine his needs as they are spelled out very clearly (at least it reads so to me).</p>
<p>Of course I am more upset by this than he is--he's upset by class, but doesn't want to cause a stink with prof. --just wants to "get through it". </p>
<p>And at his age, I have to make myself step back and make suggestions and not jump in against his wishes. Right?</p>
<p>
[quote]
What they told him was that they arrange for extra time and environment "control"--so he has had the time and can take tests when he desires at the learning center in a private room. However, they say they cannot "make" the prof give notes, etc and they do not provide note takers. This really hasn't been an issue until this class (in others he has used a recorder). The recorder doesn't help much in this case as he can't slow it down to understand.
[/quote]
</p>
<p>Did the LD Office offer up some kind of alternative to the note taker with regards to the foreign language class? </p>
<p>Also, the LD Office as well as the professor do have to actually work together in order to make sure that your child has fair and equal access to everything in the foreign language class. </p>
<p>I understand that since your child is a fellow he wants to make like John Wayne with his class. But, he really does need more than what is being offered for the foreign language class. All he needs to do is to find someone who would be willing to make a copy of their notes for him. But, I do not know what to do about his being able to follow everything in the class...that is like the unsolved variable in this equation. </p>
<p>Good luck.</p>
<p>Thanks. He's "working on it". Actually did pretty well on his first test and has appt. to meet with prof and go over some of his concerns this next week.</p>
<p>There is usually not an LD office at most colleges although UNC-CH has staff which specialize on LD issues, <a href="http://www.unc.edu/depts/lds/%5B/url%5D">http://www.unc.edu/depts/lds/</a>. Generally, you go to the office for student disability services. See for example the office here at UW-Madison, <a href="http://www.mcburney.wisc.edu/%5B/url%5D">http://www.mcburney.wisc.edu/</a>.</p>
<p>Do not go to the professor first. They are not experts in disability and appropriate accomodations.</p>
<p>The professor has already had notification from the LD office which is under the Learning Center. What he needs to discuss with her is how she will meet his needs, then he says if she doesn't offer viable options, he will go back to LC and get them to discuss it with her. This was the course the office suggested to him to use with any class--guess they gave him some kind of letter or form to give to any professor in whose class he feels he may need accommodations. </p>
<p>Thanks for the above links--a friend's child will be starting at UNC next year and will need services--so I sent link to that mom.</p>
<p>A lot of teachers don't understand. </p>
<p>One TA of mine didn't understand my medical problems, and why I missed a lot of classes, and wrote me an email about "my disrespect and clandestine ailments" Luckily, the DSS (Disability Support Services) at Tulane was phenomenal, and jumped all over her ass.</p>
<p>I have had friends who have had LD and while most professors are totally fine with it, some can be a little less enlightened. The key is to grab the bull by the horns, ensure that stuff is getting taken care of by both the disabilities office on campus and the professor. </p>
<p>If a professor refuses to follow university policy, get higher-ups (department chair) and the disabilities office involved. You are shelling out the cash, so don't be afraid to make some noise. Just be sure your "nose is clean" so to speak - do everything you possibly can to ensure that you are keeping your end of the bargain (i.e. going to class, making an honest effort to learn) so that they can't go after other things as to why they won't accommodate you.</p>
<p>edit: Professor X makes a great point. Maintain good relationships with your professors, as they will often go above and beyond to help you out if you are earnest in your desire to learn.</p>
<p>
[quote]
I assure you that LD students are accommodated completely honestly and fairly at every university I know. And I know a lot of universities, and have colleagues and friends across the country.
[/quote]
My son's experience is otherwise, sad to say. His first year in college, although he had extended time as an accommodation, he had a professor say to him, "Well, yes, you can take your exam to get extended time in the disability office, but I often give last-minute instructions and you won't get them then." Of course this had the effect of discouraging my son from using the extended time accommodation he was entitled to. For another class very little effort was made to get my son the notetaker he was entitled to. And he didn't get the single room he was entitled to his second year there, either, despite having disability documentation showing the need for a single room and getting a single room his freshman year because of that documentation.</p>
<p>I hear you on that single room issue. Here at brown they kind of pressure you to be in a "quiet room" with 2 or 3 other people. You can be in a single room if you insist on it, but in my opion, it should be automatic, and you shouldn't have to jump through hoops to get it when you have a single room as an accomodtaoin</p>
<p>I really reccomend Tulane University to anyone with serious disability concerns. Their DSS office was SO amazing. They basically take care of everything for you and absoultey bend over backwards to make sure your accomodations are met. And they are generous in giving accomodations. Brown, my current school, is a lot more stringet and difficult to maneuver. You have to take care of a lot more stuff yourself, like arranging tests, whereas at Tulane you just filled out a form at the beginning of the semester and all the professors were notified, and you just showed up at hte DSS center and used one of their rooms. At Brown you have to notify each professor like 2 weeks before the test that you need accomodatinos (every time), and then you go to some random room near the general testing room, so you don't get that sense of continuity that at least for me boosted my confidence. It's like sitting in the same seat in class as you do for your test. It helps. And they go way out of their way to defend and represent you (see my earlier post about a Teacher who was really disrespectful about my disabilities) </p>
<p>Anyways, I'm absolutely rambling. My point is that some schools are better than others, and it's so incredibly helpful when a school has an organized, lenient, proactive, red-tape free system, especially one that takes care of a lot of the work for you. You have enough going on in college, especailly when dealing with a disability, to have to add on a lot of extra work to make sure that disability is accomodated. </p>
<p>I reccomend to anyone with disability concerns to really find out about the disability services at the schools they are considering. Ask students their opinion of the services. Make it a factor in your decision. I love Brown, and would have chosen it anyways knowing the difficulties with the Disability Support Services, but it sure helps when they are top notch. Try to find that if you can.</p>