Communicating with Confidence about Your Accommodation Needs

Introduction

Reaching out to your professor to discuss your classroom accommodations may seem a little intimidating, especially if you’re new to college or if your accommodations are new to you. Practicing what you’ll say when you talk to your professor or instructor is a great way to prepare. It will help you feel more confident, it can help you remember everything you want to say, and it can help you anticipate confusing points or questions.

Professional Communication Tips

Take the initiative

In college, faculty usually wait for students to reach out first about their accommodation letters. And, unlike your teachers in K-12, it’s not uncommon to find that your instructor may be unfamiliar with accommodations and not have a lot of experience working with them. If you haven’t heard from your professor/instructor after student disability services emailed your accommodations, they’re probably waiting for you to reach out first. It doesn’t mean they don’t want to discuss them with you.

Be proactive

Faculty and instructors are busy and like to have time to plan ahead. It’s a good idea to reach out for a meeting as soon as you know your accommodation letter has been sent to your instructors. Don’t wait until there’s an issue discussing your accommodations with faculty early on can prevent a lot of issues.

Making the initial contact

Depending on your own communication preferences, you can take one of the following approaches:

• Approach your professor to ask for an appointment. It’s best to ask before or after class. Most professors/instructors want to focus on course material in class. Your accommodations are private, and faculty can’t discuss them in class.
• Email your professor to set up the appointment.
• Visit your professor during their posted office hours (listed in the syllabus).

You have a right to privacy

Remember that when you are discussing your accommodations, you are not required to give any additional information (other than what is in the letter). You do not need to disclose your diagnosis. Faculty or instructors are not supposed to ask, and if they do it’s most likely because they are curious, not prying. You can remind them that this information is private and you’d like to discuss the information in your letter.

Tips for explaining how an accommodation helps

Don’t focus on the negative. Rather than saying “I can’t do X, so I need Y…” try rephrasing it to something like “Y helps me do X…”

Accommodations are there to support your learning needs, so discussing them in terms of learning impact is the most helpful to your professor or instructor because it clarifies the role of accommodations in the course, makes it clearer what faculty can do to ensure accommodations are implemented, and is more proactive. For example:

• “Additional exam time ensures I have the time to process the materials and demonstrate what I know.”
• “Fast-paced lectures make it difficult for me to take notes and listen at the same time.”
• “Having an outlines for longer lectures allows me to follow along and understand how to prioritize information.”
• “Standing up or moving periodically helps me to focus for longer periods of time.”

Discussing Your Accommodations: The Process

Step 1: Request a meeting
Step 2: Prepare to meet with your professor
Step 3: Practice
Step 4: Follow up
Step 5: Be proactive about concerns

Step 1: Request a Meeting

It’s important to remember that your professor or instructor wants to help, and they have office hours because that is a dedicated time they have set aside for you. Many are also willing to make appointments with you outside of those hours if you have a scheduling conflict. They want you to take the initiative and reach out. Some faculty or instructors may also find discussing accommodations a little intimidating if they’re not familiar with the process. In college, faculty may expect students to have more expertise with their own accommodations and depend on students to help them understand how the broader guidelines of your accommodations translate to a specific classroom context. Remember that you may not have all the answers, but your instructor doesn’t either. Reaching out to discuss your accommodations and specific learning needs is an opportunity for both of you to better understand how you can succeed in their class.

Sample script for approaching an instructor

Email template for requesting a meeting

Step 2: Prepare to Meet with Your Professor

• Review your accommodation plan: Make sure you understand each accommodation and how it applies to your specific needs.
• Make a list of your needs: Write down the specific accommodations you require for the class. Be ready to explain how each accommodation will help you succeed in the course.
• Prepare talking points: Outline the key points you want to discuss during the meeting. Having a clear agenda can help keep the conversation focused and efficient. Having notes to refer back to can help if you are nervous or feel distracted.
• Consider potential questions: This could include how the accommodations will be implemented, any adjustments that might be needed and how you will communicate if issues arise.
• Practice the conversation: If you’re nervous, practice what you want to say with a friend, family member or counselor. This can help you feel more confident during the actual meeting.
• Schedule the meeting: Make sure to schedule the meeting well in advance to give your professor time to prepare.
• Stay positive: Approach the meeting with a collaborative mindset. Remember, your professor is there to help you succeed, and working together can create the best outcomes.

Step 3: Practice

Sample Script: accommodation implementation meeting

Step 4: Follow Up

Sending a follow up email that summarizes the take-aways from the meeting is a great way to ensure you are your instructor/professor understand each other clearly.

Template: summarizing a meeting

Step 5: Be Proactive

If there’s an issue or delay with implementing your accommodation, check in with your instructor or professor. How long you wait depends on the situation. If you need access to study materials or another accommodation for an upcoming test, you may want to reach out sooner if the test is in a few days than if you have a few weeks to study. Discussing your concerns with SADR can help you decide how long is appropriate to wait.
Be proactive and communicate early, but don’t assume the worst. If your instructor is delayed on implementing your accommodation, it doesn’t mean they don’t care. They may need a reminder or have some other delay. Rather than seeing this as a problem right away, try to use it as an opportunity for clarification and collaborative problem-solving. It’s a good opportunity for you to practice self-advocacy and professional communication.

Sample Script: accommodation concern meeting

Email template: requesting a meeting to discuss a concern

Additional Resources

This handout adapts information from these sources:

University of New Hampshire’s Student Accessibility Services’ Self-Advocacy Guide

West Virginia University Center for Excellence in Disabilities guide to Discussing Accommodations with Faculty