1. Managing Your Support Services

You Know You Are Ready for College When You:

You have taken a huge step once you disclose that you have a disability and develop a support plan. You also must take an active role in managing those supports. What does managing supports mean? You are managing your supports when you:

• Understand and follow the college procedures related to the support.
• Monitor and evaluate the effectiveness of academic adjustments. .
• Work cooperatively with disability services to solve any problems that arise.

These points are discussed below. Click on the Alicia manages her supports link for examples. By way of background on the example, Alicia's academic adjustment plan calls for sign language interpreters in her classes. She asks questions to understand the sign language interpreter procedures, pays attention to how well things are working for her, and works cooperatively to solve problems as they arise.

Effective Self-Managers Know and Follow Procedures

Before you can be an effective self-manager, you need to know what is expected of you and what you can expect of others. This information is usually spelled out in the procedures developed by the Disability Services office. Some DS offices have a student handbook while others use handouts for specific academic adjustments. Once your plan for academic adjustments has been developed, ask for written procedures. In some cases, there will be no written document. Should this happen, take careful notes and ask detailed questions. For an example of how Alicia learned about her disability services office procedures, click on this Alicia manages her supports link.

Monitor and Evaluate the Effectiveness of Academic Adjustments

College students are expected to monitor and evaluate how their academic adjustment plan is working. Sometimes the plan that is developed is right on target. Sometimes it is not. To illustrate, the following is an example of an academic adjustment for a student's writing disability. Because the student cannot write quickly, a classmate photocopies and gives him her notes. This seems like a good idea except that the notes are illegible. After a week of struggling to understand the poor handwriting, the student concludes that this particular individual is not an effective note taker. He discusses the situation with the Disability Services Coordinator who finds a note taker with legible handwriting. If the student had not stepped forward right away, the problem could have gone on the whole semester without the DS Coordinator knowing.

For another example of monitoring and evaluating academic adjustments, click on this Alicia manages her supports link.

Work Cooperatively to Solve Problems

There are always problems--that's life. Be prepared to work cooperatively to solve the problems that do come-up. Difficulties often arise despite everyone's best efforts to avoid them. Misunderstandings, lack of knowledge, people making inaccurate assumptions, and just plain bad luck are among the common sources. It is useful to assume that your problem can be solved and that the people you work with will probably help you do so. It is also helpful to have possible solutions in mind while you explore the ideas of others. Here is a 3-step strategy:

1. Define the problem (e.g., the elevator I use is out of service)
2. Identify what can be done to solve problem and request help from appropriate person(s) (e.g. I can notify facilities, DS coordinator, or professor)
3. Seek a short term solution until the big problem is solved (e.g. request audio tape of lecture and the professor's lecture notes)

For an example of working cooperatively to solve problems, click on this Alicia manages her supports link.

Problem Solving If You Believe You Have Been Unfairly Discriminated Against

From time to time, people may come to believe that they are the object of discrimination based on their disability. All postsecondary schools have a non-discrimination policy and a set of procedures to follow should students (or employees) believe they have been treated in an unlawful, discriminatory manner. Use the following procedure to seek a resolution to your concern.

1. Write down the problem [who did (or did not do) what, when and why it is discriminatory].
2. Read and understand the college's procedures that may relate to the problem. This might be in your class syllabus, in the Disabilities Services Handbook, a publication on building access, or elsewhere. Follow these procedures to try to solve the problem.
3. If you are unable to solve the problem and you continue to believe the problem is one of discrimination, review your legal rights and responsibilities by reading Preparing for Postsecondary Education: Know Your Rights and Responsibilities published by the United States Department of Education, Office for Civil Rights.
4. Review and follow your college's grievance procedure. As you discuss your perception of the problem, LISTEN CAREFULLY, TAKE NOTES, ASK QUESTIONS, and BE OPEN TO OTHER POINTS OF VIEW.
5. If you believe that you are unable to resolve the problem, that it fits the legal definition of discrimination based on your disability, and that you want assistance from the United States Office for Civil Rights; you can register a complaint with that office. Use this link to learn more about this process.. .

Summary

Unlike in high school, college students must manage their own supports. This means thinking ahead and understanding the college's procedures. These procedures should clearly spell out your responsibility and that of others. Problems will arise. When they do, work cooperatively with others to develop solutions. Although you have a plan, you may not have anticipated all of the needs that might arise. Pay attention to how things are going and act as early as possible to find new solutions. Your Disability Services Coordinator is there to help you solve problems. Schedule appointments to work on your support plan as you need to.