Learning how to communicate with your instructors, peers, and support team is an essential piece in advocating for yourself. Sometimes it can be challenging to know what to say, and the conversation prompts and email templates below are meant to help as a starting point.
Note: always use your Eagles email, and always review what you’re sending so it reflects your own circumstances.
Requesting a Meeting With the Instructor
Students must notify professors of their intention to use accommodations prior to the actual need, since accommodations are not retroactive. Depending on the format of your class, you can email or talk with them in person. Here are some potential email templates to help get you started.
Email Template to Arrange a Meeting
Dear [insert Professor’s title and last name, Prof. Smith, Dr. Jones],
My accommodation letter recently went out, and I would like to meet with you to talk about how to use my accommodations in your class. Can I stop by during your office hours, or is there a better time to connect?
Or, if you have a class conflict:
Dear [insert Professor’s title and last name, Prof. Smith, Dr. Jones],
My accommodation letter recently went out, and I would like to meet with you to talk about how to use my accommodations in your class. Unfortunately, I have class during your office hours. Is there another time we could meet? I am available [list a few different days and times you are available].
Or, if the professor’s office is not accessible:
Dear [insert Professor’s title and last name, Prof. Smith, Dr. Jones],
My accommodation letter recently went out, and I would like to meet with you to talk about how to use my accommodations in your class. I plan to stop in to your office hours after class on [insert your day and time]. Unfortunately, your office is not physically accessible to me. Can we find an alternate space to meet?
Email Template for Online Courses
Dear [insert Professor’s title and last name, Prof. Smith, Dr. Jones],
My name is [insert your name here], and I’m in your [insert your class name and number] class. I’m looking forward to being in your class. DAS sent you a notification about me, and I’d like to talk about my accommodations.
As a result of my disability, I experience [insert symptoms, such as: chronic exhaustion, difficulty with concentration, challenges with processing a lot of new information]. This means [insert impact, such as: it will take me a little longer to get through reading material]. I appreciate your patience with me.
[Insert goals for class and request for using accommodations, such as: My goal is to prioritize the discussion board posts during the week, and then work on the papers over the weekend. It’s likely I will need to utilize my extended time accommodation for these weekend assignments. Are there any assignments that you feel will be difficult to accommodate with extra time? Also, how would you like me to let you know when I will need the extra time?] I am confident that I can do the work, and with accommodations, I believe I will be successful in this class.
I look forward to hearing from you!
[insert your name]
First Meeting With the Instructor
Think about your specific accommodations beforehand so that you’re prepared to express your needs. For example: if you need to use your computer in a class that has a policy against computers, if you need to record the lecture, or if you have testing accommodations and need to find out whether there are timed exams.
Conversation Starter
“Hi, my name is [insert your full name], and I’m in your [insert your class name and number] class. DAS sent you my accommodation letter, and I’d like to talk about my accommodations.”
Ongoing Communication With the Instructor
Throughout the semester, you may need to connect with your instructor to ask for extra help or clarification. Remember that being proactive is the best communication plan. Emailing an instructor with questions the night before an exam or assignment will often reflect poorly on you unless you are explaining an emergency.
Email Template to Ask for Clarification
Dear [insert Professor’s title and last name, Prof. Smith, Dr. Jones],
I am having a difficult time understanding and being able to complete the assignment for [insert your class name and number] that is due on [insert date]. Would it be possible to meet with you during your office hours on [insert date] so that I can receive some additional help?
In the meantime, are there other resources you could recommend that might help me understand the material better?
Thanks,
[insert your name]
Email Template to Ask to Meet
Dear [insert Professor’s title and last name, Prof. Smith, Dr. Jones],
I have reviewed the lecture notes and course reading, but I am still having difficulty understanding the concepts in this class. Can we arrange a time to meet?
Thanks,
[insert your name]
Disclosing Your Disability
You are not required to disclose your diagnosis to anyone, but in order to be successful, it may be helpful to talk about how your disability impacts you. Typically, when disclosing a disability it is best to focus not on the condition or diagnosis itself, but on how the condition impacts you and what you need in order to be successful.
With Your Academic Advisor
Situation: A student with a learning disability is registering for classes with an advisor who suggests they take a 17-credit load.
“It takes me longer than other students to get through reading material. I want to do well this term, so I think we should look at 12 to 15 credits, and mix up the classes so that I have some that don’t have a lot of reading.”
With Your Roommate
Situation: A student with chronic migraines is talking with their roommate about needing a quiet place to recover.
“When I have migraines, I’m really sensitive to light and sound. If I’m getting a migraine, what’s the best way for me to let you know that I need to quietly rest for a bit while I recover?”
With an Instructor About Testing Accommodations
Situation: A student with dyslexia is meeting with their instructor about using testing accommodations.
“It takes me a little longer to read, and so having more time on tests gives me the chance to finish an exam. Do you have timed exams in this class, and should I take them in the DAS Testing Center?”
With Classmates for a Group Project
Situation: A student is talking with classmates about how to work together for a group project.
- “I communicate better in writing and would like to provide my comments by email.”
- “I tend to be a perfectionist and might need encouragement to say, ‘Good enough.’”
- “I have difficulties with public speaking and would prefer to be assigned duties other than spokesperson.”
- “It might take me a few minutes to respond to your questions. I’ll appreciate your patience!”
- “I struggle to hear in noisy environments and might need you to repeat some things.”
- “I can’t follow a conversation if more than one person is speaking at the same time.”
- “I sometimes have a hard time in group projects unless I have a clear idea of what everyone’s roles are. Let’s figure out what everyone will be doing in this group project and share that info in a Google Doc.”
Reporting Alternative Testing Problems to the Proctor
Unless you have made arrangements with your professors, students who have testing accommodations on the Turtle Rock campus will take their exams in the DAS Testing Center, located in the Student Success Center. If environmental or situational circumstances are negatively affecting your exam performance, and if these circumstances can be influenced by your proctor, inform the proctor as soon as possible during the test so that action can be taken. Do not wait until the exam is finished, as that will likely be too late.
Share your concerns with the proctor outside of the testing center. You are expected to remain courteous in sharing your concerns.
Conversation Starters
“Excuse me, but the student next to me is constantly sniffling.”
“My exam seems to be missing a question.”
“The people in the hallway are talking really loudly, and I can’t concentrate.”
Questions Regarding Grades
It is important to track your grade in your classes. One way to do that is to keep track of the grades on each of your assignments in Canvas, along with assignments and tests returned to you.
If you receive a low grade on an assignment or exam, you may want to meet with your instructor to go over questions you missed, to help prepare for future exams.
For essays or papers, check to see where you missed points. If it is not clear, ask the instructor for specific areas where you could improve.
For Missed Test Questions
“I had a concern about my grade on this exam, test, assignment, or quiz. Can we review it together, so that I can have a better understanding of your expectations?”
Requesting Improvement
“It looks like I missed points on my introduction, conclusion, or [insert area of concern], and I would like the opportunity to talk about how I can improve on my next paper or essay.”
For Grade Questions
“I am having trouble figuring out my grade in this class. What’s the best way to find that information?”
Questions for DAS
At times you may need to reach out to DAS to ask about your accommodations or share academic concerns. We understand that students have a variety of communication styles, and we do not want you to avoid reaching out to DAS for fear of not knowing what to say. The most important thing is to reach out, but here are a few conversation starters as possibilities.
To Change Accommodations
“I was wondering if we could talk about adding a new accommodation? I’m struggling with [identify what you are struggling with], and so I’d like to figure out if there’s an accommodation for that.”
To Talk About Concerns With a Professor
“My professor discouraged me from using this accommodation in class. What next steps should I take?”
You are always welcome to meet with the Director of Disability Access Services, your Academic Advisor, or a Wellness Therapist to talk about additional communication strategies and resources.
Get in Touch
Reach out with questions about accommodations, housing requests, testing, or temporary medical conditions.
Disability Access Services
Schroeder Library & Learning Commons (upper level) Building 9 (Campus Map)
Closest accessible parking: Main Parking Lot (west side)
Stephanie Staley
Director of Disability Access Services
[email protected]
Phone: 949-214-3039
Email: [email protected]
Hours: Mon – Fri, 8:30am–4:30pm.