SELF ADVOCACY

  1. Requesting a Meeting with a Lecturer

E-mail Template

Dear [insert Lecturer’s title and last namei.e. Prof. Jones, Dr. Smith],

I am contacting you to set up a meeting to discuss my Education Inclusion Plan recently developed through Disability Services. I am on campus and available on the following days and times( insert the days and times you are available) Can you confirm a suitable time for us to meet?

Thanks,
[insert your name]

  1. First Meeting with aLecturer

Think about your specific adjustments beforehand so that you're prepared to express your needs.

Conversation Starter

"Hi, my name is [insert your full name] and I'm in your [insert your class name and number] class. The Disability Adviser has developed an Education Inclusion Plan to assist my learning this semester and I would like to discuss the recommended adjustments.

  1. Disclosing Your Disability (to lecturers, classmates, supervisors, social groups, etc.)

In order to be successful, students may need to disclose their disability with lecturers, classmates etc. Typically, when disclosing a disability it is best to focus not on the condition itself, but how the condition impacts your education, and what you need in order to be successful.

Conversation Starters

Situation: A student with ADHD is meeting with their instructor about getting a reduced-distraction testing location.

"When I'm in a full classroom taking a test, I have difficulty tuning out some of the sounds that other students can, like papers shifting, throats clearing, etc. A separate testing space will allow me to focus on the test and perform to my best ability."

Situation: A student with a learning disability is discussing their unit selections with their course co-ordinator.

"It takes me longer than other students to get through reading material. I want to do well this term, so I think I should study part time, and mix up the classes so that I have some that don't require a great deal of reading."

Situation: A student who uses a wheelchair is in a group whose members have proposed meeting in a non-accessible location.

"That building doesn't have a ramp for me to get into it. How about we meet at the library instead?"

  1. Communicating with Group Members

Conversation Starters

"Hello, my name is [insert your full name] and I as assigned to work with you on the group project in [insert your class name and number]. In order for our project to go smoothly, there are a few things I'd like to share with you about my working style."

  • "I communicate better in writing and would like to provide my comments by e-mail."
  • "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 can be sensitive to noise, lights, or smells. I work best in a quiet, distraction-free environment. Perhaps we could reserve a group study room in the library?"
  1. Requesting Extra Help

E-mail Template

Dear [insert Lecturer's title and last name i.e. Prof. Jones, Dr. Smith],

I am experiencing difficulties 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 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]

  1. Reporting Examination Room Problems to a Exam Supervisor

If environmental or situational circumstances are negatively affecting your exam performance, and if these circumstances can be influenced by the exam supervisor, students should inform the supervisor as soon as possible during the exam so that action can be taken. Do not wait until the exam is finished to complain, as that will likely be too late.

Conversation Starters

"Excuse me, but the student sitting across from me is constantly cracking their knuckles."

"My exam seems to be missing a question."

"The people out in the hallway are talking really loud and I cannot concentrate."

  1. Questions Regarding Grades

It is important to track your progress in your classes. One way to do that is to keep track of the grades on each of your assignments through LEO or assignments/tests returned to you.

If you receive a low grade on an assignment or an exam you may want to meet with your lecturer to go over the questions to help prepare for future exams.

First, check your lecturer’s consultation times to see if you can attend. If you have to request an appointment outside these times, check your unit outline to see if your lecturer has a preferred method of communication/way of setting appointments: phone, e-mail, or talking after class.

For essays or papers, check to see where you missed marks, if it is not clear ask the lecturer for specific areas where you could improve.

Make sure you have reviewed the exam and write down questions or issues you had with specific parts of the exam/assignment, look for patterns in the types of questions you missed.

Conversation Starters

"I had a concern about my grade on this exam test/assignment/quiz. Can we review the exam test/assignment/quiz together, so that I can have a better understanding of your expectations?"

"I had a concern about [insert your concern] and I am not sure where I went wrong, can we work through one of these problems together?"

"It looks like I missed marks on my introduction/conclusion/[insert area of concern] and I would like the opportunity to talk about how I can improve on my next paper/essay."

Adapted from “Conversation Starters and email Templates” Oregon State University,