As the semester progressed, the professor arranged a meeting with Stephen, the SDRC counselor, and the field instructor to come up with ways to help him better integrate the lecture information with his field lab.  Supplemental instruction sessions were recommended as well as occasional office visits.

Since Stephen seemed to learn best from doing things rather than taking notes from the lecture, the lab instructor suggested that Stephen help him demonstrate procedures for the rest of the class.  This way Stephen would learn by practicing the procedures rather than listening to how the procedures should be done.  He also paired Stephen with a lab partner who was nervous around animals but did well integrating the concepts from the lecture.  This enabled both students to benefit from each other's strengths. 

Outcome

Stephen worked very hard through his first year of college.  Over time, he developed learning strategies that improved his efficiency.  By his senior year, he seldom needed accommodations.  Stephen plans to apply to graduate school. 

More Information

• Will students who receive accommodations in college succeed after graduation?
• What if the plan seems inappropriate or could be improved?

Next Steps

Would you like to visit another case story?  If so, select a case below; otherwise, continue on to the final section

• Deborah:  This case explores accommodations in an English writing course for a student with hearing impairments.
• Marc:  This case addresses accommodations, including transportation, for a student with physical impairments in the field portion of an anthropology course.
• Esperanza:  In this case, lab accommodations have to be designed for a student with vision impairments in a chemistry course.
• Wrap-Up:  Final Section