Case Study #9: Advising

Background

My name is Jack. I am a sophomore majoring in Travel/Tourism. I have a learning disability.

Access Issue

I have a one-semester foreign language requirement for my major. Because of my learning disability, I scored low on the Modern Language Aptitude Test and did not take a foreign language in high school. I requested a course substitution; however, the dean denied my request because the foreign language requirement is an integral part of the program. I enrolled in Spanish I as part of my regular course load for the quarter, but I decided to drop the course when my performance in other classes began to suffer. I petitioned to take the class during summer quarter. However, I soon realized it was offered during a four-week summer session, which I thought would move too quickly for me to successfully complete the class.

1. Discuss potential solutions to this dilemma. There can be more than one good solution.
2. Discuss the advantages and disadvantages of each proposed solution.
3. Clarify the appropriate roles of the student, the instructor, and campus support services in reaching a decision and providing accommodations if needed.
4. After you have completed your discussion, read the access solution that actually occurred in this case. It is printed on the back of this handout. Compare your proposed solutions with this solution. Discuss the conclusions listed, and add at least one more.

Source: The Student Services Conference Room, DO-IT, University of Washington. Permission is granted to reproduce this handout for educational noncommercial purposes.

Solution

Following is the solution that was actually employed in this case:

My college advisor found a course given at a nearby community college, Introduction to Spanish Conversation Skills. The class was eight weeks long and concentrated on introducing Spanish for everyday use. We proposed this option to the dean, and he was willing to grant me credit for this class. Under these circumstances, I successfully completed the foreign language requirement for my Travel/Tourism major.

Conclusions

This case study illustrates the following:

1. Alternatives other than course substitutions may be available for required courses.
2. Academic advisors need to work closely with students who have disabilities to fully understand their needs.
3. Reduced course loads and the timing and pacing of academic classes are important factors to consider when advising some students who have disabilities.