Is there any data to support extended time on exams for Arthritis in the college setting? I am asking because the ODS at my college is telling me that, even though my Rheumatologist recommended 50% extended time on exams, I have been unable to provide them with any data to suggest that Arthritis causes a cognitive deficit.
They said that without that, they don't know whether Arthritis warrants 10% or 50% extra time - or whether any amount of extra time is warranted. They said that they will be unable to provide me extended time without empirical data showing extended time on tests is warranted for Arthritis because it could provide an unfair advantage over other students and jeopardize the "essence of a college education." This has been very frustrating since ACT and my High School both provided extra time.
Can you point me to any studies or reports that support the use of extended time on exams for college students with Arthritis?
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Lisa, this is a great post. As a professor, I've had many students with disabilities and challenges (of every type you can imagine) in my classes over the years. I've learned a couple of things by watching students suceed and fail due to their challenges.
Students should also speak with their professors at the beginning of the course and let them know of the potential for your absences or decreased abilities. As Lisa mentions above, the University is prohibited by law from sharing your medical problems with your professors, so if you don't tell us, we'll never know. Frankly, I don't know a single professor who wouldn't be willing to bend over backwards to help someone with a true need suceed in college. I'm sure there may be a few professors out there that are idiots, but its far better to know this in advance so you can switch to a different section, or if that isn't possible, contact the University Disability office for assistance.
It is very important that you discuss the issues or potential issues you may have with the class in advance. Professors are bombarded with excuses after the fact -- nothing says "I'm serious about this course" like talking to us *before* there are problems. Also, in many cases, I've made changes to the course to adapt to a particular problem set -- I'm happy to do so within reason, and in the case where I can't make the required changes, having a snarling professor on your side when you ask the disability office for help can't hurt :)
Cheers!
Thank you for commenting! Such a great idea to talk to your professors at the beginning of the semester regarding possible absentees or difficulties. That had slipped my mind. :) As a private teacher, I understand the different reactions (my own) to excuses after the fact and proactive informing before situations develop. Very important piece of advise.