University of Washington DO-IT Home   Site Map     Search     Glossary
[DOIT Logo]
Disabilities, Opportunities, Internetworking, and Technology

The Faculty Room

Accommodations and
Universal Design
Rights and Responsibilities Faculty Resources Faculty Presentations Resources for Trainers, Staff, and Administrators
Disability Type | Academic Activity | Universal Design
Large Lectures | Group Work | Test Taking | Field Work | Science Labs | Computer Labs | Computers - Adaptive Technology | Web Pages | Distance Learning | Design and Art | Writing Assignments | International/Travel Programs | Work-Based Learning
A lecture class setting
DID
YOU
KNOW?

Sign Language interpreters typically work no more than two hours alone.

Search Knowledge Base
Knowledge Base
Articles by Topic
Enter Other Access
College Rooms
About
The Faculty Room
project
Evaluate this site.

Large Lectures Case Study

Case Study | FAQ | Resources

Jan and Large Lectures: A Case Study on Accommodations for Psychiatric Disorders

Background
My name is Jan and I am a sophomore working on a biology degree. I have Tourette's syndrome and a psychiatric disability. I am currently taking a biochemistry course that is a requirement for my major and meets in a large lecture hall.

Access Issues
I am easily affected by stress. I have "outbursts" more often when taking an exam, when course material is more challenging, and during other stressful situations. My outbursts are impulsive. When upset, I have pounded the desk and called the professor names. I also ask a lot of questions and get angry when the professor does not call on me for responses. I knew my biochemistry class was going to be a difficult course for me, but I had to take it as it was required for my major. I needed to find a way to attend the lecture and cope with my disability, since I knew my outbursts disturbed the instructor and the other students.

Solution
I had a meeting with my professor and the disabled student services counselor. I described my disability and learning needs to the instructor. The instructor told me which behaviors impacted the lecture and disturbed other students. The disabled student services counselor reminded me of my responsibility to follow the university's student code of conduct even though I have a disability.

Everyone agreed that tests were a major stressor for me. It was decided that I would take my tests in the disabled student services office with a test proctor. The professor also agreed to meet with me before class to give me any test results. In addition, I was given permission to leave class to "let off steam" if I started to feel like I was losing control, and then return when calm. Copies of the class notes were made available to me so I wouldn't miss content if I needed to leave the class.

In a separate meeting, the disabled student services counselor referred me to the counseling center to help me learn stress management techniques as well as examine the appropriateness of my intended major. We also developed a behavioral contract to help me deal with my more "difficult" behaviors.

Conclusion
This case study illustrates:

  1. The importance of collaborative efforts by the student, instructor, and disabled student services staff when developing reasonable course accommodations.

  2. That students with disabilities are accountable for their own behavior, and, specifically, have a responsibility to follow the student code of conduct.

  3. The importance of instructor flexibility when working with a student with a disability and balancing the rights of other students in a large lecture class.