...MORE ON SKILLS NEEDED

"Often college-bound students with ... disabilities fail to understand that they will face a different set of demands within a postsecondary setting. They soon become overwhelmed by the amount of assigned material as well as the fast pace of instruction. Many lack the skills and strategies that are necessary for managing and self-monitoring their learning in a variety of contexts." (McGuire, Hall, and Litt, 1991)

What do you need to know in order to be a successful student in college? You need to have the skills required to obtain knowledge such as the ability to read, to write, and to do calculations. If you've come this far, you should have these basic performance skills. But you also need to know how to study effectively and purposely. This type of studying goes far beyond memorizing facts and figures.

The following are suggested study skills and strategies to consider when making the transition from high school to college. Many of these suggestions have been compiled from interviews with other students through the DO-IT (Disabilities, Opportunities, Internetworking, and Technology) project at the University of Washington. The "tips of the trade" reflect their college experiences as students with disabilities.

Class Selection	Time Management	Studying	Reading Textbooks
In Class	Projects/Assignments	Accommodations	Summing Up

CRITICAL THINKING

New/Prospective Students

graduate

Class Selection

-- Select an appropriate set of classes. Talk to your academic advisor, disabled student services personnel, faculty members, and other students about classes that you are considering. Ask questions about the class format; class requirements such as amount of reading, papers assigned, type of tests given; and the instructor's teaching style.

--Try to get a copy of the class syllabus from the instructor prior to signing up for a class. This will give you a chance to see what the requirements will be for a specific class. A syllabus is usually given to students at the beginning of the semester for a given class. It provides an outline of a course and gives information as to what will be covered in the course. It also provides information on specific assignments required such as papers and projects and the books you will need to use.

--Check the bookstore to see what types of book, or books, will be required for the class. Skim through the book to see what will be covered in the class. Some classes may require you to buy several books, others may only require one. Some you will need to read entirely while others may require selected reading.

--When you are deciding which classes to take remember to take a less demanding class along with more demanding classes each quarter or semester. This will help you balance your workload. For example, taking more than one science course may mean you will have less time for courses that require a great deal of individual study time as most science courses consists of lecture as well as three hour laboratories per week.

--Try to complete classes required for graduation early in your program, especially if they are subjects you are not fond of. In addition to courses related to your major, you will also be required to complete courses considered to be part of the general education curriculum including mathematics and composition. Don't get stuck in your final year of school needing classes that create scheduling conflicts or are full.

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Time Management

--Purchase your textbooks a couple of weeks before the class starts if possible. This will give you time to scan the scope of your reading requirements.

--Organize a study notebook for each class. If your notebook is sloppy and disorganized, visualize your grades in the same vein. Keep your class syllabus with each notebook so you can refer to it regularly for a specific course.

--Attend ALL classes. If you miss one class, you may miss some important facts that you will be expected to know on an exam. The instructor is not responsible to make sure you get what you've missed.

--Do not sign up for a class during a time that you know other activities, such as work, will overlap or encroach upon your study time. Learning how to manage your time lowers the stress you will feel as your course work increases.

--Buy a calendar and record what you need to do each day. SCHEDULE time to study as well as your classes. Also write in exam dates, when papers are due, and reading assignments. How much time you will need for each assignment will depend upon the length and difficulty of the assignment.

--Look at the assignment the day that it is assigned and start breaking it down into manageable chunks. For example, break a research paper assignment down into smaller parts, e.g., library research, read materials, develop outline, create rough draft.

--Schedule each task on the calendar as a daily assignment that must be completed. Allow extra time in the schedule. That way if you hit a snag you have time to deal with it.

--Do not procrastinate. Work within your scheduled timeframe, and stay ahead of homework assignments. Check your calendar often to see if you need to adjust your timeframes.

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Studying

--Schedule a specific time each day for studying. Plan this time during your "alert" times of the day, not the times when you are ready to go to sleep or are hungry. Study your most difficult or least favorite subjects first.

--Take study breaks. Avoid marathon study sessions and cramming. You will retain more if you take it in smaller chunks.

--Grab stolen moments of time to study or review material. If you carry your backpack with you, make sure you have a book or a notebook. You can read or study flash cards in the waiting room at the doctor's office or while you are on the bus.

--Try to study when you are relaxed and not when you are upset or unable to concentrate on the work you have to do. If you find yourself distracted by other things you think you have to do, try to do only one of those things and then get back to studying. Try to study away from personal distractions.

--The environment in which you study is important. Choose a location where you feel comfortable, that is quiet, and that is free from distractions. It is often helpful to study in the same conditions in which you will be tested. This means that if you can't eat, drink or listen to music during the exam, try to study under similar constraints.

--You may find it helpful to study with another person from your class. Be sure you select someone who is as concerned about being successful as you are. Share the responsibility of teaching and learning from one another.

--Study groups are great for clarifying some concepts but they should be used to complement personal study time - not replace it. Study groups can digress into discussions about the instructor or other students; try to stay on track.

--Be sure to read all the necessary material before a study group meeting so that you can contribute to the discussions and maximize your benefit from the meeting.

--If your instructor offers a study session, GO to it. If you don't have any specific ones of your own, often the answers to the questions of others will help to clarify or reinforce what you know.

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Reading Textbooks

--Become familiar with the book and begin reading the first chapters before the class starts. When the instructor assigns chapters 1-3 to be read by the end of the first week you will be ahead of schedule. If you have received a copy of the syllabus early this will help in determing which chapter to begin with as not all texts are read straight through.

--Keep up with the assigned readings by scheduling reading each day. Be sure to read the information that will be reviewed in class prior to that class session. Doing this will help you to be familiar with the vocabulary and the concepts about which the lecturer is speaking, and you can bring up any questions from the reading that the professor may not have addressed during the lecture. Reading ahead will also help you take better notes on the material.

--Reading a textbook is different than reading a novel. When you start reading a text, first scan or survey the chapter you are about to read. Ask yourself what you already know about the material to be covered in the chapter. Look at the pictures, graphs, and headings. Write down vocabulary words that are foreign to you. Look the words up in the glossary or a dictionary before you start reading the chapter. Read the chapter summary and any study questions the author has provided.

--When you read a chapter, mark important information as you read. Use a highlighter, underline, or place a check mark in the margins next to the information. If you mark an entire page you are marking too much information; mark just enough to jog your memory.

--Read in short time blocks. You will remember more of what you read than if you undertake marathon reading sessions.

--After you have completed reading and marking the chapter go back and write concise notes summarizing the material you have marked. Stick with the basic facts and information that was new to you. The process of writing helps in retaining the information rather than simply relying on reading memory.

--If you use an alternative format to print (e.g., books on tape or in E-text), allow extra time for your reading. Using alternative formats often requires more time and concentration effort.

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In Class

--When taking notes in class use short phrases rather than whole sentences. Develop your own set of abbreviations or shorthand. Leave some room in the margins for additional information the lecturer may add later. If you become confused or miss some information mark it with a "?" and ask to have the information clarified then or after class or look up the topic in the text later.

--If you have trouble taking notes, find someone in the class who takes good notes and ask if they would be willing to give you a copy of them. Continue to take your own notes because listening to the lecture and writing notes at the same time helps you remember the information bettere. Then check them against the other set of notes after class. Look at the information your classmate is recording and use this example to improve your notetaking skills. (See RDS Services for more information on notetaking support at CSU.)

--You may also want to consider tape recording lectures, and then listening to the tapes while reviewing both sets of notes. Be sure to obtain the lecturer's permission before taping a lecture.

--If you need assistance, ask the instructor for help right away, not after you are failing a class. Accommodations for exams and other adjustments usually need to be agreed upon at the beginning of the semester, not in the middle. If you fail to ask for an accommodation and then fail an exam (or the class), you will not be allowed to make up for your lack of assertiveness and the failing grade remains.

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Projects/Assignments

--Some classes require you to do projects or other assignments such as papers or field trips. These may be part of your class assignments (for your class grade) or offered as extra credit activities. Be sure you understand the project or assignment before you begin and ask for clarification, if needed.

--If extra credit assignments are offered, consider doing as many as you can. Not only do you have the opportunity to add to your final grade but these activities also allow you to learn more completely about a particular subject through application, observation, etc.

--Written work may require you to format in a different style. There are basically four styles that tell you how to footnote, set up your citations, and other information. Your instructor will usually recommend one for any papers required. If not, ask which is preferred so that you have some idea of where to begin.

--Any written work should be checked by another person before submitting it to your instructor. Find someone who you can trust to catch your mistakes in grammar and spelling no matter how competent you feel you are. Writing at a college level is more than simply stating your opinion or facts. How you construct a paper in format is as important as how you construct a good argument or weave facts together.

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Accommodations/Adjustments/Auxiliary Aids

While you are entitled to receive accommodations/adjustments/auxiliary aids as a college student with a disability, this support does not occur automatically. You will need to let the appropriate personnel know of your needs in a timely manner. Your first step, then, should be to contact the office of disability support services on your campus. (At CSU, that office is Resources for Disabled Students.)

--Contact disability support services as soon as you have been admitted. Be sure you know what type of documentation will be needed. Each college and university has their own requirements. (For CSU, go to Documentation Guidelines.)

--Each semester you may find you need different accommodations/ adjustments/ auxiliary aids depending upon your schedule of classes. Any accommodation/ adjustment/auxiliary aid cannot significantly alter the fundamental nature of a course and what you feel you need to successfully participate in the course may not be readily available. You may need to consider alternative methods/strategies.

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To Sum it all Up

In summary, to maximize your success in college:

1. Develop strategies, study skills and a network of support.
2. Attend class.
3. Arrive on time, pay attention, and participate in class discussions and activities.
4. Talk to the instructor. Ask questions.
5. Complete and check all work. Turn in neat and clear assignments.
6. Monitor your progress. If you begin to fall behind, ask for help.
7. Stay in contact with the office of disability support services and your professors.

Adapt these tips to fit your unique learning style and needs. Ask friends and classmates about the techniques they use. Never be afraid to try a new method. And, remember that you are responsible for your successes as well as your failures.

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CRITICAL THINKING

As a student with a disability, gaining the skills needed to be a successfuol college student may or may not be an easy process. Your disability may or may not affect your ability to learn and to participate in the college experience. While you have the right to pursue a college education, whether or not you are successful is your responsibility, not your instructors. Most students have not developed a systematic approach to their efforts as a college student, especially in the area of study skills. Unsuccessful students tend to bumble through studying and hope they get the hang of it before they flunk out. Successful students have a plan and a system that is far more than simple survival. And, they also know how to think beyond simply learning facts and figures.

No two people learn in exactly the same manner. Each person has his/her unique ways of processing information. Begin by understanding your own learning style to find your keys to success. There are some specific tools you can use to learn, adapt, and create strategies to fit your personal strengths and unique information processing skills. It is your responsibility to accommodate yourself to be an effective learner and to compete at a college level. Some techniques may apply to a specific area while other problem solving skills can transfer across the curriculum.

Most instructors will assume students in their class are able to read, write, listen, take notes and work on exams and assignments effectively. In other words, they expect you have the basics for learning new information. However, they also expect students to be able to think critically about concepts and ideas.

Critical thinking as a skill is not to be taken for granted. It is a vital element to the learning process that is required at the college level. You will need to be able to think about ideas, about relationships, and about the deeper meaning of facts and figures. This skills is what you will be expected to develop as a college student. Your grades will be dependent upon this ability. And it will be the true mark of whether you are successful or not as a college graduate.

To think critically means you are able to question and understand the answers to those questions. What happens when this occurs? Why does this occur when that happens? What is the significance of a particular event? What significance does a particular fact have to the broader context? These are only a few of the questions that you will be required to process about a great deal of information. Once you are able to understand the answers to these questions, you are thinking critically.

Evaluating the questions and answers is also part of the process. What does this information mean to you? How do others interpret the information? What are the similarities and differences between these interpretations? Again, these are only a few of the questions you will be expected to answer in a variety of ways. And, you will need to apply these skills not only to the information you find interesting but also to information and material you feel, or think, is boring and irrelevant.

It is not an easy task to master critical thinking skills. It takes a great deal of practice to do it simply adequately. But you have the basic requirement - you are able to THINK. How successful you are at applying that ability will be up to you.

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WHAT YOU SHOULD KNOW	MORE SKILLS NEEDED	Class Selection	Time Management	Studying
Reading Textbooks	In Class	Projects/Assignments	Accommodations	Summing Up

	RESOURCES FOR DISABLED STUDENTS
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