This page details featured opportunities and supports. If you have an idea for something we should add to this page please email firstname.lastname@example.org.
PCC offers scholarship opportunities for students with disabilities, including a robust opportunity for students who have experienced spinal cord injuries. This is an amazing opportunity to offer financial assistance to students in the Portland area who are interested in pursuing their academic goals in a supportive college environment. Those who are interested should apply through the PCC Scholarship website, or fill out this quick interest form.
Workshops on Technology, Accessibility, and More
Each term there are free workshops available to anyone at PCC who is interested – no need to be a student working with our office. The general student population as well as staff and faculty are encouraged to participate. See the events page for details »
Courses and programs of interest
- PE 130 is offered as Adapted Physical Education I, II, and III, and also as Aquatic Adapted Physical Education I, II, and III. Details are available within Physical Education course descriptions. See photos and descriptions of the equipment availablefor adapted physical education.
- Sign Language Interpretation and Deaf Studies
- Cooperative Education or internships in programs of study can be discussed. There are many options that could work well. The application of skills in accessible content creation is often a key component.
- PCC has been offering a section of CG 100 College Survival and Success that is geared specifically for students who are blind or have low vision.
Online community for college students with disabilities – DREAM
Disability Rights, Education Activism, and Mentoring (DREAM) is promoting a national disabilities agenda for post-secondary students and their allies.
Disability and population-specific resources
- Black, Disabled, and Proud: College Students with Disabilities
- The autism spectrum
- Hidden disabilities
- Mobility and dexterity limitations
- Sensory differences
- Student veterans who experience disability
Some of these resources are local and others are national or international:
- Disability Rights Oregon
- Disability Laws and Students’ Rights
- Office of Civil Rights
- United Nations Enable
We want you to have a successful experience here at PCC. Here’s some information we think will help:
If you are having trouble in a class…
At the first signs of trouble in a class, get help! Here are some early suggestions:
- Ask questions in class. Don’t be afraid to say, “I don’t understand.”
- Ask classmates if they would be interested in setting up a study group.
- Contact your instructor during office hours. Besides getting the help you need, this contact shows your instructor that you are interested in the course and want to succeed. Ask:
- for clarification on points you don’t understand
- for tips on how to learn the material
- what to focus on for tests
- if there are additional study guides/materials you could use for extra practice
- if there are any study groups formed by students in your class or other sections of the course
- Explore what kinds of general tutoring services you have on your campus.
- Talk to disability services personnel to get connected with additional information.
Find a peer notetaker or other notetaking support option
Share notes with a classmate or use a notetaking or audio recording device. Learn more on the notetaking support options page.
Matching your learning style with an instructor’s teaching style
All students have their own personal style of learning: how they take in, process, and remember information, how they study, how they demonstrate what they’ve learned, and how they get along with instructors and classmates. Successful students know that matching their learning style with an instructor’s teaching style is a critical factor in passing a class. They take the time to research instructors’ class format and personality before they sign up for a class by asking classmates, other instructors, and Disability Services staff for recommendations, and by interviewing potential instructors.
Set up an instructor interview
- Make an appointment to meet the instructor. You can do this by emailing or calling the instructor or speaking directly during office hours (department receptionists can help you learn about instructor office hours). Explain clearly why you wish to meet and ask for a time that is convenient.
- The interview is a good time to make a positive first impression with your instructor: Be on time, be courteous, dress appropriately, and have a list of questions ready.
- Plan ahead of time for the type of accommodations you will need during this meeting (a sign language interpreter, an aide to write notes, a tape recorder). Make the necessary arrangements with Disability Services in advance.
- Have a good idea of your own learning style so that you are better able to discuss your needs. If you are unsure about your learning style, ask your counselor for ways to gain this insight.
Points To cover in an instructor interview
- Course requirements: homework, research papers, oral presentations, labs, outside projects, group projects, class attendance, class participation.
- Tests: number, type (multiple-choice, true/false, essay, fill-in), pop quizzes, in-class or take-home, open book and notes, amount of notice given to prepare, what material is covered (text, outside readings, lecture notes, homework, labs), comprehensive final, make-up exams.
- Required readings: number of texts required, amount of material to be covered each class session, any outside readings in the reserve library.
- Class style and format: lecture, all-group discussion, small group discussion or activities, films, guest speakers.
- The instructor: available to students, willing to give extra credit projects, accepts late assignments, past experience with students with disabilities.
- Textbook: Ask to see a copy of the textbook to be used. Is it well-organized and clear? Does it have a glossary, key terms at the end of each chapter, study questions, and a supplemental workbook? Is it already available in an alternate media format from the publishers?
- Syllabus: Ask to see a course syllabus (an old one is fine if one is not ready for the upcoming term). Are the requirements clear? Are the reading assignments and other due dates provided? Does it look like the instructor has a general plan for the term or will the course evolve over the term?
Other helpful tips
- Visit the campus bookstore and review the textbooks used for the course you’re interested in.
- Get permission from the instructor to visit a class session.
- Read student reviews of instructors on the Rate My Professors website.
- Check instructors’ websites.
If you don’t find what you are looking for, please give us feedback at email@example.com.