Microsoft Office Specialist Certification and Low Vision


I had the opportunity to take a class my junior and senior years of high school that allowed students to test for Microsoft Office certifications. These certifications, which are internationally recognized, included Word, Word Expert, Excel, Excel Expert, and PowerPoint. The Word, Excel, and PowerPoint certifications were done the first year, and the Expert certifications, which are two part exams, were done the second year. These certifications have always stuck out on my resume, and many people have asked me about them.

I was lucky to have a teacher who knew low vision extremely well, as they have a parent with macular degeneration. As a result, they were more than willing to help me with accommodations and to help ensure that I could access everything. Here are some of the tips and tricks we used for training and testing for the certification exams. We used Certiport for testing, and I received my Microsoft Office Specialist Master certification in 2015.

Testing Accommodations

My teacher requested accommodations for a magnification tool and for double time on the test, very similar to the accommodations I receive for other standardized tests. We never had any issues with getting these accommodations, though it was determined that it was impossible for me to use Microsoft Access, a database software, so I never became certified in that. Accommodations were filed over a month before I sat for the first exam and we did not need to re-submit them for the other exams, they were automatically approved.

Enlarging Office applications

I had my own special computer in the computer lab that no other student was allowed to use. On this computer, there were two types of magnification software, one created for testing and one for normal use. The display was scaled to 200% so images and windows were larger. Text was also enlarged as large as possible. The Microsoft applications had a colored tint as a background and high contrast buttons as a result.  For more on Windows 10 accessibility, click here.

Practice tests

For class exercises, we used a software called GMetrix, which allows students to practice doing different tasks and creating documents. Instructions can be enlarged by clicking on the white box with text and then holding down the control (ctrl) and plus (+) keys until desired text size is reached. One thing is that before submitting work for review, the user must scale the font size down to the original size from when the document was opened, or the software will mark the question as wrong- same goes for the certification exam.

How the certifications have helped

While studying for these certifications, I was able to learn a lot more about the functions of Microsoft Office. I was able to learn how to create accessible materials quickly, a skill that has benefitted me many times. In addition, I was able to learn how to create high quality projects, and have consistently had the most impressive PowerPoint class project designs. I’ve also been able to help many of my fellow students with Microsoft projects- my suitemates last year would frequently ask me questions about using Microsoft Excel.

Overall, I couldn’t have been more lucky when it came to getting my certifications. Not only were they a great addition to my resume, but I have been able to use skills I learned from them every day.  This class also helped prepare me for taking the Information Systems CLEP exam. Getting one of these certifications is way better than taking an AP class, in my opinion- after all, most employers will be more impressed that you passed an Excel Expert exam than if you passed an AP History exam. I highly recommend taking these exams, no matter what you may study in the future, as this technology is used in every career.

Kindle Fire for Low Vision Review


A few months ago, Amazon did a special where you could purchase a refurbished Kindle Fire 7″ tablet for about $30. Now, I’m a huge fan of the Nook e-reader, and have been since it first came out, but I had been curious about Prime Reading and Kindle Unlimited, especially with the audio features. So I decided to try out the tablet, and here’s what I discovered. I was not compensated in any way for this review.  Link to tablet here.

First impressions

Having been an Android user since Eclair (2010), I naturally thought that the interface would be very familiar to me, especially since Android has been accessible to low vision in the past. I went to use my tricks to make Android accessible…and found a lot of them didn’t work on the tablet, because of Amazon’s custom operating system, and I couldn’t use any Android third party applications, which I rely on a lot. So this tablet was definitely going to be for reading only, not using any other applications.

The screen reader

I was surprised how much I liked the screen reader built into the system. It is enabled by touch, instead of needlessly reading through settings. I have to triple click to get to anything, so I decided to disable the magnifier. I normally do not use screen readers, and prefer large print or magnifier tools when possible.

Viewing the library

Because of the small screen, I decided to view what was available for the Kindle on my computer. As a Prime member, I have access to several titles for free, a lot of which I recognized from popular series, and can check out an unlimited amount of books with this service. I can also check out one book a month with the Kindle lending library. A handful of books are synced with Audible narration, so I can alternate between reading and listening- not many are, though. There’s also magazines available, but I prefer to read those using the Zinio app (more on that here).

Kindle Unlimited

There’s another feature available called Kindle Unlimited, which gives users unlimited access to about a third of the catalog for $10 a month. A lot more of these titles have Audible narration available, which is fantastic for users who prefer audiobooks. This is especially helpful for users that are blind that prefer natural speaking voices, as opposed to the screen reader.  However, a majority of the titles can also be found on Prime Reading, so it doesn’t make much sense for me to have it, especially since I don’t use the Audible feature a lot.

Actually reading

I kept the screen reader turned on when reading, but found it extremely difficult to turn pages. I ended up turning it off and using the Audible narration built in. I’m sure there’s some trick to page turning that I don’t understand yet, but the large print was generously sized enough for me.  Here are my typical preferences for print materials.

Using other services

I use Bookshare, a special service for people who are blind or have low vision to receive accessible books. I had problems trying to load these books onto the tablet, even though they were in the universally accessible EPUB format. I consider myself extremely tech savvy, so this was a strange experience. I did not see any accessible reading apps from Bookshare available on the Amazon app store either. OverDrive, a book service my library subscribes to, worked very well on the Kindle though (more about that here).

Review

I found the Kindle Fire to be a good tablet with a bit of a learning curve. It’s not the most accessible tablet for people with low vision or blindness, though. I am going to keep using it to see if it improves over time, but for right now my recommendation for eReaders has not changed. I continue to recommend the Nook GlowLight for books and for using Bookshare, and iPad for textbooks and magazines. If Amazon improves navigation with the screen reader or gives users larger text options, this will change.

Kindle for low vision

After doing some research, I discovered that there is a Kindle system specifically configured for users with low vision or blindness. It comes with a Kindle PaperWhite, which does not display color. It also includes a special audio adapter so the user can control the system using their voice, something that would have been an amazing feature on this Fire tablet. It also comes with a $20 Amazon credit to defray the cost of the additional adapter, as Amazon believes it shouldn’t cost extra to have accessible materials, something I really appreciate. I have not tested out this system, but it seems to be a much better layout for people with low vision.

Overall, I was not overly impressed with this tablet, especially since I am a devoted Bookshare user, and the service did not work very well with the Kindle. However, I see potential in this device, and if it can improve its accessibility features, or be compatible with the voice control system, it would be a great resource for people with low vision.

App Accessibility Checklist for Low Vision


About a month ago, my friend recommended an application to download on my phone. I wasn’t sure if they had thought about this, but there are many apps, even popular ones, that are inaccessible to people with low vision or photosensitivity. Right as I was about to ask, my friend said “don’t worry, the text can be enlarged to your size and there’s no strobes.” I was happy that not only my friend had checked for these things, but that the app developers had thought ahead of time and made their app accessible to people with low vision and photosensitivity.

Too many times, accessibility is considered a last minute thing to add to an application. With so many people identified as having a disability, app developers should be more aware of how important it is to consider diverse users when developing an application. Here are seven accessibility settings I check for when downloading an application, either on my Android phone or iPad. While this is targeted towards users with a disability, this also helps seniors and adults who simply forgot their reading glasses.

Can text be enlarged?

While some applications support the operating system’s default text settings, there are other apps that use their own fonts. Check that these fonts can be enlarged to a legible size- typically, I use a size 24 font, though bigger is almost always better. If there are different font style options, that is awesome too- people with certain print disabilities benefit immensely from weighted fonts like Comic Sans.

Can screen readers be used?

Many users use a tool like VoiceOver (Apple) or TalkBack (Android) in order to access text. Adding alt text image descriptions is also important so the user isn’t left guessing what was in the picture. If the image is purely decorative, write “null” or “decoration.” And please, have a skip navigation option, so the screen reader isn’t reading through unnecessary information.

Is everything displayed?

When the font is enlarged, make sure that all text, as well as buttons, are displayed on the screen in a logical manner. Some apps have text run off the screen, or do not enlarge buttons, which makes it impossible to use the app.

Is there sufficient contrast?

Is it easy to read the text on the screen? Having options to change the colors of the background or other buttons can be helpful in ensuring that users are able to see an app clearly. Having a night mode with a dark color scheme also can help reduce glare.

Are there strobe or flashing effects?

I have used a couple of applications that had random strobe or flashing light effects, or that used strobe notifications that could not be disabled. I even had a phone for about an hour that was a giant strobing mess. These apps were uninstalled immediately, and the strobing phone was returned as well. While a light at the frequency of a car blinker is fine, do not use strobe or flashing light effects, especially in red/blue colors, and give the user no way to disable them. For more information on who can be harmed by these effects, read this.

Can I use my own keyboard?

Some applications prevent the user from accessing a third party keyboard, or even the speech-to-text option. Allow users to be able to use any keyboard for maximum compatibility.

Do I have to think about using this?

If the user has to remember a complex series of steps to take because of accessibility settings being enabled, then the app isn’t worth using. One of the main design principles is that if the user has to think while using a product, then the designer has failed. Make sure users don’t have to jump through too many hoops.

Accessibility is very important to me, and I am always grateful when developers keep users like me in mind. While there are so many other disability areas to remember, I hope developers will continue to remember those of us with low vision and photosensitivity when creating apps.

Too High-Functioning


The teacher is passing out the classwork for the day, and there is a noticeable lack of large print or colored paper at the bottom of the pile. As it comes time to give classwork to my section, the teacher looks at me and goes “Oh shoot, I forgot you needed large print. Figure something out.” My best friend next to marks another tally on a list we call “times Veronica didn’t get her work”- in one class, we have over two dozen tallies.  I often leave the classroom to go enlarge my assignment, since I know that if I don’t, the teacher will give me a zero and remind me of how they wished I wasn’t in their class. Even though I have an IEP, and have had one since kindergarden for my low vision, that doesn’t seem to stop teachers from continuing to discriminate against me. I report this to my case manager or other staff member in the special education department, and they pretty much say the same thing each time:

“You’re so high functioning, it’s easy to forget about you!”

My parents and I are in an IEP meeting because I currently have a C, or a D, or a F in one of my classes. The teacher has repeatedly forgotten or refused to enlarge my work, saying it is a waste of resources. I have As in almost all of my other classes, Bs in a few of them. My parents are trying to figure out how an A student is getting such low grades, and why nothing is being done about it. But, by technicality, Cs and Ds are passing, and the special education department says that everything is fine, after all:

“You’re so high functioning, we have other students to take care of!”

I need some additional resources in the classroom. I try to bring this up with special education staff both at my school and at the district level. Most of my requests are ignored, because I shouldn’t need the help. When people do appear from the district level, they are asking me questions about other students, or strictly talking about other students, saying that I am an easy case, they don’t have to worry about me, there are worse-off kids that deserve their time, and I am wasting their time. I realize that the only way I will succeed is if I figure it out myself, since they always tell me:

“You’re so high functioning, you don’t need our help!”

I’m a college student who is studying assistive technology and am waiting for a friend after a band performance. I’m holding my instrument, wearing sunglasses that block out the glare of the lights, and balancing my blindness cane in the other hand. While I’m waiting, a person I have never met walks up to me and starts asking a series of rude questions about my vision and how they had never met someone like me before. They do not stop talking to me, and get frustrated with me that I don’t respond. Later on, I am told to apologize and answer their questions, and their response is almost exactly what I expected:

“You’re so high functioning, that’s inspirational!”

My typical response to people calling me high functioning used to be saying “thank you, and so are you.” However, recently my attitude changed about this, and I realized that I could replace the negative phrase with a more positive one. Despite the best efforts of school personnel, I have been able to see past the negative circumstances given to me and still succeed in school. I have discovered my passion for assistive technology and helping others to succeed. My condition is a major factor in my life, yes, but it isn’t the only thing in my life. I am not just high functioning:

“I am high achieving.”


State Standardized Tests/ SOL Accommodations For Low Vision

Every state has their own form of standardized tests. In my home state of Virginia, we have the Standards of Learning exams, most commonly referred to as SOLs. At least one of these tests is administered a year, from third grade to twelfth grade, and students sometimes take up to four of these exams. While they technically don’t count for a grade, students need to pass a certain number of SOLs in order to advance in school or graduate. For the majority of the student population, the tests are administered online with fill in the blank, choose multiple answers, and multiple choice questions, in addition to exams where the student writes an essay. There’s only one problem with these digital exams- they can’t be enlarged.

Before the digital exams came out, everyone took exams on pencil and paper, but I had a special exam that was in large print. In third grade, my first year of taking the SOLs, the school forgot to place an order for all four of my exams, so when test day came, I didn’t have a test, so the school decided I would go sit in a classroom with first graders while the rest of the class took exams. When the tests showed up a week later, I had to take all of the tests in one day, as opposed to having one day to complete each test. Luckily, the test proctor gave me candy inbetween tests as a way to apologize for what was going on. Ordering tests early is extremely important, as if you have a student who uses large print in the classroom, they need it in the testing environment too.

In middle school, the tests converted to a digital format, and I was beyond excited for this. I couldn’t wait to be able to enlarge text and graphs how I needed them, and be able to work with computers, since I love technology. As I expressed my excitement, someone turned to me and said “oh, you can’t enlarge this. The magnification feature is locked to prevent cheating.” While this was before I knew a lot about assistive technology and accessibility, I still thought that made absolutely no sense. How is being able to see something clearly considered cheating?

I think a lot of the stigma about receiving a large print test started once the digital tests started being used. The large print test was printed on ridiculously large paper, since it took up three desks in size. The text was enlarged to size 20 point font, and at the time I also had accommodations to use pens and highlighters, while other students had to use pencils. One interesting thing is that while the rest of the class could use a calculator, I was not permitted to use one because they did not have one that I could see. Another fun fact about the test is that the ten field/test questions on the traditional exam are eliminated, as are the fill in the blank, true/false, pick multiple, and other free response question formats. I had less questions than everyone else, and the questions were multiple choice. One year, I had a teacher complain to the principal that I finished before everyone else, to which my family and I had to explain that I had ten less questions than everyone else, so naturally I would finish quicker. I also didn’t have to transfer my answers to a Scantron document, so that saved time as well.

I always managed to pass my SOLs until I took geometry. My geometry teacher was awesome, and probably one of the best math teachers I had in school because they understood how to create accessible materials. Unfortunately, the people who created the SOLs did not know how to create accessible materials, as my mom and I found out that graphs and other images were only enlarged to 113% (as of 2017, they are now enlarged 166%, but since I receive materials enlarged to around 250%, this still wouldn’t be large enough). I wound up failing the SOL because I had so much difficulty with the graphs and shapes, but I was eligible to retake the exam the next semester.

As a student with an increasing interest in assistive technology, I suggested that the test be broadcast on a projector in a classroom so I could work out the problem on the white board and then record my answer in the test booklet. It was easier than magnifying the test, as my eyes hurt whenever I used a magnifying glass, and I was not provided any other assistive technology like a CCTV. Because I had sensitivity to flashing lights as well as lights in general, I had to take the exam in a classroom that was almost completely dark, with my case manager as a proctor (who later told me they were worried about falling asleep while I took my exam). I wound up failing the exam on the second try as well, but only by two questions. Since I passed my algebra 2 SOL (using the same projector accommodations, and still without a calculator), and I only needed to pass two math SOLs to graduate, we decided not to worry about geometry anymore.

When I moved to a different high school junior year, I got the opportunity to finally use a calculator on my SOLs. I was recommended the myScript calculator app, which would be enabled in guided access mode so I couldn’t use the Internet or any other apps. This was extremely helpful, and I managed to do very well on my chemistry SOL because of it. I remember being very excited about this calculator, to which my guidance counselor asked if I wanted to try my geometry SOL again, and I said that I’d really rather not.

I graduated with an advanced diploma from Virginia public schools in 2015, meaning I had passed at least two English exams, two math exams, two science exams, two history exams, and another exam in one of those subjects. Since I have graduated, the E-Bot Pro, my favorite CCTV, has been approved for use with the SOL. Students can also apply for accommodations to use portable CCTVs such as the SmartLux or other video magnifiers on the exam. As I like to say, everyone has the right to see the same things as everyone else, and that applies to testing as well. I hope my experiences with the SOL can help other students with low vision taking standardized tests, and that they may be able to do better than I did.

If you have any specific questions about my SOL accommodations, feel free to comment below, as comments go directly to my email. I will do my best to respond.



Colored Paper and the Readability of Text

On my seventeenth birthday, I presented at a science fair affiliated with my school district about my research on how the color of paper can affect the readability of the text on the paper.  This was the first time I really investigated how important contrast is when creating accessible documents, and I was able to determine the colors of paper I preferred for my assignments.  When I presented this research to the science fair judges, I received an unexpected surprise- three out of the five judges were colorblind!  Globally, one in twelve men and one in two hundred women are colorblind, and the odds of encountering two men and one women who are colorblind in a room seemed to be one in a million.  My friends and family found this experience absolutely hilarious, and told me that it would be a great story to tell if I ever presented my research again, though I wasn’t very amused.

My interest in this topic began in 2013, when I visited a neuro-opthalmologist at a large medical center who showed me an eye chart with different colored backgrounds.  They explained that people tend to see better on the eye chart with colored backgrounds because the colors helped reduce eye fatigue (from the white glare of the normal eye chart) and it was easier for the eyes to focus.  I was fascinated by this, and chose to do more research on it for my science fair project.  Over the years, I have learned even more about creating accessible materials and how important contrast is, and will be sharing some of the practical applications of my research below.

What colors work best

Light yellow and light blue were found to be the paper colors that were the easiest to read off of.  It could easily be read in all lighting conditions, and the effectiveness of the colors weren’t diminished if someone wore tinted glasses (like I do).  I have found it is easy to read on these colors for long periods of time, and all colors of my pens and markers show up sharp even on the colored paper.  Blue is best for large amounts of information or reading, while yellow works great for worksheets.

What colors work less well

Neon bright colors, while they do stand out, often contribute to eye fatigue and the eyes may have trouble focusing on the page.  Darker colors, such as those found on conventional construction paper, may also be difficult to read.  The darker backgrounds obscure text and make information difficult to process.

Using colored films

While this wasn’t part of my project, one of my teachers found that I processed information much better when they added a colored film on top of the paper that they were projecting, or when I layered a colored film on top of what I was reading.  Because of the way fluorescent lighting was set up in some classrooms, I found these films difficult to use when the lights above me would reflect on top of the plastic, so I very rarely used them while sitting at my desk.  Now that I am in college though, and most of my classrooms don’t use fluorescent lighting, I have found myself reaching for these films more often when I have to read papers for long periods of time.

Changing white intensity

Since sharp white can be bad for eye fatigue, I have blue light filters on all of my main electronic devices, including my desktop computer, laptop computer, Android phone, and iPad.  I also have a post dedicated to reducing eyestrain with technology.

If I put it on a colored background, does this mean I don’t need large print?

NO!!  If you have low vision, please continue to use your preferred font sizes and image sizes, even if you use a colored paper.  The page color is supposed to make text easier to see, not to add any other difficulties.

Bottom line, the page color can influence the readability of font, and by using light colors, the reader may find it easier to read for long periods of time and not have as much eye fatigue from glare.  Experiment with different papers and figure out which one works best.

All About AIM-VA

When I was in high school, I was unable to read the textbooks that my teachers used in class. Since my middle school didn’t use textbooks, I was surprised to find out that I had to work with them so much. Because the books were older, I was unable to find copies of them to purchase digitally. Thankfully, I was able to use AIM-VA to receive accessible digital copies of my textbooks.

Accessible Instructional Materials Virginia, also known as AIM-VA, is an organization affiliated with the Department of Education that provides accessible materials, not just textbooks, to students with IEPs and print disabilities across the state of Virginia. Each state has their own version of this program. Through their service, I was able to receive math, science, Spanish, and English textbooks. The math and science textbooks were the most important because each letter, number, and symbol is important, as opposed to English where the brain can miss a letter while reading and still understand what word is on the page. I benefitted tremendously from these textbooks, and have written some tips on how to help other students benefit from receiving services from AIM-VA as well.

Order early

Textbooks can be ordered for the next school year starting in late March. Once your schedule is finalized, I recommend placing the order. Some textbooks can be downloaded instantly, others may require processing time. Do not wait until a month into the school year to order textbooks- after all, shouldn’t all students get their textbooks at the same time, not just the sighted ones?

Order ALL the books

Math and science are just as important as English and history. If someone can’t see small letters, they can’t see small numbers either. Also remember that some classes may use multiple textbooks, and it helps to have all materials available. These materials come at no cost to the school, so why not order everything the student will need?

Think beyond textbooks

Do you use workbooks? How about music books? AIM-VA can make all of these materials accessible, even materials used in the classroom such as worksheets and pamphlets that the school might not know how to make accessible- for example, I once had a map enlarged so large, I had to stretch the paper out in the hallway so I could work on the assignment.

Choose a software

Good old Adobe reader works great for reading textbooks, but not all students may be able to take a laptop to school. Back up files to storage solutions such as Google Drive (and ensure they are deleted after the student is done using them for the year). That way, the materials are available on any device, and can also be input into programs like Notability, which allows students to easily read and annotate documents.

My experience

The textbooks and workbooks I receive from AIM-VA were very high quality, and I was able to easily follow along in class using my laptop. Since my first high school did not have wifi available for students, I especially appreciated that the files were available to be downloaded offline so I didn’t have to worry about losing access to the files. AIM-VA is a great resource, and ensures that students with print disabilities have the right to read in an accessible format alongside their peers.

How To Create A Disability Services File

I chose what college I was going to attend during my junior year of high school, a year before I even submitted my application (read more about how I made my choice here). The Office of Disability Services was/is very welcoming and answered all of my questions. They have a dedicated staff member that handles all the low vision/blindness cases, and they know exactly what accommodations I need and what to ask for. I am incredibly lucky to have so many resources available to me, and I was excited to be part of this university.

Since IEPs expire the moment the student graduates from high school, it’s important to meet with Disability Services before school starts to ensure that the student continues to receive services in college. Most of the accommodations listed in an IEP can continue to be used if the student adds them in their Disability Services file. One thing that does transfer to college is 504 plans, though you still will need to create a file to receive services. It is highly recommended that you convert your IEP to a 504 plan before you graduate, something I did two hours before my graduation (though giving your case manager advanced notice is a must). Here is how to create a Disability Services file with your school. This also applies to students attending community/junior colleges, though the plan might not transfer when the student moves.

Start Early

I investigated what services were available to me before I applied to the school. While visiting other colleges, I planned my visits around interviewing staff members from the Disability Services offices in a one on one setting, spending thirty minutes or more at each interview. If your accommodations will not be met, this is not the school for you. The important thing for the student is to be proactive, not reactive, and that is also true for the Disabilities Services office. Some colleges won’t help you until you are in trouble, and it’s better to avoid the problem than to have to figure out how to solve it later (read more about scheduling here). Don’t wait until there is a problem in a class to open a Disability Services file. I opened mine while I was still in high school after I had received my acceptance letter and committed to attending in the fall.

Get notes from your doctor prior to the Disability Services meeting

If you bring a doctor’s certification that you have a disability, you can set up the file at your first meeting with Disability Services. Usually you can find the forms the doctor needs to fill out on the school Disability Services website. My school required a recent ophthalmologist report, which I brought with me. Some schools may also require a physical, but mine did not.

Bring all documents you think might be important

I met with Disability Services in April to set up my file that would be used starting in the fall semester. I brought in my current IEP, my prior 504 plan from eighth grade (since I wasn’t converting to a 504 until the last day of school), and documents from my ophthalmologist that described my diagnosis- read more about collecting documentation here. Other helpful documents to bring, if available, include Department of Blind and Visually Impaired case files, assistive technology evaluations, orientation and mobility files, occupational therapy assessments, medical diagnosis from other doctors (i.e neurologist) and similar documents. All of my papers were in a giant binder so I could easily reference them during the meeting (pro tip- get a rolling backpack to carry everything around).

Know what accommodations you need the most

For me, having access to my assistive technology devices, receiving digital copies of assignments, and preferential seating were the most important accommodations. I made sure those were the first I mentioned to Disability Services. Other accommodations in my file include time and a half on tests, extended time on assignments when requested, copies of notes, using a word processor for written assignments, large print on handouts, and the ability to attend class remotely if needed. Once I was on campus and worked with Disability Services, I added additional accommodations, such as noting that I would be using a blindness cane (yes, I did encounter a professor who was very confused over my cane).

Ask if your school has a disability testing center

My school has a multiroom lab where students are able to take their tests in a quiet environment with their assistive technologies. I had to fill out a separate form for these accommodations. I receive time and a half on tests, a laptop with ZoomText and JAWS, use of my E-Bot Pro, reduced light, and use of a word processor as well as a calculator app on my phone. An accommodation made available to everyone is the use of earplugs during tests as well as a white noise machine to help drown out background noise. This testing center is invaluable to students with a range of disabilities, not just sensory ones.  Read more about the disability testing center here.

Ask about other services for students registered with Disability Services

My school offers a writing center for students with disabilities who need extra help. I have not needed it, but students who struggle with writing have greatly benefited from these services. Ask if there are other tutoring opportunities or groups that help students with disabilities.

Request special housing, if needed

The sooner you request this, the better! Housing arrangements tend to fill up quickly. My freshman year, I lived in a single room that was adjacent to the resident advisor’s room so I could reach her quickly if there was a problem. This year, I live in a handicapped accessible apartment (on campus) with my own bedroom and I am able to navigate easily around the apartment, as well as being able to get to my classes and, most importantly, the dining hall. In order to get special housing, my primary care doctor had to fill out a form to certify my disability, which was in addition to the form to certify me for Disability Services.  Read more about disability housing here.

Get a referral to the assistive technology specialist or department

At my school the Assistive Technology department is different than Disability Services. By receiving a referral, you can access services such as enlarged textbooks, assistive technologies, computer labs with built in accessibility software, and more. This is the most important department for me because while Disability Services can identify a problem, Assistive Technology solves it.  Read more about staff members to talk to before college starts here,

Make sure your file is ready for the first day of classes

Get copies of your accommodations sheet (which Disability Services will provide) as soon as possible to pass out to professors, and know how to explain the accommodations as well (post on that here). Be sure all your testing accommodations are set before the first exam. Don’t wait until you fail to set yourself up with the tools you need to succeed.