[NABS-L] Struggling in Math Class

Wed Nov 7 15:05:57 UTC 2018

I second this. Out of respect for your professor, you should define the amount of time  and the frequency with which you would like to meet so that he or she understands that it is finite. Maybe if the instructor understands that the tutoring services are not supporting you, he or  she will put some pressure in that direction if it saves them having to take time out of the day for a single student. You never know, some instructors are more than happy to do this, and some really do not want to be bothered and should not be if there are other support systems in place. VR can definitely pay someone to help you, but I really think the university should be supporting you in this instance. Part of the job of the disability services office is to advocate for students with faculty.

Sent from my iPhone

> On Nov 7, 2018, at 8:39 AM, Keri Svendsen via NABS-L <nabs-l at nfbnet.org> wrote:
> 
> Good morning,
> 
> 
> If disability Services isn't being helpful to you at all I have a few suggestions.
> 
> First, email your professor and ask if he or she could schedule a specific appointment time outside of office hours.
> 
> You could also go to your dean of students/academic dean, and tell them your problems, and how disability services isn't being helpful as well as the tutoring center.
> 
> If you receive VR services from DRS or commission for the blind as some states call it contact your counselor. They may be able to help.
> 
> If these tips don't help, or you need help finding key contacts at your university that can help let me know. I'll be happy to help do some research to point you in the right direction. You can contact me off list at keribcu at gmail.com
> 
> 
>> On 11/7/2018 8:47 AM, Elizabeth Mohnke via NABS-L wrote:
>> Hello All,
>> 
>> Last week my college algebra class started working on log functions. And they make absolutely no sense to me. And I am not completely sure how to go about understanding this part of the class.
>> 
>> The office hours for my professor are either when I am in another class or when the embedded tutor for the class is running study sessions for this class. When I asked the embedded tutor for this class where else I could get help to understand this material, I was told that I could receive more tutoring from other tutors in the tutoring center.
>> 
>> However, when I went to the tutoring center to ask about how I could set up the one-on-one tutoring appointments that the embedded tutor suggested, I was told this was something they no longer do. And whenever I go to the tutoring center for walk-in tutoring, I am told that no one is available because they already have enough students in their tutoring groups.
>> 
>> Since the student employees at the front desk could not tell me what else I could do to receive the tutoring I need to understand the material for my class, their supervisor came out to talk to me, and I had a rather frustrating conversations with her. I was reminded that the tutoring center did not hire enough math tutors to meet the needs of the students on campus. Therefore, they are not able to provide me with a tutor because the job of a tutor should not include reading the material to me when they are tutoring me.
>> 
>> The materials for my math class are not accessible, so I need to use a reader whenever I am working on my math class. And I have been doing rather well in my math class up until this point in my math class. But the disabilities office is also short on readers and they do not have any readers with higher level math experience that is required to be a good effective reader. So there are times when I go to the tutoring center to find someone to help complete my homework for this class.
>> 
>> But now that I am looking for a tutor to help me understand the material, it appears as though the tutoring office thinks I am looking for a reader and not a tutor. And I am not able to convince them that I am looking for a tutor and not a reader despite how many times I repeat myself.
>> 
>> I have tried reading through the examples in the homework as well as the textbook with my reader. But it all sounds rather confusing to me. And so I am really out of ideas as to what to do to understand this material for my math class. Does anyone have any suggestions as to what I might be able to do? Any suggestions would be appreciated.
>> 
>> Thanks,
>> Elizabeth
>> So does anyone have any ideas as
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> 
> -- 
> Keri Svendsen
> 
> 
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