Considerations for Students with Documented Disabilities:

1. As the instructor of this course, I am committed to doing my part to helping students succeed -- first, by providing standard baseline components (e.g., lectures, lecture PDFs, recommended reading, and various external resources), and second, by addressing more specific questions and challenges, as they arise. In light of that, I am happy to work with students in situations where a disability (learning-related or otherwise) would impact performance in this course.
2. At the very least, you should provide me with the appropriate documentation from the Ross Center, as soon as possible. This is so that both of us will have adequate time to prepare for things, such as exams.
3. Beyond that, you are invited and encouraged to set up an individual meeting with me so that we can discuss any learning-related strengths and challenges that are likely to pertain to your experience in this course -- if you think that would be helpful to you. This could include things like:
   • How you learn best. What does (and does not) work for you?
   • Do you have any prior exposure to similar concepts/material? (For example, mathematics, engineering, robotics, cooking with complicated recipes -- anything involving quantitative, systemic, and/or structural thinking.)
   • What has helped you in the past, in taking classes and mastering the material?
   • Are you more adept at some kinds of thinking (verbal, spatial, pattern, visual, kinesthetic, etc.) versus others?
   • Any issues that relate to you communicating your understanding of the material. This is important as it pertains to grading, where I have to make a judgment -- based on what you have handed in -- about how well you understand the material.
4. Time permitting, I may occasionally be able to come up with alternative ways of presenting a topic or explaining a task, if you are having difficulty understanding the default presentation or explanation offered. For example, if you have trouble with a verbal description, I may be able to diagram it. If a two-dimensional presentation is not sufficiently clear, I might be able to come up with a three-dimensional presentation. Again, such things would be contingent on me having both the time and resources to spare, but it never hurts to at least ask and explore options.
5. At the same time, it is first and foremost your responsibility to (1) ensure that you arrange for any university-approved accommodations that you may require and (2) have a set of strategies in place, if needed, to compensate for any limitations that pertain to your course work and performance.