Für junge Erwachsene

• Keep detailed records of all accommodation requests
• Document any accessibility issues or barriers
• Save email correspondence with professors/staff
• Maintain copies of medical documentation

• Be clear and specific about your needs
• Focus on solutions rather than problems
• Know your accommodation plan details
• Practice explaining your needs confidently
• Build relationships with disability services staff

• Connect with disability services office
• Join disability advocacy groups
• Find peer mentors
• Engage with low vision student organizations
• Build relationships with academic advisors

• Screen readers (JAWS, NVDA, VoiceOver)
• Magnification software
• OCR technology
• Note-taking apps
• Recording devices
• Digital accessibility tools

• Disability Services Office
• Academic Support Services
• Counseling Services
• Career Services
• Technology Support Center
• Potential questions to ask disability support offices when visiting universities as a perspective student or after being admitted
  • Current number of braille-reading/visually impaired students?
  • What accommodations do you feel equipped to provide for visually impaired and braille-reading students?
  • How are a student’s accommodations/needs communicated to professors?
  • Will I be eligible for early/priority registration to allow additional time for preparing accessible course materials?
  • What is the process and timeline for requesting accessible materials – either electronic or braille?
  • Are note-taking services offered? If so, how does the service work?
  • Costs associated with production of materials?
  • What testing accommodations are available?
  • Preferential housing/housing accommodations?
  • Orientation and mobility services to learn the layout of the campus, transportation, etc.?
  • Sample email to professor with disability accommodations. Its critical to meet with your professors as early as possible to inform them of your disability and to discuss how your accommodations can be implemented in their class. Here is an email template you can use to reach out to them:

Dear Professor (Name),

I hope you’re well. I wanted to pass along a copy of my letter from (campus disability support office name) detailing the accommodations that I use to be successful in my classes. I’d like to meet with you to discuss these accommodations and answer any questions you may have. I’ll plan on stopping by your office at (suggested times). Thanks and I look forward to meeting with you soon.

• Register with emergency services
• Create evacuation plans
• Identify safe meeting points
• Keep emergency contacts updated
• Learn alternative routes

• Carry backup devices/batteries
• Keep emergency contact information accessible
• Know location of accessible exits
• Have backup transportation plans
• Maintain updated medical information

• Learn to articulate your needs
• Understand your legal rights
• Develop self-advocacy skills
• Share your experiences
• Mentor other students

• Join disability rights organizations
• Participate in awareness campaigns
• Contribute to policy discussions
• Support inclusive design initiatives
• Engage in student government

• Work with career services for job search strategies
• Practice disclosure decisions
• Research companies with strong disability inclusion
• Develop interview skills
• Build professional networks

• Connect with disability-friendly employers
• Research workplace accommodations
• Understand disclosure timing
• Prepare accommodation requests
• Network with professionals who have low vision

• State Vocational Rehabilitation Agencies can help with resume building, interview skills, procuring access technology, and other career-related needs. Some states have a vocational agency specifically for blind residents while others have a vocational agency for citizens who have al types of disabilities. The above link contains a list of agencies organized by state.
• Tad Foundation Fellowship. “Launched in 2023, the TAD Foundation Fellowship is a first-of-its kind nationwide program for blind and low-vision students. In this selective, year-long program, our fellows engage in quarterly in-person programming as well as online dialogue throughout the year focused on technical skills and leadership development. TAD Fellows are also paired with both blind and sighted mentors from across the business landscape and have access to original training curricula to learn, excel, and level the playing field with their sighted counterparts.”
• Schedule A hiring authority for U.S. federal agencies. “Schedule A refers to a special hiring authority that gives federal agencies an optional, and potentially quicker, way to hire individuals with disabilities. Applying under Schedule A offers an exception to the traditional competitive hiring process. You can apply for jobs using Schedule A, if you are a person with an intellectual disability, a severe physical disability or a psychiatric disability.”

• Identify accessibility barriers
• Propose solutions to administration
• Document accessibility needs
• Collaborate with other disability groups
• Support universal design initiatives

• Share success stories
• Mentor incoming students
• Participate in awareness events
• Contribute to accessibility committees
• Advocate for policy changes