Video Description & Transcript:
  Medical School Accommodations

Caption: [Medical School Accommodations]

Tim is shown walking in a hall with his guide-dog, sitting in front of library bookshelves, working on his computer, and talking at the camera.

Tim: “My personal responsibility is to ask for what I think I need that will allow me to learn what the other students learn, and to show that I know what the other students know, and to perform what they perform.”

Tim’s hands are shown feeling raised drawings on paper. He is also shown having a discussion with a professor.

Tim: “My contacts with professors have been very positive. Either one on one or working through some disability service offices, we’ve been able to reach agreements on, you know, how to test, how to teach, and that kind of thing. They’ve been very accommodating when I’ve let them know what I need, and we’ve been able to work things out.”

Caption: [Tim Cordes Medical Student University of Wisconsin, Madison]

Tim: “One of the major accommodations I use is, the university provides my class materials, all the handouts that the other students receive on paper, they give them to me in electronic format, so I’m able to read them with my computer, which uses speech synthesis to actually read the material out loud to me.”

Tim is shown flipping through a binder filled with raised line drawings of brain cross sections. He uses his hands to feel the drawings. His professor is sitting next to him while explaining some of them.

Tim: “Another accommodation is the use of raised line drawings, which can represent things such as cross sections through the brain, or what another student might see on a microscopic slide. And this helps me understand the same material that the other students might pick up visually.”

One of Tim’s professors, John, is sitting in front of library bookshelves.

John (Tim’s featured professor): “Working with students with disabilities, so far, in the 25 years I’ve been here, I haven’t compromised at all. I haven’t had to compromise at all. And I wouldn’t. I might work a little harder to give a student an extra way of learning something, but you don’t have to compromise at all in your standards. All the students will benefit in the long run, because I’m always learning, always working, to try to figure out better ways of getting points across.”
Tim is shown walking on campus with his guide-dog. Other students are shown navigating campus and in office meetings.

Tim: “I guess what my story has taught me so far is that, when it comes to accommodations, some patience, and some creativity, and an open dialogue with faculty and disability services can help to figure out a way around just about every challenge there is.”

[Used with permission from:

University of Washington
206-685-DOIT (Voice/TTY)
206-221-4171 (FAX)

Director: Sheryl Burgstahler, Ph.D.

These clips are from “Building the Team: Faculty, Staff and Students Working Together.”Copyrighted 2000]