Towards Success in Tertiary Study
Acquired brain injury

This resource aims to assist students who are studying or intend studying at tertiary level and who have an Acquired Brain Injury (ABI).

Strategies for successful study
Information and resources

Strategies for successful study

Tertiary study is challenging. It is important that students undertake a realistic study load and consider disclosure as institutions cannot meet individual needs without an understanding of the issues. Students can maximise their chances of success by developing a range of study strategies and by using the various services available.

Students may find it useful to explain the effects of ABI and the possible impact on study. For example:

• Poor memory and/or concentration skills
• Slower rate of information processing
• Difficulty reasoning and problem solving
• Difficulty organising time and prioritising
• Difficulty with language: comprehension and speech
• Physical problems: affected vision, dizziness, headaches, fatigue, pain, fine motor skills and coordination
• Social difficulties: impulsive or disruptive behaviour; inappropriate responses
• Possible feelings of low self-esteem, depression or anxiety.

“...When I began studying again after my accident, I began in the off campus mode - that is by correspondence. This meant I didn’t have to rush around and be at a certain place at a certain time. Being tired is a big problem for me, so this was a good choice...”

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Preparing for study
Study techniques and tips

Preparing for study

• Consider courses that require less memorisation or need for abstract reasoning.
• Investigate bridging or TAFE certificate courses that lead to a university degree.
• Talk to other students who are studying courses of interest.
• Consider part-time study or distance education.
• Contact the Disability Liaison Officer (DLO) or Student Centre before the course begins to discuss special arrangements.
• Explore the available adaptive technology in the library, Study/Academic Skills Unit and Disability Liaison Unit.
• Organise a quiet study area free from distractions.
• Set up efficient, colour-coded filing systems for each subject.
• Create a comprehensive timetable to map out assessment tasks (commencement and due dates) and exam dates.
• Establish study routines: plan to study for short periods with frequent breaks. Academic/Study Skills Advisers can help set realistic goals and study plans.
• Maintain a life balance: allow time for socialising, exercise, relaxation and sleep.
• Be prepared for ups and downs during the study year and focus on the positives.

“...If I planned my time properly and took a break when I needed one, I was able to overcome headaches and tiredness. But if I tried to study for too long I paid for it with increasing pain and then the self-doubt would start to surface again...”

Study techniques and tips

Lectures and tutorials
Reading and writing
Exams
Dealing with stress

Lectures and tutorials

• Attend all lectures, tutorials and laboratory sessions. Find out what was covered in any sessions missed.
• Do preparatory reading for all lectures and tutorials.
• Sit close to the front where there are fewer distractions.
• Consider attending repeat lectures and ask lecturers for copies of notes or other material.
• Share notes with other students to check key points and fill any gaps.
• If organising material or writing quickly is a problem, explore support options through the DLO.
• Reinforce new material by listening to recordings of lectures or tutorials.
• Ask in tutorials for explanations of anything not understood .
• Revise notes frequently. Summarised notes in small notebooks can be used anywhere for revision purposes.
• Be fully prepared for tutorial presentations: practise and time delivery; organise notes and highlight key points.

“...I used a voice-activated Dictaphone to help me study. I could speak into it while I was studying and have a record of the session for listening to again later. It was far better than carrying paper and pen everywhere...”

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Reading and writing

• Start reading early and selectively. Lecturers can indicate the most important texts and suggest less complex texts.
• Speak to the DLO to find out about accessible/alternative formats such as digital materials.
• Break reading into manageable sections. Read actively and critically using the SQ3R technique: Survey, Question, Read, Recite, Rewrite.
• Reading aloud can assist understanding and concentration.

“...Because of memory problems, I needed to be far more organised so that I had plenty of time to read and then re-read...”

• Concept maps are useful tools for planning and organising written assignments.
• Check subject guidelines for assignment presentation and referencing requirements or ask lecturers/tutors for copies of model assignments.
• The Academic/Study Skills Advisers can provide information and instruction about writing techniques and can critically read assignments prior to submission.
• If lecturers' comments on essays are unclear, ask for further feedback.

“...One of my problems was my failure to fully comprehend the essay questions I was asked to do. So I called in at Student Services and spoke to one of their Advisers. From that visit I found out exactly what the term ‘critically analyse’ meant - and how to answer it too!...”

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Exams

• Make arrangements for any alternative assessments through the DLO at least five weeks before exams.
• Early and regular revision is the most important factor in exam preparation.
• Select relevant material and gear revision to suit exam style. Seek explanations for anything not clearly understood.
• Space study sessions and limit information intake.
• Find different ways to understand, organise and remember material. Explore memory enhancement techniques such as Mind Tools.
• Write down names, dates, formulas etc. at the start of an exam so as not to forget.
• Follow up lost marks or lower-than-expected results with lecturers to improve future performance.

“...When I started I registered at the Disability Resource Centre on my campus. They have been excellent. They helped me negotiate extra time for my assignments, a longer time for examinations, and for me to be able to do my exams off-campus and use a computer...”

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Dealing with stress

• Talk to a counsellor or the DLO about stress management techniques.
• Reduce non-essential activities and focus energies on study.
• Improve organisational and time management skills.
• Stay healthy; eat nutritious food and get enough sleep.
• Exercise regularly and practise relaxation techniques.
• Cultivate friendships: join clubs, study groups, on-line friendship/discussion lists.

“...Although going to uni may be thought of as daunting by some, I have found it an excellent environment in which to further my brain’s rehab. This is due to you being surrounded by people who are learning, people who are teaching, books, libraries and computers, the Internet and so on. One skill I did need to learn again was that of time management. Imagine telling a head-injured person that they have to have a 2000 word essay done by the weekend!...”

Information and resources

All tertiary institutions offer student support services as well opportunities for extra-curricular and social activities. It is the student’s responsibility to make enquiries and follow up any issues.

Accommodations
Disclosure
Student rights
Resources

Accommodations

It is up to the individual student to initiate any enquiries about adjustments with the Disability Liaison Unit or Student Centre. Possible adjustments include:

• provision of note-takers
• extended exam time, preferred seating, alternative venue
• alternative formats and use of adaptive technology
• alternative assessment arrangements

“...It took me until my third year of university to seek help. That was one of the biggest mistakes of my life! Help is there and you need to make the most of it. Different forms of assessment can be arranged and people are really understanding when you explain your problem...”

Disclosure

Many of these strategies can be implemented without disclosing the condition. However, the institution will not be able to provide special consideration or accommodations without the relevant information. Students may make arrangements themselves or speak with the DLO who can then facilitate special consideration or adjustments while maintaining confidentiality.

“...I let all the teaching staff know of my condition. I showed them my Headway card and was consequently given all the help I required. People with a brain injury are usually reticent about telling others of their condition. I used to be like this but have come to realise, if you don’t ask, you don’t get. Anyway, what are they going to do? Sack me? All my lecturers were pleased I was making the effort and were more than willing to help...”

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Student rights

Students who have a disability have rights under the Disability Discrimination Act. Students who feel their needs are not being met should discuss this with their lecturers or DLO. If dissatisfied, complaints may be first lodged through the institution’s internal procedures then taken to the Australian Human Rights Commission.

“...In summary, I have found on campus study a great aid to the brain’s rehabilitation and have had all the help I have needed or requested. There are many people with disabilities on my campus, so don’t regard going to uni as a big issue. You simply become another face and are unnoticed. ...If you look at the workings of the brain; it is so complex and we don’t understand it. Therefore, we all have capabilities we are unaware of. Going back to study uses some of them. We can literally do anything. When I said I was going to university people looked at me in disbelief. Imagine my satisfaction when in one year’s time I invite them to my graduation and then show off my degree!...”

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Resources

Online resources are very useful and easy to access. Academic/Study Skills Advisers and Library staff can suggest and help source study-related information and references. Students may also refer lecturers and tutors to the Disability Liaison Officer (DLO) at their institution for further information and advice.

A list of peak bodies and peer support groups can be found in the White Pages under Disability Services and Support Organisations or by searching online.

Australian Disability Clearinghouse on Education & Training (ADCET)

Disability Information Network Australia (DINA)

Information Resource Centre (DIRC)

Towards Success series

Original publication (68KB) (The University of Melbourne and Australian Catholic University collaboration) funded by the Commonwealth Department of Education Employment Training and Youth Affairs under the Victorian Co-operative Projects for Higher Education Students with a Disability Committee, 1997.
Written by Reem Al-Mahmoud, Patricia McLean, Elizabeth Powell, Janette Ryan.
Illustration cartoons by Michael Leunig (reproduced with permission from The Age and Michael Leunig).
Revised version funded by the Australian Government Department of Education, Employment and Workplace Relations under the National Disability Coordination Officer Program, 2009.

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