Towards Success in Tertiary Study
Chronic/ongoing medical conditions

This resource aims to assist students who are studying or intend studying at tertiary level and who have chronic/ongoing medical conditions such as:

• Arthritis
• Cancer
• Chemical Sensitivity
• Chronic Asthma
• Chronic Fatigue Syndrome
• Chronic Pain
• Diabetes
• Epilepsy
• Glandular Fever
• Lupus

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 to others the effects of their condition and the possible impact on study. For example:

• More difficult to complete tasks on time.
• More difficult to participate in academic and social activities.
• Fluctuations in concentration and memory.
• Unpredictable illness episodes resulting in reduced study time.
• Low energy periods/overwhelming fatigue.
• Reduced tolerance for stress.
• Anxiety about losing control (fainting, epileptic episodes, chemical/food reactions).
• Adverse medication side-effects.
• Reduced mobilit.
• Chronic and intermittent pain.

“I would say that to be studying with this disease is a triumph in itself, ... find a way to learn that suits you and the aspects of your illness best.”

Preparing for study
Study techniques and tips

Preparing for study

• Identify the essential components of the course that must be completed.
• Consider how to manage challenges and address assumptions about what can and can’t be achieved.
• Contact the Disability Liaison Officer (DLO) or Student Centre before the course begins to discuss special arrangements.
• Organise a quiet, interruption-free study zone.
• Explore the available adaptive technology in the library, Study/Academic Skills Unit and Disability Liaison Unit.
• Investigate software: Endnote can simplify tasks like referencing; Dragon and other voice recognition software can help reduce fatigue associated with writing.
• Using interlaced monitors or anti-glare screens can be beneficial.
• Create a timetable to map out assessment tasks, exams dates as well as personal and medical requirements.
• Get course outlines and booklists before semester begins and start any reading.
• Start assessment tasks early to have some contingency for periods of ill-health.
• Plan for study using SMART goals: Specific, Measurable, Assignable, Realistic, Time frame.
• Make arrangements for any alternative assessments through the DLO at least five weeks before exams.
• Know the side-effects of any medications and look at ways to overcome them
• Students who need time off studies to manage their health must inform the institution to maintain their place in the course. Check timelines for refunds or deferral (which may be negotiable) or request ‘Leave of Absence’ until able to confirm arrangements.
• Maintain a life balance: the capacity to study is enhanced by self-care.

“Before I developed diabetes, I used to have endless energy and was able to sit up all night writing an essay. Now I have to be much more careful about balancing my routine and diet so I can complete assignments.”

Study techniques and tips

Lectures and tutorials
Reading
Memory and concentration
Dealing with stress

Lectures and tutorials

• Always attend the first tutorial, lecture or laboratory class: this is when most of the important information is given about the course.
• Find out what was covered in any sessions missed. Speak to the lecturer or tutor about downloading lectures and handouts.
• If writing is difficult or painful, explore support options through the Disability Liaison Officer (DLO).
• If sitting through a whole lecture is difficult, try other seating/standing arrangements.
• Sit at the front to maximise concentration but at the back if movement or breaks are necessary.
• Using a laptop may make note-taking easier.

“By visualising my pain as becoming part of a white-board and having it ‘wiped off’, I could sit through an entire lecture.”

Reading

• Read selectively; ask lecturers to indicate important texts.
• Decide what is important, mark appropriate sections and always take notes at the same time.
• Share reading lists with others to cut down on reading.
• Increase the size of text on screen or read large print to reduce eye strain and fatigue.
• Many materials are available in a digital format and may be accessible with voice applications. Speak to the DLO to learn more about accessible/alternative formats.

“I’d had RSI for many years and couldn’t turn pages easily, I was really surprised to find out that I could become a member of the Talking Book Library which meant I could have my text books in audio format."

Memory and concentration
Some medical conditions may induce short term memory loss and some medications influence memory and concentration spans.

• Always have a notepad available to record useful comments or ideas.
• Focus on difficult and more demanding tasks at optimum study times (e.g. mornings).
• Take frequent breaks and avoid information overload.
• Study in short intensive bursts rather than long periods of concentration.
• Review material often.
• Explore memory enhancement techniques such as Mind Tools.
• Concept maps and software such as Inspiration can facilitate thinking and concentration.

“When I lose concentration, I find I go back to a lovely saying from Lewis Carrol’s ‘Alice in Wonderland’: ‘Fan her head!’ the Red Queen interrupted. ‘She’ll be feverish from so much thinking.’ It always helps me to take a break and start afresh.”

Dealing with Stress

• Pace activities and expect some tasks to take longer.
• Consider online subject delivery modes and part-time study.
• Identify and try to reduce environmental stress triggers such as chemicals, noise and bright light.
• Find ways to calm down and practise often.
• Take time off when feeling especially vulnerable.

“I found that the daily demands of having to go into uni too exhausting and I was having relapse after relapse. I finally talked to my course adviser and decided to do a subject by distance education instead.”

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

Students should initiate any enquiries about adjustments with the Disability Liaison Unit or Student Centre. Possible adjustments include:

• assignment extensions
• alternative course tasks or assessments
• additional exam time, rest/meal breaks or alternative location
• provision of note-takers
• special desks, ergonomic chairs, reading stands for books, stools for laboratory sessions
• lockers for storing heavy items
• rest areas/safe insulin injecting areas
• specialist software/hardware
• change of lecture or tutorial locations
• assistance in the library.

“I find the Internet to be a great resource. It decreases the isolation of being housebound and it enables you to talk to others who are trying to study.... being able to access the library online is terrific when you can’t get out.”

Disclosure

Many of these suggestions can be implemented without disclosing the illness or 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. Advantages of disclosing chronic/ongoing medical conditions include:

• access to facilities and services including adjustments
• better understanding from academic staff
• greater emotional support
• advocacy support or support for self-advocacy.

“I could say nothing about my illness, but that doesn't help me, because I need some conditions in the course modified, and asking for that without disclosure is more difficult, otherwise lecturers see it as privileges."

Student rights

Students who have a disability or chronic/ongoing medical condition 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.

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 Discrimination Legal Service Inc (DDLS)

Disability Information Network Australia (DINA)

Disability Information Resource Centre (DIRC)

Friends’ Health Connection

Tertiary Initiatives for People with Disabilities (TIPD)

Towards Success series

Original publication (50KB) (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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