Skip case description and go to case responses

"Fair Alternatives" Case

Please read the following Case Description and possible Case Responses in this case. Select the button next to the best response. Then, click the "Answer" button to see the results. [Suggestion: Learn more about Determining the Appropriateness of a response before you answer.]

Case Description

Professor (announcing to class): I have decided that for your final assignment, you will be required to make a 5-10 minute oral presentation of your final paper to the class. You will also need to field questions from the class regarding your paper. I'll assign certain members of the class to be responsible for offering questions as well--so everyone will be responsible for speaking up and asking questions.

Class dismissed.

Maria (staying behind, looks very anxious and distraught; hesitantly approaches the professor): Professor, um, I need to talk with you about the final assignment. I am hearing-impaired (pushes hair back a little to show hearing aids). This is why I always get here early and sit at the very front, but never really speak up in class. When I got the syllabus, I didn't think there would be a problem about completing the assignments. So, I didn't say anything. But I think this may affect the oral presentation you want us to do now. I am very uncomfortable with speaking in front of a large group of people because of my speech. Many people don't understand me well. I also don't know if I will be able to hear the other student's questions…

If you were the professor in this situation, how would you respond?

---

Case Responses

Select the button next to the best response. Then, click the "Answer" button to see the results.

Response 1.
Professor: Okay, yes. I understand. We can definitely work something else out. Would you feel more comfortable distributing your paper in a visual format— like a Power Point presentation? Or, would you be comfortable with an interpreter? I am open to suggestions—so long as we come up with something that will be more or less equal to what the other students are doing. Perhaps you'd like to think on my option or any others for a couple of days and get back with me about your choice in the next couple of days—by our next class?

Maria: Yes, that does seem like a good option. I think I could do that. But let me think about it for a few days, yes, and then I'll talk with you at our next class. Thanks for being so willing to work with me on this requirement.
Response 2.
Professor: I know it's partly my fault because I did kind of spring this part of the assignment on the class at the last minute. But I do wish you would have brought this up to me at the beginning of the class. Are you registered with Disability Services? I just don't know how you are going to be able to finish this class then. If you would have come to me at the beginning of the term, I could have saved you from wasting your time for all these weeks.

Maria: I'm sorry. I honestly didn't know my hearing would be a problem. I looked over your syllabus on the first day of class and paid special attention to the kinds of assignments you would ask us to do. Does this mean I can't pass this class?
Response 3.
Professor: Okay, yes. I understand. We can definitely work something else out. I think instead of writing a 10-page final paper, you could write a 20-page paper since you can't do the oral presentation. And you should have it into me then a week ahead of the original deadline, perhaps, so that I can give copies to the rest of the class and ask a few of them to write questions to you. Then you can compose written responses to their questions, okay? Those would all be due when the other students are turning in their final papers.

Maria: Well, can I think about it for a day or two? And then I'll let you know if I can do that?

Professor: No problem. But the longer you take to decide, the more time you are taking away from actually working on that paper.