Students with Dyslexia
An informal group of students of all ages and majors who get together once a week or once every other week for support.The meetings vary from to grabbing lunch going bowling or other fun activities. The group also is attempting to meet with professors who have dyslexia and talking with them about navigating graduate school with a disability. Students who are interested should e-mail for more information.

Wheelchair Basketball

OSU’s wheelchair basketball team currently practices Mondays and Wednesdays from 8 to 10 p.m. and is open to non-wheelchair users as well. For more information contact: Kerri at:

Check out a recent Barometer article about the club here.

Allies for Active Minds

Join the new online community designed by and for OSU staff and faculty who support friends and loved ones around mental health wellness. Visit the Allies for Active Minds website for more information.

Do you have a group or event you would like to see featured in this blog or for DAS students? E-mail information to:

Midterms and exams are approaching and although you can’t miraculously learn course material overnight, Dr. John J. Ratey, MD says there are some things you can do to “fertilize” your brain.

In his book Spark: The Revolutionary New Science of Exercise and the Brain he describes how exercise is just what the doctor ordered for increasing focus, reducing stress, and improving mood—things which can assist students in learning.

He describes how exercise affects learning in three ways:

  1. Exercise improves the learner. Their senses are heightened, their focus and mood are improved, they’re less fidgety and tense, and they feel more motivated and invigorated.
  2. In addition to priming your state of mind, exercise influences learning directly, at the cellular level, improving your brain’s potential to log in and process new information. Exercise creates the environment for our brain cells to wire together, which is the basic building block of learning. One of the key ingredients that exercise increases is BDNF, Brain Derived Neurotrophic Factor, or what I call Miracle Gro for the brain — as it truly is fertilizer.
  3. Exercise is also perhaps the best way to increase neurogenesis, which is the making of new neurons that happens on its own daily. The process is pumped up greatly after we exercise, by releasing factors to encourage the process of our innate stem cells to divide and then provide a healthier internal environment for them to grow up to be functioning nerve cells on their own.[1]
Students on treadmills at dixon
Students on treadmills at Dixon

Exercise can be especially helpful for students who are ADD/ADHD or struggle with stress and/or anxiety. Here at OSU we have a plethora of resources to help you get your heart rate elevated including Dixon Recreation Center, Sports Clubs, Intramural Sports and more! You can even schedule a free 30 minute fitness orientation.

Check  Dixon out today and fertilize your brain!


Counseling and Psychological Services (CAPS) is offering group therapy on a variety of topics this fall. Group therapy provides a safe and confidential place to share and explore concerns as well as receive support around various issues. Therapy groups are free for OSU students. Click here to learn more:

You might be familiar with the basic laws and tenants of IDEA, the Individuals with Disabilities Education Act, that governed your rights and responsibilities as a K-12 student. IDEA provides the legal structure for schools to create and implement an IEP (individualized education program) or a 504 plan.

Something you may not know is that your IEP or 504 plan doesn’t “transfer” from high school to college.

Colleges and universities are under the direction of the Americans with Disabilities Act and Section 504 of the Rehabilitation Cct. As a student in a postsecondary institution, such as OSU, you are now responsible for requesting and managing your accommodations.

This website provides a great Q&A about ADA and Section 504 as it applies to postsecondary education:

Many parents of students with disabilities have learned the basics of the Individuals with Disabilities Education Act (IDEA). However, as students and their families prepare for the transition from secondary school to postsecondary options they often find they are less familiar with the protections provided by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act.

It is crucial that students and their advocates become knowledgeable about their rights and responsibilities in postsecondary education because, although protections exist, the student has considerably more responsibility to request and design their own accommodations. And this responsibility is ongoing. For many students with disabilities, good self-advocacy skills will be key to success, and knowing your rights is one essential element of effective self-advocacy.

If you have any further questions about your rights and responsibilities as a student registered with a disability at OSU check out our rights and responsibilities page in the student handbook: