Jane Jarrow

While I agree with your answer, Chris, I think you missed the point of the question. It was not meant to further a political agenda. It was meant to query whether someone else's perception of what a student with a disability OUGHT to do can validly overrule the student's choice of what to do. Can we withhold accommodation if we don't believe the student is "doing his/her part." The answer is a resounding, "no!" Dr. Jane Jarrow

Jessica, Everything you say is very plausible, Jessica, and would certainly be something to be concerned about. However, I would encourage you to remember that not all students with ADHD have either the same difficulties or the same level of difficulty. Some individuals with ADHD *do* have trouble relating socially. Others are absolutely charming and at their very best in social situations, and only have problems in more structured settings. Being aware of the functional limitations of THIS student with the disability is more important than knowing the general characteristics of the disability. Dr. Jane Jarrow

Elizabeth, You would think that was true, wouldn't you? But (ironically), students with learning disabilities and attention deficit disorders often need MORE academic accommodations than do students with more "traditional" disabilities. The issues for students with traditional disabilities tend to be about logistics, and can be supported by the disability service provider. The students with LD and ADHD are the ones who need support and attention from the faculty member. And... just for the record... students with LD and ADHD often need (and ask for) notetakers, as well! Dr. Jane Jarrow

Elizabeth, I think that's a fair assessment of the situation. But, then again, people will always find something to criticize if they are looking. I don't think there is any way you can avoid someone thinking that the institution is "predatory" -- you can only control your own actions. If the school does the best it can (as you suggest) to provide accurate information about all this, then you should be able to go home and sleep at night -- AND thumb your nose at your would-be critics. Dr. Jane Jarrow

I am not sure you really spoke to the issue here, David. I am sure all instructors do their best to keep students interested and involved. The question that was asked was whether a student with ADHD carries responsibility for doing whatever is necessary to stay focused, or whether the obligation for doing things differently BECAUSE of the ADHD rests with the faculty member.

Steven, I certainly can't argue with that. But, then again, that is true of the success of ANY student! Dr. Jane Jarrow

I am glad you have seen students achieve success, Danielle, but it worries me a little that you seem to think they have been successful because they somehow got passed their disability. The disability is still there. They are successful WITH the disability, not in spite of it. Your posts all seem to focus on the idea that students with disabilities should learn to be just like everyone else. It isn't going to happen that way!

That is a pretty inflexible approach to all this, Danielle. It seems to translate to "they should suck it up and work a little harder." There are many people with ADHD who are excellent and successful workers. Some learn terrific coping strategies, and some gravitate to fields where their disability doesn't prevent a barrier to success.

Absolutely NOT, Danielle. Please go back and read my response to Lizzie. What you suggest here is not only wrong thinking, it is a potential violation of federal law to pursue this path. Extended time is not showing favoritism or providing an advantage to a student with a disability. To even think like that suggests you have missed the point of accommodation.