Jane Jarrow

Discussion Comment

WOW, Michele. Those are GREAT examples! I especially like the wireless mouse one, as it is something that most folks would use without thinking of its design at all. Obviously, you "get it!" Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

After the Classroom

Ah! I understand now. Thanks for the clarification. Let me throw in a bit of trivia, though, that might be of interest. You are right -- we hope that everyone will find a situation in life that is of interest to them, for that is what makes it worthwhile to work to excel in that field. But research has shown that, at least in the case of LD students, they tend to choose their majors (and, by extension, their career path, based on things that CAN'T do well, instead of things they CAN do well. They look over the options… >>>

Jane Jarrow

Discussion Comment

After the Classroom

You have made some pretty significant assumptions here, Michele. The symptoms you describe are, indeed, related to ADHD. But not all students with ADHD experience all these symptoms, not all students with ADHD experience the same level of disruption from each of these symptoms, and you haven't given them much credit for learning to mitigate the impact of their disability. People with disabilities are too often limited by someone else's stereotypes. The functional limitations COULD impact in this way -- but there is nothing to suggest that they WOULD. Concentrate on individual circumstances, rather than generalities. Jane Jarrow

Jane Jarrow

Discussion Comment

Attention Deficit Disorder

Lauren, Yes and no. Medication is irrelevant to whether or not they are entitled to access, but it MAY make a difference as to whether or not they need accommodation. HOWEVER, it would never be appropriate to withhold accommodation because they chose to take -- or not take -- the meds. I think that is what you meant. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Attention Deficit Disorder

Michelle, I am not sure you really spoke to the issue here, Michelle. You are right in suggesting that it is our responsibility to take the students as we find them and to help them receive whatever they need for equal access. But the question was whether we should provide accommodations if they are not doing everything THEY can to manage their symptoms. And the answer is YES! Students have the right to refuse medication. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Attention Deficit Disorder

I, too, was the parent of a child with a disability. I say "was" because my daughter is now 21 (how did that happen?). Having that personal connection with issues of disability, and watching your own child struggle certainly provides a level of understanding for you, in your work, that many of your colleagues won't have. The good news is that, in my experience, many students "grow into" their disability over time and become more comfortable in their abilities. With that confidence comes a certain freedom to make the most of one's abilities and the supports that are available. I… >>>

Jane Jarrow

Discussion Comment

Being Fair with Time

You are exactly right, Joseph. The purpose of accommodation is, as much as possible, to "level the playing field." The purpose of the extended time is to provide the SAME opportunity to show what you have learned as is available to any other student. For the student with a disability, to have that "equal" chance to demonstrate knowledge means giving additional time. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

The Human Factor

Andrea, I have a colleague who used to give a presentation called, "Of Blind Mechanics and Hemophiliac Industrial Arts Teachers I Have Known." He said that, in truth, he had only known one of each, but it was enough to teach him never to make assumptions! I wonder if your blind student ever was able to find a "niche" position, doing well the things he COULD do well. That's always the key, even for those of us without disabilities. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Equal Access

Stacie, This is one of those difficult areas where the traditional role of the career school seems to be at odds with the broader aims of higher education. If your program is specifically focused on a limited set of jobs in the field, with all students being given training for a specific niche -- a niche that would certainly seem unlikely to be possible for someone who is blind -- then I think it would be appropriate to have a heart-to-heart with the student and ask if they have considered how they will USE the training they would get from… >>>

Jane Jarrow

Discussion Comment

After the Classroom

Stacie, I agree. While it is not our job to teach disability-related coping strategies or compensatory techniques, it is our sincere hope that students will learn those (or have folks within their circle who can teach them!). My experience is that people with disabilities (like ALL individuals!) tend to gravitate toward work experiences that are comfortable for them. Perhaps the cosmetology student with ADHD would do better to work in a salon or under the direction of someone else, instead of working freelance? Some situation in which the structure was provided and defined for the position? I have to believe… >>>