Jane Jarrow

Andrew, There probably is nothing you could have done differently. This sounds like a question of maturity on the part of the student (it doesn't matter how old they are chronologically, they may still lack maturity when it comes to dealing with their disability). If the student knew he should have, and could have, asked for accommodation and didn't do so, then chances are he would not have availed himself of services once he got into classes either -- and would have been unsuccessful in his academic attempts. Perhaps this experience will be a good dash of reality for the… >>>

So how do we help faculty (and students) to sort out the two, Dave? I have always found it useful to think in terms of whether the proposed accommodation is likely to insure a better grade for the NONdisabled students. For example, providing Braille for a blind student or an interpreter for a deaf student is necessary for ACCESS Providing those same things for the nondisabled student would not be likely to improve their grade. Waiving a class because the student's disability interferes? That could border on being a success-oriented strategy (something other students could use as well). That's why… >>>

Ouch! ADHD is not a "disease" that responds to medication by going away (the way you would expect a fever to be reduced by the appropriate medication). The medication helps the student to focus better -- but there are significant side effects for some individuals, and the effects of the medication only last as long as the medication is being taken. Their ADHD is not going to go away. Don't be fooled into thinking that their lack of focus is a function of lack of effort or poor self-inhibition. We can help them learn to MANAGE the symptomology, and potentially… >>>