Jane Jarrow

Discussion Comment

I would agree, Evelyn. When asked why they want to try something difficult, or something that others have indicated will be a problem, it is not uncommon for students with disabilities to respond, "Because I am tired of having other people tell me what I can and cannot do!" Students with disabilities need to make their own decisions about what is and is not possible, rather than having others set their limits for them!

Jane Jarrow

Discussion Comment

Physical Disability

Again, Marcia -- right on! The federal laws are all about providing people with disabilities with the right to try. Whether they are successful or not will be up to them -- just as it is with any other student who chooses a field they want to pursue. Besides... the introduction of new technology is changing our world so quickly that we have no idea how "physically demanding" the job will be a couple of years down the road! ;-)

Jane Jarrow

Discussion Comment

Sensory Disability

You are absolutely right, Marcia. This kind of stereotyping inevitably leads to restricted opportunities. It is something that the disability community has fought for many years, and it is the impetus behind the ADA. The law requires that we give people with disabilities a chance, whether we think they can (or would want to) use that chance or not. And people with disabilities are chipping away at those stereotypes daily!

Jane Jarrow

Discussion Comment

Physical Disability

You know, one of the disconcerting realizations we sometimes have about students with disabilities is that sometimes we want to make allowances for them because of their disability when, in fact, the difficulties they are having are about their study skills and academic abilities, NOT about their disability. She didn't perform well in the classroom. She was frequently absent. She was offered tutoring and declined. If the student had NOT had a disability, and you read those three things in the file, what would you have said? Probably, "We did our part. The student was just not ready for this… >>>

Jane Jarrow

Discussion Comment

Learning Disability

As you witnessed with your daughter, Karen, the use of this technology did not alter the curriculum, it just made it possible for her to minimize the impact of her disability and show what she truly knew and could do. That makes it PERFECT as an accommodation at the college level. That's what it is all about -- expecting the same quality end product, despite the means used to get there!

Jane Jarrow

Discussion Comment

Learning Disability

Would it be a Franklin Speller that you are thinking of, Karen? It would do the kind of thing you describe here. Of course, in this day and age, I am guessing "there's an app for that!" In any case, the idea of allowing students who have a disability that impacts on their spelling to make use of technology in their academic work is a sound practice. The student is still responsible for producing an acceptable quality of response. They just reach that level of quality through a different route!

Jane Jarrow

Discussion Comment

Physical Disability

I'd like to hear more about your experience, Karen. What you have shared here concerns me, as it suggests that there was a great deal of focus on the student's disability, but perhaps not so much on her strengths. What was the student's disability, and what kind of program was she trying to pursue? There are certainly times when a student's disability will simply preclude the possibility of successfully completing a program of study, but it might be useful to discuss the situation and see if we can brainstorm some ideas of things to try in a similar circumstance the… >>>

Jane Jarrow

Discussion Comment

Physical Disability

Point well taken, Susan. While "deaf" can mean different things (and some folks who are deaf have residual hearing that, when amplified, is functional), it sounds like the student in question simply did not have enough hearing to be able to effectively function in this program. Perhaps the experience with this student might be a spur to encourage the powers-that-be to do a better job of specifying the technical standards for participation and completion of the program, so others are not frustrated in the same way in the future.

Jane Jarrow

Discussion Comment

Sensory Disability

Not really, Evelyn. It would be highly unlikely for someone to reach college age, have a significant sensory disability, and not be aware of it. The problem arises when OTHER people become aware of the student's hearing loss or vision problems and start making assumptions about what the student can or cannot do, would or would not be interested in, based on their own limited experience and fears. For example, if a blind student wanted to work with computers, but the instructor cannot imagine how you can possibly work in this field if you can't see the computer monitor, the… >>>

Jane Jarrow

Discussion Comment

Psychological Disability

I agree, Carlos, that if we aren't careful, we may see and misinterpret a student's behavior based on our own biases and fears. Sometimes an angry retort is - just an angry retort. There is no significance to be attached to tone, no underlying neurosis being manifested. The higher education community has become gun shy of anyone who seems to be behaving outside the norm, and we are quick to assign the worst possible explanation to what we see. I get grouchy when I'm hungry, too!