Jane Jarrow

Jane Jarrow

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Discussion Comment

Angela, There has actually been a lot of research on how people -- all people -- choose their areas of interest when it comes to work. With one exception, students with disabilities tend to gravitate to their strengths. They either move toward areas that depend on the things they are best at, or they move toward areas that are of high interest for them, and therefore places where they are willing to work harder to overcome their limitations. Surprisingly, the exception is students with disabilities. They sometimes choose their majors on the basis of what they DON'T do well. They… >>>

Michael, That's true. But the answer goes back to the intent of the law, not the nature of the disability. The law protects the opportunities (equal access) for all individuals, with and without disabilities and -- therefore -- no matter what the disability is. Dr. Jane Jarrow
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Batu, The fact that information in the Letter of Accommodation is minimal does not limit you, as an instructor, from seeking out more information from the student, so long as it is done in the right way and with the right intention -- which it sounds like you have. I wouldn't hesitate to approach a student privately and say, "I have the accommodation letter here, and I understand that you are going to need x, y, and z. If you are comfortable sharing some more information about your disability, there may be other ways I can help as well." Dr.… >>>

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Batu, This is wonderful insight on your part -- and right on target in my experience. The ADHD doesn't go away but the impact in different as the student moves from school to work, because the demands on attention are different. Pointing out those differences and helping to prepare for the change in focus would be a tremendous service to such students. Dr. Jane Jarrow
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Batu, That's it, exactly! It doesn't matter the severity of the limitation, it only matters that "enough" support is given to the individual so that the disability becomes neutral in their efforts. Dr. Jane Jarrow
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Stephanie, That's a TERRIFIC contribution to our tales of success. Thanks! Dr. Jane Jarrow
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Gil, I work a lot with institutions regarding technical standards. Sounds as though the folks at your institution have come to the right conclusions on their own. Instead of the standards focusing on Why and How, they should focus on WHAT... WHAT must be done. It is the difference between "sufficient dexterity to apply a tourniquet" and "apply a tourniquet with appropriate sterile technique." *I* have sufficient dexterity to apply a tourniquet. Trust me, though, you don't want ME to be the one who shows up to help you in an emergency. Dr. Jane Jarrow
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Stephanie, I think SOMEONE at the institution should know the detail of the student's disability. The real question is whether EVERYONE has to know. What really makes the difference for the classroom teacher -- knowing the label or knowing the impact of the disability? There are degrees of "knowing" that should be respected. Dr. Jane Jarrow
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Gil, I am not sure whether I agree with you or not, because I am not sure whether you are talking about ALL students, or specifically about students with disabilities. Are you suggesting that the only reason students with disabilities need extra time is because they lack preparation? I'd have to argue that point with you. But if the suggestion is that nondisabled student wouldn't do any better with extra time if they were not prepared, it rings true. Dr. Jane Jarrow
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Stephanie, I think you nailed it with your first statement. There is a difference between having the opportunity to try (which is what equal access is all about), versus having the requisite abilities to succeed. Dr. Jane Jarrow

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