Jane Jarrow

Stephen, There are many situations in which faculty can be informed of accommodation needs without knowing much about the disability. And there are some situations in which the less faculty know of the disability itself, the better. Otherwise, stereotypes and unintended bias can creep in. Dr. Jane Jarrow

Michael, I think you may have missed the point of extended time. Everyone has the same amount of time to study -- but for some students with disabilities it takes longer to demonstrate what they have learned. The extra time isn't assigned to give them more chance to study, just more time to respond. Dr. Jane Jarrow

Stephen, So long as they aren't making ASSUMPTIONS about the person's limitations, based on the diagnosis, I would be inclined to agree. But to say, "that post can't be held by someone who is ADHD because they would be a liability.. that's stereotyping! Dr. Jane Jarrow

Stephen, "Protecting a person from failure is not protecting them but rather hindering them. Failure is not failure until a person quits." I love it! That's a great philosophy to remember (and share) with ALL students, disabled or not. Dr. Jane Jarrow

Courtney, I couldn't have said it better myself. The presence of disability has no bearing, one way or the other, on competency or determination. Dr. Jane Jarrow

Amy, Go get 'em, Tiger! I suppose it is easier to champion the cause of all students with disabilities when you have seen and experienced someone with a disability who succeeded despite assumptions and stereotypes. But even without the personal experience, it would be nice if we could convince everyone else that students with disabilities are capable and have potential to the same extent as their nondisabled peers. They may do things differently. That doesn't mean that they cannot do them at all. Dr. Jane Jarrow

Courtney, I have to disagree. It seems are suggesting that the person with a disability would/should be treated differently if there was a lawsuit pending; if the only reason that accommodations are being made is out of fear of legal action, then there is a whole lot of re-educating that needs to be done from the beginning -- and it has nothing to do with the student's disability! Dr. Jane Jarrow

Courtney, While I applaud your enthusiasm and like the idea of explore A-bilities instead of focusing on DIS-abilities, realistically there WILL be some things that someone with a certain disability will not be able to do. That's OK, so long as we remember not to make ASSUMPTIONS about what they will or won't be able to accomplish, and that we continue to work with such students to think of creative ways around their limitations when possible. Dr. Jane Jarrow

Courtney, Hmmm... and who is to say what is severe, and what is very functional? You are suggesting that an arbitrary judgment made by ???? should be used to decide whether or not the student gets to pursue his/her chosen field. Would you ever make judgements about NONdisabled students based on whether you think they are really going to be good at what they do -- before they begin training? To make such judgements about students with disabilities would be discriminatory. Dr. Jane Jarrow

Denise, Those traffic signals also have beeping noises that give audible cues as to when it is and is not safe to cross -- another form of universal design. And you are right -- those deer crossing signs, like the symbols for elevators, and the men/women signs used in airports and such are examples of universal design of communications. Dr. Jane Jarrow