Jane Jarrow

Discussion Comment

David, It sounds as though you have already identified both the difficulty and the solution. Now you just need tools to help you reach that end. I have a rather unusual suggestion for you. Check out the work of Marc Prensky at www.marcprensky.com/. He is a fascinating gentleman who believes that anything can be taught through games... and he has experience to support it! Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Severity of Disability

Michelle, Actually, that's not it at all. Making accommodations for those with severe disabilities is much more straightforward than it is for those with LD. There may not always be a reasonable alternative available, but what needs to be done is pretty clear cut. On the other hand, LD is an umbrella term for a whole host of difficulties, and what a student with LD needs to have full access can vary dramatically from what the next student with LD will need. When the lawmakers framed 504 and the ADA, they did not distinguish between type or severity of disability,… >>>

Jane Jarrow

Discussion Comment

Physical Disability

Randall, You have learned from your own experience not to assume ANYTHING. That's a lesson all of us should learn! Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Being Fair with Time

Amanda, Hmmm... I think you have the right answer for the wrong reason! It is NOT true that most students could benefit from additional time during tests. For students with disabilities, the "requirement" of extra time exists *because* they have a NEED. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Equal Access

Amanda, I applaud your dedication, but I think it is important to be realistic, as well. If there are hands-on elements to a field and the student is unable to perform those hands-on functions in the educational setting, there is little thought that they might be able to do those things on the job. That doesn't necessarily mean the shouldn't have access to -- or be able to use -- those elements of the field that are NOT restricted by their disability, but it does mean that standards should be changed or lowered in order to allow students to succeed.… >>>

Jane Jarrow

Discussion Comment

After the Classroom

Amanda, Good point! Sometimes, individuals with disabilities SHOULD ask for accommodation so that they can do the job with equal prowess, but are hesitant to do so because of the stigma involved in admitting their limitations. As a result, they end of reinforcing the stereotype when they fail. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Psychological Disability

Paul, I am less worried about the legal complications than about the issues of stigma and stereotype. As teachers, we help most by not attempting to classify, excuse, or suppose about a student based on their behavior, but only to respond to the behavior (and the student!) in the same way we would for any other student engaging in that behavior. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Learning Disability

Daniel, Sounds like you have found your own version of the Golden Rule! GRIN I am sure your students appreciate both your patience and your insight. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Leveling The Playing Field

Brittany, I think you are using the word "facilitate" differently than I do -- but no matter. I agree with your understanding. We cannot MAKE our students successful. We can only give them the right (and full) opportunity to do that for themselves. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

The Human Factor

Stacy, That is the nicest compliment that you could give -- to suggest that because of having taken the class you will do something consciously, something different in the future. Best of luck in applying your new-found awareness! Dr. Jane Jarrow