Jane Jarrow

Jane Jarrow

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Carol, While you cannot draw conclusions about CAUSE, it is not wrong to respond to the behavior you see in the classroom. The trick is to NOT assign a reason for it. The reason doesn't matter. You are right, though, in suggesting that not all students with psych disabilities will have visible symptomology, and not all visible suggestions of instability are the result of psychological disability. Dr. Jane Jarrow
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Garry, Yep! It is all about "truth in advertising". Our job is to make sure they understand what is involved in the program/field, and it is THEIR job to decide whether to proceed. Dr. Jane Jarrow
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Rosemary, I agree. That is exactly why the rules regarding confidentiality exist -- because if you do not know that someone has a disability, you cannot use knowledge of disability inappropriately! Dr. Jane Jarrow
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Rosemary, Both of your descriptions are somewhat stereotypical -- the individual who "uses their disability as an excuse" and the individual who presses on "despite their disability" (intoned in a deep, solemn, announcer's voice). In truth, the vast majority of people with disabilities are somewhere in the middle ground. Be careful about thinking that you will see either/or and trying to fit people into one category or another. Dr. Jane Jarrow
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Jeremy, That's often part of the problem -- people underplay the significance of the disability and how it impacts on the individual. It is a REAL disability and can often be MORE debilitating than some more visible disabilities because it cannot be observed casually, and thus people think it is something that the individual could and should have under control. Dr. Jane Jarrow
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Rosemary, There are so many variables that play into a student's performance, that it is difficult to figure out what is (or isn't!) happening without a significant review of circumstances. But the bottom line is that we do not promise success, only access. The fact that she was not successful with the separate testing situation does not necessarily mean it wasn't the right accommodation. Dr. Jane Jarrow
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Garry, You are right. It is not uncommon for students with disabilities to understand the challenges they will face even better than we do, because they have related experiences to bring with them into new settings and activities. Dr. Jane Jarrow

Nicolette, I appreciate your clarification, and applaud your obviously sincere interest in helping. You do, indeed, ask a difficult question, in part because the students may not know the answer themselves. "Is this something you can control, or is it because of your disability?" How do they know? How much of what may appear to be lack of motivation or lack of caring is, in fact, a conditioned response -- a way of protecting themselves because of past failures? If you refuse to try, you may suffer consequences for that decision, but you haven't "failed." Perhaps a better way to… >>>

Nicolette, Your explanation makes it clear that you understand and are empathetic to individuals with disabilities... but then you ended up using the term ("personality flaws") AGAIN. Perhaps that term means something different to you than it does to me. It carries both a negative and judgmental quality to me. I think what you are really talking about are relative strengths and weaknesses. Dr. Jane Jarrow
Nicolette, WHOA! WAIT! BACK UP!!! This sounds a lot like "blaming the victim", Nicole. The fact that a person has a disability does not mean that they may not also not be your favorite person or favorite type of person. But when you speak of "disorder ends and personality flaws begin" it sounds as though you are suggesting that ADHD creates personality flaws that you would excuse if you MUST, but that you are not tolerant of if it isn't REALLY a disability. ADHD behavior does not mimic "personality flaws." Dr. Jane Jarrow

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