Jane Jarrow

Sheryl, If by "helping them through everything" you mean giving them enough information to make informed decisions about their future, and then doing them the courtesy of RESPECTING those decisions, then yes -- I think that is typical. It is certainly what we hope to see! GRIN Dr. Jane Jarrow

Shannon, I agree, Shannon. The same problems that students might experience in college can "translate" to problems on the job (late for class = late for work). That is why we hope that students will learn coping strategies while they are still in school that will allow them to be more functional when they get out and on their own. Dr. Jane Jarrow

Shannon, That is a GREAT lesson to have learned. And you are right -- we often assume that disability translates into being naive, or inexperienced, or limited in ALL ways, not just those ways impacted by disability. Students with disabilities who have made it in to college should be assumed to have the same backgrounds -- and the same potential! -- as their peers. Dr. Jane Jarrow

Linda, That's always great to hear -- the success stories that have sensitive teachers recognizing potential and ability and being willing to extend themselves to find out why that potential isn't being recognized. You and your son were very lucky. Now it is time to return the favor! Dr. Jane Jarrow

Mark, I think you may be surprised to find that they don't need "inspiration" from you -- they wouldn't be in school if they didn't believe there was a place for them there, and potential to do something with the education they are receiving. What they need is our creativeness. It is up to us, as educators, to focus on their strengths and not their weaknesses, and to help them figure out ways to do everything necessary, even if it means using unique routes to reach their goals. Dr. Jane Jarrow

Grace, I hope you understand WHY the law says what it does. It isn't just a regulatory requirement. The purpose behind the rules regarding restrictive advising (and refusing admission to students because of disability) is to make sure that students with disabilities are not excluded from opportunities because of someone's *perception* of what they can or should be able to do. I am all for being "honest" so long as we recognize that what you honestly see as a barrier may not be perceived that way by the student. Dr. Jane Jarrow

Dawn, You have just given a practical example of why we should NEVER make assumptions about what someone can do, or limit the options of a student with a disability based on OUR expectations! Dr. Jane Jarrow

Russell, I am not sure what "any and all information" translates to, and I am not sure why you think you need it. If there are inappropriate conclusions being drawn, it is as likely to be because the individual is stereotyping as because they were not given information. In fact, those that make decisions based on stereotypes are MORE likely to respond negatively to certain revelations regarding disability. Dr. Jane Jarrow

Brittani, I think you have made some assumptions here based on the GENERAL image of a student with ADHD. You are right in suggesting that evaluating the job to see whether the tasks will feed into their disability is a good idea. But not everyone's problem will be solved by movement or interaction with others. And some may find that a single focus on one task that changes in nature as they go along (such as sitting at the computer but dealing with different tasks WHILE at the computer) might be ideal in focusing attention. Dr. Jane Jarrow

Brittani, I would be very careful. There are specific restrictions in the law against "restrictive career counseling." As a teacher, you are in a position of power. Whether you say, "You don't belong in this field" or "I am only concerned for your welfare" it comes down to the same thing. You don't have to prohibit them in order to be discouraging. Dr. Jane Jarrow