Jane Jarrow

William, I love hearing those kind of stories -- the ones that make others think twice about limits. I had a friend who used to give a talk called, "Of Blind Mechanics and Hemophiliac Industrial Arts Teachers I Have Known." He said that, in truth, he had only known one of each, but it was enough to teach him not to make assumptions. Dr. Jane Jarrow

William, The extra time is provided so that students with disabilities will have the same opportunity to respond as is provided to others. If there are time limits set for others, then students with disabilities get the additional time on top of whatever time the others get. If no one has any time limits, then there are no problems! The point is that providing extended time for students with disabilities was NEVER an unjust advantage. In fact, if the extra time were NOT provided, it would be unjust to the student with a disability. Dr. Jane Jarrow

William, That's a great attitude to bring to your teaching - and to your students! Dr. Jane Jarrow

Megan, I agree with your assessment. There may be individual circumstances in which more information needs to be shared for safety reasons, but the more that can be kept confidential re: the student's disability, the less possibility that knowledge of disability will be used in a discriminatory fashion. Dr. Jane Jarrow

Brent, An honest answer -- and a real concern. The bottom line, however, is that while we hope (and even PLAN) that all the students we train will find gainful employment, we cannot guarantee that for any graduate. The fact that they believe they will face additional barriers in being hired may be a legitimate topic for discussion, but shouldn't be a reason to NOT provide appropriate support and accommodation in the classroom. Dr. Jane Jarrow

Brent, We ARE still talking about individuals with ADHD, right? Your description sounds like the problems faced by a whole lot of employees. (GRIN) I am teasing -- you are correct. All of these issues which may, in fact, present challenges to any employee are exacerbated when someone has ADHD that makes typical coping strategies all the more difficult to implement. Dr. Jane Jarrow

William, Just keep in mind that there is a difference between being absolutely honest and forthcoming about potential barriers and suggesting to them that they are being unrealistic. The latter implies a judgment on your part that, simply because of your position of power and authority in those conversations, amounts to restrictive career counselor -- something that is expressly prohibited under the law. Never be afraid to state the facts of the situation, but leave the conclusions to the student! Dr. Jane Jarrow

Butch, Very true. We always hope that while a student is still in school, he/she will develop personal strategies that will allow for more efficient management of their disability while on the job (such as the use of day planners, lists, and written reminders). Dr. Jane Jarrow

Melissa, I couldn't agree more. I think the institution has an obligation to ANY student to make sure they understand the demands and parameters of their field of interest. But once that information is shared, the decision as to whether or not to proceed still rests with the student. Dr. Jane Jarrow

Ceola, That's all we can ask of any instructor for any student! Dr. Jane Jarrow