Jane Jarrow

Daren, Good point about the interview. I suppose the lesson to be learned is that ADHD doesn't impact only on classroom performance. The impact is pervasive in the life (and functioning) of the student. Dr. Jane Jarrow

Gilbert, It sounds as though there is some kind of "glitch in the system" and your institution has yet to develop an effective system for assuring that students with disabilities are invited to come forward, and that someone in the institutional structure has the responsibility of shepherding them through and assuring that everyone knows what can/should be done. I would encourage you to go back to the powers-that-be and ask some hard questions. Dr. Jane Jarrow

David, I would agree. I would have slightly different reasons for it, but I would agree. There are side effects to the medication that make it a problem for some, and there are alternatives to the medication that other students find to be equally effective. How the student manages his/her symptoms is a personal decision. Our responsibility is simply to provide access to the same educational opportunities and let the student figure out what to do with that opportunity. Dr. Jane Jarrow

Daren, Sounds as though your corporate experience has given you a realistic, *practical* view of how equal access can be implemented. Just keep thinking like you are, and you (and the students you deal with) will do just fine. Dr. Jane Jarrow

Darcie, Your second statement is true, Darcie. The first one... not so much! The evidence indicates that extended time is necessary for equal ACCESS for some students with disabilities. Because they have equal access, they may perform more successfully -- but remember, that is NOT the reason extended time is give. Whether or not most students would do better with more time (and the research suggests they would not) is irrelevant. Dr. Jane Jarrow

Brent, Absolutely! And I'll add one more thing to the criteria -- INTEREST LEVEL! No matter how capable someone may be to perform a certain job, if they aren't interested in doing so, they aren't likely to be successful... and vice versa. Dr. Jane Jarrow

Summer, Not a problem. I just wanted to clarify. GRIN Dr. Jane Jarrow

Darcie, I gather this is some kind of allied health profession? Try checking out the Association of Medical Professionals with Hearing Loss ( http://www.amphl.org/nursing.php ). Being deaf is not a barrier, in and of itself, to a career in a health related field. That's a good example of why we have laws that promise students the opportunity to try. Dr. Jane Jarrow

Dawn, I agree. Especially with something like a psychological disability (invisible), there are too many alternative explanations for behavior observed. Best to respond to what you SEE, rather than what you speculate. Dr. Jane Jarrow

Richard, If you are suggesting that faculty would rather know if there is a problem than to find out about it after a complaint is filed, I'd like to believe that is true. My concern, however, would be that faculty in most areas are likely to dismiss that concern until there IS a legal challenge. "We have always done it this way, and it is no one's business but our own" is a powerful sentiment to override with cautions about the possibility of challenge. Dr. Jane Jarrow