Jane Jarrow

Discussion Comment

Wow! That is a very insightful observation, Callie. I think you right. I think the fear of making mistakes could be more debilitating than the actual impact of the disability. The trick, then, is to help students feel comfortable in their ability to manage their symptoms. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Reality Check!

Kimberly, I agree, Kimberly. I'd go even further... who are we to say what defines "succeeding"!?! GRIN Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Reality Check!

Andrea, The trick here is not to be too restrictive in your view of the possibilities of employment. So long as you don't let your past experience with traditional application of the information color your present advice, all is well. Remember, technology and advances in the field mean that there are often alternative ways of putting knowledge to work these days. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Reality Check!

Callie, I am not sure what you are suggesting here, Callie. When you say that advisers should not "withhold" information, are you suggesting that they should b saying (however politely), "This is not a good field for you because you'll never get a job?" Or are you suggesting that they shouldn't hold back critical information about the demands of the field because of some worry about being discouraging? My experience is that the problem is seldom that advisers don't say enough. More often they say too much, and impose their own conclusions on the student. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Psychological Disability

Deepika , I agree -- observation is important. But perhaps more important is the frank, open talk you have with students. Respecting the student enough to let them share their story and their needs (as much as they are comfortable with) is really the key to helping. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Being Fair with Time

Dena, Actually, the research shows that the "everybody would do better if they had more time" argument doesn't hold up under scrutiny. If the test is one that everyone is expected to finish in the regulation amount of time, giving the average student extra time does not significantly improve performance. It DOES make a difference for the student with a disability. Meantime, the ADA impacts on State and national certification testing, too. If the student with a disability qualifies for extended time when testing at the college, he/she can qualify for extended time on the certification test as well. Dr.… >>>

Jane Jarrow

Discussion Comment

Psychological Disability

David, That's true, David. Especially when you are dealing with a "non-visible" disability, leaping to conclusions rarely gives you a happy landing! Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Attention Deficit Disorder

Herbert, For all the reasons you cite above, Herbert, it is not appropriate to expect or require that all students with ADHD will choose medication as a means of managing their symptoms. It helps when faculty acknowledge the viability of the strategy for those who choose to use it, and accept the decision of those who do not. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Equal Access

Kandy, Yep! Accommodations are often the way to allow someone with a disability to do exactly what everyone else is asked to do, albeit through a different route. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Reality Check!

Kandy, I gather, from your description, that you are either in nursing or some related area. While I agree that programs have the right to establish technical standards, that does not mean that the standards stated by a program are appropriate or legally defensible as not being discriminatory. I don't know what your standards are, so I am not suggesting anything about your institution -- just talking in general. Things like "be able to stand, stoop, kneel and grasp" or "able to stand for extended periods of time" are NOT legitimately defensible technical standards for a nursing program -- although… >>>