Jane Jarrow

Yolonda, If your program trains only for active duty officers, then I would probably agree with you. If it were broader -- training that would be useful for someone working as a dispatcher, for example -- then it might be possible. But there is nothing in the law that prohibits the institution from setting appropriate technical standards for the field, even if the inability to meet those standards might be a function of the student's disability. The key word in that sentence, of course, is "appropriate"! GRIN Dr. Jane Jarrow

James, I agree. It is more important to know the student's behavior and functioning status than to know the diagnosis! Dr. Jane Jarrow

Yolonda, Interestingly, you used just the right terminology to make your point without specifying the point. You speak of "people with disabilities" rather than falling into more common usage of "the disabled". A number of years ago there was a great push to use "people-first language" -- which you did. In so doing, you establish that they are PEOPLE first, and that the disability is descriptive, not definitive (kind of like saying "people with freckles"!)). It is a great way of reminding us that disability does not limit the individual's status or inherent potential! Dr. Jane Jarrow

Randy, Your own experience has made you wise! I hear often of students who, when asked why they choose to attend college, will respond with, "Because I was tired of other people telling me what I couldn't do!" Students, with and without disabilities, have the right to try. Dr. Jane Jarrow

Larry, While I know some postsecondary institutions talk about (use the terminology)"IEP plans", (just for the record) IEP plans are a specific requirement under the laws that govern special education in the K-12 system. IEP accommodations are assigned to foster success for students with disabilities. The accommodations we assign at the postsecondary level are for purposes of facilitating full ACCESS. That doesn't matter much in the way you carry out the assigned accommodation, but it SHOULD matter to whomever is assigning them! Dr. Jane Jarrow

Thomas, I don't know what field you teach in, Thomas, so I don't know whether there would have been reason to question whether he would be able to complete the work (in other words, is it a hands-on field or something classroom oriented?). But your statement is a remind that a student in a wheelchair is pretty much like any other student sitting down! Dr. Jane Jarrow

Elizabeth, I agree with you. Oddly, the federal government has some strange rules that sometimes play out differently. While the laws (504 and the ADA) make no distinction between HOW disabled someone is, the vocational rehabilitation system *does.* They provide their support first to those they think are "most" disabled. The difference, I think, is that 504/ADA are about equal rights, while Voc Rehab is about doing something extra. (Hey... I don't make the rules, I just try to explain 'em! GRIN) Dr. Jane Jarrow

Julius, Ah! You have recognized the basic civil rights nature of the laws. When you compare the struggle of students with disabilities to receive equal opportunity to the struggle for gender equity or minority status, it tells me you have internalized the basic message -- that students with disabilities are more LIKE every other student than they are different, and they deserve a chance! Dr. Jane Jarrow

Melissa, You have just outlined what, in some circles, would be referred to as "coaching" for a student with ADHD. It isn't about the academics, it is about managing their lives. The kind of hints you have suggested, above, are right on target! Dr. Jane Jarrow