Annette,
That is certainly the intent of the law -- to make sure that all students have the same opportunity to show you whether or not they can be successful. We provide the access, they provide the brains and the skill!
Dr. Jane Jarrow
I love this quote. There is a student that exemplifies this at my school and many do. Actually, we dis-service any student when we do not help them rise and exceed expectations. We provide the access and encouragement and curriculum, but much is up to them, as with all students.
Norman,
Those are great examples, and you are right. But I don't think the focus here should be on adapting the person to the environment or the environment to the person so much as it should be on recognizing that the way folks have always participated isn't the ONLY way to participate. The same is true of learning.
Dr. Jane Jarrow
Folks, After watching the Para-Olympics, I was astounded by the ingenuity people used to adapt various sports to their disability and/or to adapt various disabilities to their sport. Thus, I believe, there is an evolution that allows accommodations to facilitate both access and influence the chances for success.
Theosious,
In some ways, the purpose of accommodations is to provide support for their STRENGTHS, rather than their weaknesses (disabilities). Accommodations generally allow students to minimize the impact of the disability by shifting the circumstances to play off their strengths. But your sentiment is spot on!
Dr. Jane Jarrow
Students with disabilities want to be treated as equals and the accommodations provide support for
their disability, not minimize their capabilities.
Vincent,
Yep! It is amazing how many doors have been opened through the introduction of relatively simple technology. Here is a student who can now do what anyone else can do online, just by providing the virtual equivalent of a magnifying glass!
Dr. Jane Jarrow
It is in line with an accommodation we made providing a student with a computer screen magnifier so he could read the text on the screen. Yes he had access to the computer screen, but without that piece of equipment he really did not, as he could not see (or access) the writing without it.
Alena,
I certainly agree with your general tone and idea -- that students with disabilities deserve a chance to succeed. I just want to be sure you keep in mind that we do not make accommodations for SUCCESS, only for purposes of ACCESS. We supply that level playing field (through accommodations) -- they supply their own talents and skills that lead to success.
Dr. Jane Jarrow
I think providing accomadations are essential for student success. I have not personally had the oopportunity to provide accomadations for students but I would be more than happy to. I agree that students should not have an advantage when completing their assingments, however they should have the tools they need to be succesful in their online classroom.
Jane, Happy ending,yes. I think though they were providing a niche to promote the college and in retrospect access played a part for sure. Yet they provided so much more than what I now understand they had to.
Sherry-Lynn,
Sounds as though it all had a happy ending, and that is the important thing. But I am guessing that what you understood the college to be providing because it was a nurturing environment (and nothing wrong with that!) was actually being provided because the deemed it necessary for access... and having full access meant that your son could be and was successful.
Dr. Jane Jarrow
Jane,
Access and accommodations in public schools is more of my understanding, then what applies to college in a legal sense, which is why I stated that it was "fuzzy"to me. I really knew very little of the legalities in education until 2007 (my son attended college 1997-2001) when I went back to school to add a teaching certification to my degrees. This information really did not include how it "works" a the college level.
A "re-do" is letting a student re-do for credit an assignment that is submitted. Certainly not access but helps with success.
From the in-service and what I have read thus far in the presentation. Equal access not success is what ADA covers at a college level. What a college offers in addition for student accommodations to assist in success is by policy, as in my experience with my son. Therein lies the difference;which I believe is your original prompt.
In response to your opening statement, I would not worry too much or be too disappointed; despite my lack of knowledge of the accommodation process back in 1997; our son had our full encouragement, love and support to use accommodations toward his success and he was expected to be accomplish! He was afforded every opportunity available. His college specialized in LD ,which is why we choose it, he was most comfortable, graduated in 2001 with dual degrees; History (Celtic specifically) and Nursing. He is a very successful young man, professionally, socially and personally. He is practicing Nursing as an ICU/Trauma RN where his skills and abilities are well sought out by recruiters! :) A success story for a kid with LD. I bring these life lessons and understanding of LD to my teaching and my son's experiences is a decisive factor in the reason to want to teach.
Sherry-Lynn,
It is disappointing that you know about the accommodation process, and yet didn't encourage your son to use it at the college level. It might have made his experience more comfortable. I am not sure what "redoes/retesting" is -- it is certainly not an accommodation for access -- but extended time in testing more definitely is, and is equally available online and in face-to-face classes.
Dr. Jane Jarrow
I teach both 9-12 public schools and college (prior on ground) and now online. So the answer really has two facets. In the pubic school we look at success as an outcome of providing access to instruction with accommodations that really require that there is a successful outcomes;that being student growth. I think it is much more difficult in the college setting to accommodate only for access and not look at success. Once accessed we of course want our students to be successful. I am still "fuzzy" on what accommodations would legally apply for me as an online instructor? Most disability situations I see with are students who have very poor writing and reading skills and who probably carried the diagnosis of ASHA or other Learning Disability ; many of whom had 504's back in high school. It is pretty easy to spot, however I can tell you that these college students often expect that they will be allowed "extended time" " re-testing" or other similar accommodations they were use to having as part of their IEP's in the public school system. They will often tell me that they had these plans and that they would like the same accommodations.
My son had an IEP we sought out small private college that offered support services. I know that even with these in place he was expected to accomplished the courses as they were presented with the same expectations. He did not have official accommodations in this regard.
Unofficially, though most instructors will work with struggling students giving them extra time...allowing" "redoes" tutoring ; this is what a "real teacher" does as a matter of course!
I hope this addressed your question.
George ,
Yes... and no. The skills and abilities that determine success depend upon the student. But without the institution doing its part to assure that access to information, tools, and learning environment (and it DOES take work), the student faces potentially insurmountable difficulties. So the college has to do its part FIRST. That's why you are here, right? GRIN
Dr. Jane Jarrow
Everyone needs to start with the same access to information, tools and learning environment. The success depends on the student not the institution
Michael,
That's true. But the answer goes back to the intent of the law, not the nature of the disability. The law protects the opportunities (equal access) for all individuals, with and without disabilities and -- therefore -- no matter what the disability is.
Dr. Jane Jarrow
From my understanding, it doesn't matter if the disability is visible or invisible they are protected under the law. We cannot discriminate against them at all.
Dr. Jarrow,
What I was getting at is that from my pespective I believe that creating an understanding and expectation of "equal opportunity" that is cultural, and is shared by everyone in an institution forms the most important accomodation of all, and should be one of the very first things that any student experiences when engaging with an institution. As a result, every student has the sense that they can be successful based on their abilities, rather than based on chance, luck, or entitlement.
