Stacie,
I agree. While it is not our job to teach disability-related coping strategies or compensatory techniques, it is our sincere hope that students will learn those (or have folks within their circle who can teach them!). My experience is that people with disabilities (like ALL individuals!) tend to gravitate toward work experiences that are comfortable for them. Perhaps the cosmetology student with ADHD would do better to work in a salon or under the direction of someone else, instead of working freelance? Some situation in which the structure was provided and defined for the position? I have to believe there are opportunities out there for folks with a variety of strengths.
Dr. Jane Jarrow
Some positions in the cosmetology field are self-driven. I imagine it could be a challenge for someone with ADHD to stay focused all of the time. It is our job as educators though, to give them the tools necessary to succeed in their field.
I like your thinking here, Andrea. "Student development" is not a legally-required element in compliance with 504/ADA, but we would always like to think that during their time in school, we are moving students toward more independence upon graduation. Helping students learn to recognize and better manage their own disability-related needs while they are still within the protected confines of the institution will certainly help them be better prepared for being on their own later.
Dr. Jane Jarrow
As I was reading through the posts, I was thinking that we as educators and/or practitioners in the field, could provide the greatest service to our students by equipping them with the knowledge and skills that they need in order to navigate the challenges that their disability may present regardless of the environment. And then Linda confirmed my thoughts with her post. I believe that empowering individuals with disabilities with knowledge regarding their rights and responsibilities (in education and in employment) as it relates to their disabilities, will give them the tools that they need in order to identify and seek the assistance that they need to be successful. For example, if an employee with ADHD recognizes that diorganization is a manifestation of his/her disability and he/ she has a job with a laundry list of sequential tasks, then he she can choose to disclose to the employer that he/she has a disability and request an accommodation that could include a written list of tasks or he/ she could choose to write them down him/herself.
It sounds as though you have been able to harness not only your experience, but your energies, and I am sure your students benefit from both. I hope you share that experience with your colleagues, Linda. You are right -- students with LD/ADHD are not masters at vicarious learning (grin!). They can learn effective management strategies, but it is likely that they will learn it best through direct instruction. Keep up the good work!
Dr. Jane Jarrow
As someone who is LD/ADHD, I benefitted from direct instruction on how to handle professional obligations like appointments (use a day-planner or appointment software), appropriate language and behavior (practice interviews), etc. I feel that direct teaching that includes modeling, both in the moment and as part of lesson plans, can be very powerful for the LD/ADHD student. As part of our curriculum, students are given this instruction, and continuing support after graduation, to help them have a satisfying career path.
I also know that my "owning" my own learning challenges enables students to open up to me and that helps me to work with them in finding *their* solution.
I think that all of this can help a graduate not only find and keep employment but also communicate with an employer about their needs.
Randy,
You are right. Manifestations of ADHD can often be interpreted as inappropriate behavior, and a lot of individuals find themselves in trouble because of those behavioral issues, rather than because of their job skills. There was a classic article written years ago called, "Keeping Your Job At the Water Cooler," that talked about how the ability (or INability) to fit in to the social setting of the job place was the downfall of many individuals with LD and ADHD. I think your idea of having the Career Services folks address these issues straight up with students is a wise one!
Dr. Jane Jarrow
Many employers are simply not going to have the patience to handle the issues presented by someone who has ADHD in the workplace. One could easily see where some of the manifestations of ADHD might be seen as insubordinate behavior by an employer. Having said that, it is imperative that our Career Services Departments work collaboratively with both our students and our perspective employers in establishing clear expectations prior to making placements in order to maximize the opportunity for success.
Ouch! ADHD is not a "disease" that responds to medication by going away (the way you would expect a fever to be reduced by the appropriate medication). The medication helps the student to focus better -- but there are significant side effects for some individuals, and the effects of the medication only last as long as the medication is being taken. Their ADHD is not going to go away. Don't be fooled into thinking that their lack of focus is a function of lack of effort or poor self-inhibition. We can help them learn to MANAGE the symptomology, and potentially to function more effectively. But it is important to acknowledge the legitimacy of their disability.
Dr. Jane Jarrow
I do believe that students with ADHD can be distracted but at the same time, they usually take medication to help control their focus issues - so we should be helping them get better instead of allowing them to use this disability as an excuse.
Here's an interesting side note. The very same symptomology that creates problems for students with ADHD -- their tendency to be distracted by side issues -- is also what sometimes makes them so creative. They think outside the box, LITERALLY! For instance, they may look at the instructions for an assignment and think of another way that the assignment might be accomplished... an idea that others would never have entertained because they are used to following directions, not using them as a springboard!
Dr. Jane Jarrow
I can see that, and also, most if not all of our students work off site so they can afford to attend. Their time is already stretched pretty thin, so if a student also has ADHD, I can see them either forgetting about a shift or other commitment - like meeting with our Employment Services department to discuss resume building, interviewing, etc... Those appointments are so important to their success, yet can be lost so easily.
That is a great example, Nicole. I was thinking of things even more immediate to the student's college experience. Students with ADHD often miss appointments because they aren't organized enough to keep track. The biggest issue, from a student perspective, is that these students often have great difficulty with time management, and thus don't leave themselves adequate time to study.
