Patricia,
That is certainly our hope -- that although the disability doesn't go away when they move to the workplace, they have a better idea of how to manage their disability in that setting and, for that matter, what kind of accommodations might be appropriate to request.
Dr. Jane Jarrow
I would think that the student will learn more on how to function with their disability therefore be more apt to adopt a better balance for themselves in the workplace. They will then know what they can do and what they can improve on so that they can be a part of the workplace in a positive manner.
Angela,
There has actually been a lot of research on how people -- all people -- choose their areas of interest when it comes to work. With one exception, students with disabilities tend to gravitate to their strengths. They either move toward areas that depend on the things they are best at, or they move toward areas that are of high interest for them, and therefore places where they are willing to work harder to overcome their limitations. Surprisingly, the exception is students with disabilities. They sometimes choose their majors on the basis of what they DON'T do well. They look at their options and say, "I can't do this. I can't do that. I can't do this. I don't see anything over here that I know I can't do, so I'll give it a try!"
Dr. Jane Jarrow
A student's employment experience may be signifcantly impacted by limitations from ADHD. Attention to detail and keeping focus on tasks at hand are imperative in any work environment. Therefore, those affected may have to narrow their job searches more to opportunities where their limitations are not as present.
Batu,
This is wonderful insight on your part -- and right on target in my experience. The ADHD doesn't go away but the impact in different as the student moves from school to work, because the demands on attention are different. Pointing out those differences and helping to prepare for the change in focus would be a tremendous service to such students.
Dr. Jane Jarrow
I think the problem associated with and created by ADHD does not stop after the class and after graduation. It takes more difficult shape in work environment. The ability to follow written and verbal instructions, adhering to the institutional rules and regulations, being a team player etc. are more required in a typical work environment than at the academic environment. So the individuals with such disorders should be encouraged to learn several life skills mitigating such problem along with the course content so that chance of success becomes possible down the road. The earlier they start implementing the mitigation measures, the better would be the outcome and chances of success.
Dr. Jarrow,
If a student chooses not to disclose a functional limitation to an educator, or a school representative, or goes out of their way to mask it in some way as to make it not obvious.
For instance, a wheelchair user will clearly exhibit certain functional limitations for all to see, even casual observers. So too will a student that uses a sign language interpreter during a class lecture. However, a student with dyslexia may not outwardly manifest signs of a functional limitation, nor choose to share that they may have one with anybody. The same may hold true for a student that has a chronic medical condition.
Adam,
Sorry... I still don't follow. How does "...we may not be fully aware of the need to do so or the reasons behind the need" fit with a discussion of the student developing workarounds and coping strategies?
Dr. Jane Jarrow
Dr. Jarrow,
I agree absolutely. What I was trying to commmunicate with regards to the importance of context is that we often struggle to search to find that workaround, giving the individual an equal opportunity to demonstrate their capabilities, because we may not be fully aware of the need to do so, or the reason(s) behind the need.
Adam,
I am not sure you have a clear understanding of the concept of functional limitations as used in this class. The very purpose of understanding the functional limitations imposed by disability is so that you can find a work-around and compensate for the disability, giving the individual an equal opportunity to demonstrate the capabilities. We are not out to cure the disability or pretend it doesn't exist. Only to make sure that it does not interfere with the individual's quest any more than necessary.
Dr. Jane Jarrow
The functional limitations faced by any person who has a disability are certainly important to understand and to be aware of, both as an employer, and a colleague, or team member that works with the person. I believe that context is the most important element that has to be understood and respected with regards to any limitation, based on a disablity, or simply based on choice or personal prefference. If there is no understanding and no ability to internalize the reason(s) why this limitation exists in the first place, it becomes very difficult to be able to work through the limitation together, to create successful outcomes, instaed of working around the limitation to at best compensate.
Toshsa,
Missing details -- that's an important one that most folks miss. Everyone recognizes that the individual may have difficulty maintaining attention (the problem itself), but not everyone recognizes the IMPACT of that difficulty.
Dr. Jane Jarrow
The limitations for a person with ADHD in an employment situation can be great. There is the potential of the student missing certain details, not completing tasks/not completing tasks on time, and not receiving all the details when verbal directions are given.
Viviana,
I know it is easy to say from a distance, but that is HIS problem, not yours. You did the right thing in demanding the same level of performance from this student as from all the others (the same, not more). Stick to your guns!
Dr. Jane Jarrow
I like how you said "it is important to acknowledge the legitimacy of their disability". I had a student who used the excuse of ADHD to get out of class work and sometimes attendance. This student said his medication worked sometimes and sometimes it didn't, therefore he "had a legitimate excuse not to abide by time tables that all the other students had to". Although I never gave in to his excuses, he ended up failing the class, and I was viewed as unfair. He was accustomed to having instructors give him advantages that no other students were allowed. Made things very difficult in class for me and in a way, other students.
timothy,
You are right. The issues that plagued these students through school aren't going to go away when they get into the world of work. Our hope is that if they found a successful way to cope with them in the classroom, they can carry those solutions over to the workplace.
Dr. Jane Jarrow
Students with ADHD often have issues decoding
responses. Following directions may be a
difficult task for this applicant.Limitations
such as caarying out orders may also be considered a limiting situation.
Heather,
Being in the right position is certainly our aim for any student -- but sometimes what WE think is right (or wrong!) is based on assumptions, rather than realities. We always have to be careful not to let our personal experience be the ONLY guide for the student's future experience.
Dr. Jane Jarrow
I would think having ADHD could pose several issues with employment. Not being able to concentrate, multi-task, focus or prioritize would make any job difficult. I had a coworker that had ADHD but she did manage to get her job done. She may have had to exert more energy on things that we may not even think about. I believe if the person is in the right position they can be successful.
Andrew,
Anything we can help students learn so that they can manage their symptomology is certainly a step in the right direction!
Dr. Jane Jarrow
