This is not a complete "success" story, but it did show me that I can not make assumptions about what an individual with a disability can and cannot do. We had a blind student who was adamant about getting student employment in building services cleaning guests rooms. My thought was that he wouldn't be able to accomplish many of the tasks because of his visual impairment. He was adamant that he could do the job, so we let him show us how he would accomplish the tasks of cleaning a room. Although it took him significantly more time to clean the room and there were a few issues (eg. smudges on the mirror, a piece of paper in the corner). He did a fairly good job and completed some tasks surprisingly well. The time that it took him to complete the job was an issue though and he was not hired for the position.

I think it's best to acknowledge where deficiencies are and work with a team of colleagues to eliminate them.

Some examples I can think of are: 1) large bright keyboard keys that can assist someone in seeing who is maybe legally blind or deaf. 2) Programs that you may talk to and it will type your response which would also assist the blind.

Since every accomadation should be on a case by case basis to ensure proper access for the individual, I think there are times when more information can help and I would think that in most, not all, cases this could be achieved through the interaction with the individual seeking access.

While it could be argued that all students would excel if they were given more time, the bigger issue is HOW the time is spent. In the case of an ADHD student, time is relative. An hour of solid work for this type of student could be double that for a student unaffected by this limitation. In most cases extended time is access, not success, because the student is being given the same relative amount of time to complete the assessment as other students. Also the amount of preparation for each student needs to be taken into account. Students are all given the same amount of time to prepare for the test, which if the student has a learning disability they would need to study even harder in the time leading up to the test to ensure that he/she retains the information necessary. It is reasonable to assume then that even though they are given extra time to take the test, they may be at a disadvantage when it comes to being prepared.

Sure, but the "qualified/unqualified" decision is usually for the marketplace or a regulatory body and not the educational institution. The FAA, for example, effectively defines the blind as "unqualified" for a pilot's license.

This student may have a hard time focusing in a fast-paced and highly distracting environment. In the case of UTI students, they will need to stay focused as they diagnose problems with vehicles while also trying to maintain high levels of professionalism and safety standards.

This is a very interesting question and I believe it is an area that may complicate creating and completing accomadations since the focus can get diverted to guaranteeing success as opposed to facilitating access.

A person with a disability is a person with a disability. As long as reasonable accommodations are being made, there's no need to start nitpicking on the type. Does it really matter what one person is offered over another if what's offered is what is needed to have equal opportunity??

I would say we need to be honest. However as long as the student understands what is expected s/he has the right to study in any field they choose.

How can/should you approach the academic units on your campus to discuss what you now understand to be inappropriate technical standards? You need to be honest with students about the requirements they will face, but what happens when you know those requirements are open to challenge?

Often, folks have stories to tell about the one student with a disability whom they never thought would make it who did, in fact, achieve their goals. Would you care to share your "success" story to help dispel some of the stereotypes we all carry?

The question of fairness in providing accommodation is raised most often in reference to providing extended time in testing for students with disabilities. Wouldn’t all students do better if they had extended time? How would you respond to that concern?

Generally, faculty and staff are given minimal information from the disability service provider about the nature of a student's disability. Letters of accommodation typically verify that the student is disabled and list assigned accommodations. Do you think more information should be shared? Why or why not.

Can you think of products/systems you use every day that are good examples of Universal Design? Explain which principle(s) of Universal Design is exemplified in your example.

The functional limitations created by disability do not stop being a problem when the student leaves the classroom. They are a constant for the student, and impact on all activities. For instance, how do you suppose the functional limitations created by significant problems with ADHD might impact on a student's employment experience?

Do you think there is ever a time when the functional limitations of a student's disability make it logically impossible to pursue certain fields? We know the law requires equal access for qualified students. Can a student's functional limitations leave them "unqualified"?

Doesn't the college owe it to a student with a disability to be honest about their chance of employment if they are considering a major in a field in which they are unlikely to be successful? Shouldn't we protect students with disabilities from such unwise choices (at such significant costs)?!?

Section 504 and the ADA do not differentiate between a person with a learning disability and someone with a severe disability like blindness or spinal cord injury. Why isn't there more support and protection for people with more severe disability-related problems?

"Accommodations are assigned to facilitate access, not success." How does this quote compare with your experience in providing accommodations to students with disabilities?