I understand that if you have someone who is physically disabled we should not sway them away from a program. But if it is going to be difficult for them to perform daily tasks that involve physical activity is that fair to accept them into the program anyway?

When reading the section on learning disabilities I noticed that some of those may apply to me. Is it possible that everyone may have some sort of disability. For myself I noticed that I have trouble with concentration, When studying or taking a test I have to be in a room that is completely quiet, I get distracted easily, or I do not notice spelling issues sometimes. This section made me think a little bit about that, but while knowing this about myself I also can relate to others who have distraction problems.

I seen someone applying for a Medical Assistant Program about a year ago. The person was in a motorized wheelchair. Would it be discriminatory to see about trying to see if she would fit better in another program? My hat is off to them for wanting the education, and everyone is entitled to an education, but the physical demands of the career path would be very difficult for them. We would definitely have a hard time placing them for externship or even a position after graduation.

As Admistrative Representatives we must always be up to date with changes in programs, disclosures, and compliance forms.

I would encourage potential students to make their own assessment by doing their own research and visiting other schools.

I think this is a powerful way to provide great opportunities....for everyone..

My past experience with students with disabilities, Most students will inquire and make it known to me the instructor that they have a disability. My role has been to assure them that accommodations have been made for them.

Contracts with medical externships outline physical demands that the students must meet to be able to complete thier clinicals at the facility. As a teaching instituation, how do we inform them they do not meet the criteria due to thier disability?

Besides being aware that disabilities do exist, I see my role is to try to assist anyone as much as I can, whether they are disabled or not.

I think everyone should have an equal opportunity to do whatever it is they want to do. And if they do need some assistance, than there should be a way to get that assistance.

Sometimes you just don't know what to do when a person with a disability is having a problem. All that you can think of is to refer them to someone who may be able to help them because you do not want to take the responsibility. So the impact is that you are just passing them on, and not really helping them.

I think that the word accomodation is scary to many instructors when it should not be. It's not that hard to accomodate a student when warranted. For example, if you have someone who has a learning disorder with reading. Part of your class you ask each student to read excerpts outloud from the book. Why not easily accomodate this student and let them know a week in advance what excerpt they will be called upon to read? This way, they can practice, not feel "stupid" when they read it out loud during class, and they can do the exercise just like the other classmates. To me, this is an easy thing and example of how to accomodate.

I gather that the institution must coordinate with and inform the instructor of the accommodations that is going to be provided to a particular individual with a disability. I wonder what is the percentage of cases in which this is true?

I think that alot of this information was informative, but as far as knowing your individual role and boundries is alot to absorb. There will also have to be someone on staff who is an expert in the subject matter as there seem to be many gray areas and opportunities to think outside the box.

We go above and beyond for all students. I feel we err on the side of facilitating success for all students, not just access. Does anyone else experience this at their campus?

What are some creative ways professors and staff have worked this concept into already working class and student interaction models?

Sometimes we don't know that there is a disability until it is too late. Is it ever to late? Especially when the student does not acknowledge their disabilites.

Older buildings, as the one in Louisville,makes it difficult to implement/build UD concepts/structures.

Are tutors the best offering we have for students with learning disabilities within college level classes? Often, I am challenged with students that I am sure need help, that my classes will not fully provide. Some simply do not have the tools or have disabilities that have gone undiagnosed for years.