Jane Jarrow

Shanita, Agreed. And that is true whether it is a student with a disability or not. Dr. Jane Jarrow

Donald, I like the idea that you are thinking through what is important, rather than just what is traditional, in evaluating your students! Dr. Jane Jarrow

Geneva, It is always encouraging to see students persevere and succeed. Dr. Jane Jarrow

juan, The potential for new technology is certainly an exciting prospect. And new technology will help everyone, including people with disabilities. But the concept of Universal Design is more specific than "what helps one will help all." It centers on the idea that products, services, and/or elements of the environment are developed to be USED by as many people as possible, rather than being USEFUL to as many as possible. Dr. Jane Jarrow

Annette, If it makes you feel more comfortable with the legal restrictions, I feel confident in telling you that anecdotal evidence suggests that having more information than necessary is almost always an invitation to exclusionary treatment. Dr. Jane Jarrow

Geneva, Why would you EVER want to say to students without disabilities, "Oh, by the way -- I am giving John more time than I am giving you, but it's only fair because he has a disability"? I am assuming you would not say it in those terms, but to suggest that you are going to "let the students know up front that they have a certain amount of time" but that others will have MORE time is not good practice. Dr. Jane Jarrow

Theresa, That sounds like a fair assessment. You have identified a specific activity that is critical to the job that is simply not available for the student. Dr. Jane Jarrow

Norman, It is always great to hear stories about a student who is able to manage their symptomology and succeed. But I am not sure you spoke to the question that was asked. Is the student who is a wheelchair user able to fulfill the role of college quarterback? Is the student who is deaf inherently unqualified to be a sound engineer? The question was whether there were ever times when a student's functional limitations simply make it illogical to assume they can manage in a specific field. Dr. Jane Jarrow

Theresa, You are right. Knowing someone's diagnosis tells us little about the capabilities or their skills. Some will find ways to manage very severe symptomology. Others will have all sorts of trouble because they have never learned to manage their mild symptoms. It always ends up being case-by-case. Dr. Jane Jarrow

Geneva, I agree with your conclusion -- that if they are successful they should receive all due credit. But I can't agree that ADHD won't have an impact after the classroom. Even those that have learned to manage very well do so only with significant effort. To suggest that it isn't a problem once they have learned to manage their symptoms doesn't give such individuals nearly enough credit. Dr. Jane Jarrow