Jane Jarrow

Discussion Comment

Susan, The kind of program you describe is ideal for some students with disabilities because is makes it easy to be flexible with how expectations are met. The one-on-one, case-by-case organization you describe is often just what students need to be able to tap into their abilities, rather than their disabilities. Unfortunately, though, students with language-related disabilities (LD students, deaf students) may find work that relies heavily on one's competency with written English to be even MORE difficult than traditional, face-to-face training. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

After the Classroom

Carola, Yep! That's the plan. (Smile) Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Reality Check!

David, I understand your intent, I think, but I am still hazy on the practice. If the college teaches airplane mechanics, then they must think there is a market for those skills, even if it is not in the immediate geographic area. I think what you are suggesting is just that students (all students) be given a realistic picture of the job market. I agree. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Rock and a Hard Place?

David, Explain to whom? On what authority? Why should they listen to you? What difference will it make? The question is really how to approach bringing about institutional/systemic change. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Being Fair with Time

David, I don't disagree with you -- there are some students for whom having too much time may be detrimental. But I wonder if the students I would put in that category are the same students YOU would put in that category!?! Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Being Fair with Time

Susan, Time limits and time pressure are two different things. The fact that there are time limits on an activity generally helps us gauge how much time is practical to spend on any one element of that activity. That means the typical student knows when they should be half done with the test, etc. But for students with disabilities, who KNOW it takes them longer to do what everyone else does, asking them to stay within the standard time frame is putting tremendous pressure on completion. When we give extended time, it is just that -- extended time, not unlimited… >>>

Jane Jarrow

Discussion Comment

After the Classroom

David, Actually, if the student hasn't learned good compensatory skills, it is more likely to impact their ability to successfully perform a job than it is to get the job in the first place. Unfortunately, we see lots of ADHD individuals who have spotty work records because they have been unable to fulfill expectations after hiring. That doesn't mean they are not capable of doing the job -- they are just not practiced at managing their symptomology so that it doesn't interfere. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Reality Check!

I am not sure what a "percentage of career outlook" is, David, but if it meant presenting any DIFFERENT information to students with disabilities than to any other student planning on that major, it would be a mistake. If this is simply a statistic that you provide to EVERY student, I withdraw my concern. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Rock and a Hard Place?

Chelsea, You are right. Students certainly come in contact with more than just their teachers. They come in contact with a wide range of institutional personnel -- and having all of them understand both the nature and spirit of the laws that promise equal access is important. Dr. Jane Jarrow

Jane Jarrow

Discussion Comment

Being Fair with Time

Chelsea, I think you said something you didn't mean. You suggest that, normally, extra time would be beneficial to students that have not properly studied. But we know that isn't likely to be the case. If you don't know the answer, all the extra time in the world isn't going to help you. Dr. Jane Jarrow