Thank you so much for the link to Job Accommodation Network.
Crystal,
The problem you note for the vocational/career schools is very real. You are right -- they are judged on their success rate in placing students on the job, and that puts them in a difficult position when it comes to students with disabilities. But the problem you describe for the recent graduate is even MORE troubling, as it suggests that he would be more than capable of doing a good job and is losing out on opportunities because of the bias others have shown to finding a way to facilitate his employment. You might try having him contact the Job Accommodation Network at http://askjan.org. Their purpose is to help consumers with disabilities to make that leap into the world of employment.
Dr. Jane Jarrow
This is a very loaded question especially when referring to career-oriented/vocational schools. I have very mixed feelings on this. I believe every one should have the opportunity to learn in whichever field of study he/she chooses, however, these schools are held accountable and measured greatly by job placement. That being said, is it inappropriate to ask this particular student to waive placement assistance? I'm quite sure the answer is "yes". I have encountered this scenario very recently with a student that is wheelchair-bound, along with a couple of other physical disabilities and is a recent graduate of a physically demanding program of study. This student is very sharp, made excellent grades, has great work ethic, wonder personality traits, the works. The graduate has reached out to me for recommendation letters and career advice and is having a very difficult time finding any opportunities in his chosen field of study. I have written glowing recommendations, made phone calls, reached out to industry contacts, all to no avail with the main reason being that the workplace facility is NOT handicap accessible. It's very disheartening. I feel just horrible about this graduate's lack of opportunity even though I believe this person could do the job if properly accommodated. So, is it appropriate to allow a student such as this enroll in our program? Sure. What's not appropriate is the fact that these vocational/career schools are essentially relegated to being "staffing agencies" and not necessarily schools at all.
You have identified the key here, Pamela. If students (ALL students) are counseled to consider other options based on their *performance* (rather than based on stereotypes re: disability) then they are truly being respected for their potential in the way that all other students are treated. In that kind of welcoming environment, disability becomes a necessary nuisance -- something that must be kept in mind because it sometimes creates logistical problems, but not something that will hold the student back. Way to go!!
Dr. Jane Jarrow
After reading all of the posts, I thought about the four students in wheelchairs over the years here at my college. They were all in programs that were not too demanding for them: three in Computer-Aided Draft and Design, and one in Network Engineering. The most physical demand on three was getting from building to building(we are all in one building now). Other students were more than happy to push them up the steeper parts. We had bathrooms that would accomodate them, and computer desks were adapted. All graduated from their programs.
In ref to whether students can participate or complete the program, the student's program directors where I work will counsel a student, if he or she would do better in another major; this is usually after that student has done poorly in the core classes. Whether a student is wheelchair confined or not,the student accepts that advice, and usually thrives and completes the new program; that's what I have seen over the years.
I love your enthusiasm, Ruth, and I agree with your assessment -- we should never judge what someone will or won't be able to do in the future based on what we know (or THINK we know) of their limitations. A number of years ago, one of the Disney "Teachers of the Year" was a blind gentleman who was an outstanding track coach at the high school level! I have a friend who gives a presentation called, "Of blind mechanics and hemophiliac industrial arts teachers I have known..." He says, in truth, he has only known one of each, but it was enough to teach him not to make assumptions!
Janie
Before deciding what the student can or can not do, physically or mentally, every instructor should watch the Hallmark movie "Front of the Class". This is a story about Brad Cohen, who was awarded the "Outstanding First Year Teacher" in Georgia.
So what, you say, the gentleman has a physical disability - Tourette's Syndrome. He won this award not because he was handicapped but because of his teaching style and engery level to assist every student in his class to suceed.
The situation you describe is certainly the exception and not the rule, Nicole. Usually, we see parents who are pushing the institution to overlook behaviors or bend the rules to allow a student with a disability to continue, even when they are not being successful. Sigh. It is always unsettling to hear of wasted potential. Kudos to your institution for being willing to search for creative ways to assist a student that many would have written off.
Several years ago I had a student in my class who is blind. He also has a form of autism. He was extremely intelligent and a joy to have in class. We all were amazed by what he COULD do, and assisted only when he asked for it. We learned a lot from him and a lot about our preconceived notions. I felt our school did all we could to accommodate him, within reason, yet treated him as we would any student without the same disabilities. Sadly, he did not have the familial support he needed and was taken out of our program by his parents. They felt he was in over his head with his career path. It was a case where the learning environment had higher hopes for the student than the family. I can only wonder how far he would have gone if given the opportunity.
Wow! You are good, Ana! You are right. The career counselors tell us that something like 60% of the jobs that folks will hold in 10 years do not exist today. We are not providing education for what we expect, but for what the student hopes! Nicely done.
But wait--how can anybody be certain that the student will not be able to get a job? Every person should be allowed to better themselves and attempt to reach new heights. Jobs vary, some people volunteer, mentor, or open a new business. A person can contribute in so many ways as long as their self-esteem and confidence stays intact. Educators have the power to develop a student's self-esteem and confidence by creating a classroom environment that treats each student as a uniquely, valuable individual.
I would agree, Evelyn. When asked why they want to try something difficult, or something that others have indicated will be a problem, it is not uncommon for students with disabilities to respond, "Because I am tired of having other people tell me what I can and cannot do!" Students with disabilities need to make their own decisions about what is and is not possible, rather than having others set their limits for them!
We actully had a student insist that they let him enroll in a program.He stated he would be able to maneuver with his wheelchair in an office setting and with positioning a patient,So he was given the opportunity in a classroom setting and he was able to choose for himself.Unfortunately he was not able to do any patient transfering and he was given other options for his education.If they are not given opportunities to try they never succeed.
Again, Marcia -- right on! The federal laws are all about providing people with disabilities with the right to try. Whether they are successful or not will be up to them -- just as it is with any other student who chooses a field they want to pursue. Besides... the introduction of new technology is changing our world so quickly that we have no idea how "physically demanding" the job will be a couple of years down the road! ;-)
It is my belief that if someone wants to try, why not? After all they have olympics for wheelchair bound athletes; they play baseball, baasketball and even soccer. If someone with severe physical disabilities wants a physically demanding job, they must be allowed to train and to try.
You know, one of the disconcerting realizations we sometimes have about students with disabilities is that sometimes we want to make allowances for them because of their disability when, in fact, the difficulties they are having are about their study skills and academic abilities, NOT about their disability. She didn't perform well in the classroom. She was frequently absent. She was offered tutoring and declined. If the student had NOT had a disability, and you read those three things in the file, what would you have said? Probably, "We did our part. The student was just not ready for this program at this time." I would submit that the same is probably true here. We neither have to make allowances OR make excuses for students with disabilities simply because they have a disability. They are students FIRST -- and if they can't cut it... so be it! GRIN
I do agree as far as her disabilities - every effort was made for her. Maybe we focused to much on that. She did not perform well in the classroom and was frequently absent. She was offered private tutoring and declined. In retrospect, perhaps she needed an assitent at all times to be present with her.
I'd like to hear more about your experience, Karen. What you have shared here concerns me, as it suggests that there was a great deal of focus on the student's disability, but perhaps not so much on her strengths. What was the student's disability, and what kind of program was she trying to pursue? There are certainly times when a student's disability will simply preclude the possibility of successfully completing a program of study, but it might be useful to discuss the situation and see if we can brainstorm some ideas of things to try in a similar circumstance the next time.
I had a student wo had several physical difficulties that even required a work dog to signal the student when a physical issue may affect the student in an adverse way. Was very excited to be involved in her education, but it became apparent that any job we were training her for would not be able to accomodate her disabilities and the dog. She did have many other issues and eventually was forced to leave school as it was to much for her physically. We all worked hard, but her disabilities were to severe for the program she was in.
Point well taken, Susan. While "deaf" can mean different things (and some folks who are deaf have residual hearing that, when amplified, is functional), it sounds like the student in question simply did not have enough hearing to be able to effectively function in this program. Perhaps the experience with this student might be a spur to encourage the powers-that-be to do a better job of specifying the technical standards for participation and completion of the program, so others are not frustrated in the same way in the future.
