I have mixed feelings about this question. I do not think that we should "require" anyone to medicate, but I know several people who have benefitted from being on medication. It is ONE option. I do not think that the students owe it to us. I think that thier part does need to involve sharing the learning challenge with us and letting us know how we can help. Also, as it states in the class, not every person has the same text book ADHD or ADD, so in instances of seveer issues it could be more strongly recommended.
Thank you. This is very helpful.
Nicolette,
I appreciate your clarification, and applaud your obviously sincere interest in helping. You do, indeed, ask a difficult question, in part because the students may not know the answer themselves. "Is this something you can control, or is it because of your disability?" How do they know? How much of what may appear to be lack of motivation or lack of caring is, in fact, a conditioned response -- a way of protecting themselves because of past failures? If you refuse to try, you may suffer consequences for that decision, but you haven't "failed."
Perhaps a better way to approach the situation (and the student!) would be to say, "Here is what needs to be done. Here are the steps that lead to it. Here is the potential pay-off for succeeding, and here are the steps we can take if you try but are NOT successful. And here are the consequences if you choose not to even try. The choice is yours. I am more than ready to help you along the way, and we wouldn't be having this conversation if I didn't think you COULD do it (perhaps with some help). But the choice is yours." I think if you assume that every student is capable, and make the students understand that, those that are ready to accept your help will come forward. And I think that is the best you can do!
Dr. Jane Jarrow
I sincerely apologize for any negative connotations. My intent was not to offend and I acknowledge that the terminology that I used could be considered insensitive. It's easy in a setting such as this, to misconstrue someone’s meaning but I am really not a negative or judgmental person. Please forgive me if I came across that way. I should have chosen my words more carefully but my intentions are good.
I have a couple of students with disabilities, and one in particular who is challenging. Her behavior is admittedly frustrating at times, but helping her is really important to me. She is extremely intelligent and full of potential, and I would like to encourage her to put her best foot forward.
The purpose of my question was to learn how to recognize when a person's quality of work or behavior is a result of their disability, and when it is due to them not making an effort. I feel like this is a legitimate concern when you are considering the individual and the entire class.
I know that disabilities can manifest themselves differently in different people. As a person with ADHD, I can tell you that there are things that I cannot control, and there are things that I am capable of controlling. I think that this applies to everyone with a disability. I have great concern for someone who needs help and wants to succeed. I don't want to define someone by their disability or underestimate them and not challenge them as I do my other students. I want to help if I can.
So, a more appropriate question would have been: As instructors, how can we ask a student with a disability such as ADHD to examine their own behavior and determine if it is a result of something that they can control or if it a result of their disability? It's a hard question to ask, but don't we need to ask hard questions in order to help?
Nicolette,
Your explanation makes it clear that you understand and are empathetic to individuals with disabilities... but then you ended up using the term ("personality flaws") AGAIN. Perhaps that term means something different to you than it does to me. It carries both a negative and judgmental quality to me. I think what you are really talking about are relative strengths and weaknesses.
Dr. Jane Jarrow
I was not suggesting that ADHD or any disorder is a personality flaw or creates personality flaws. I have ADHD, I struggled my whole life so I understand how the disorder works all too well. I remember crying as a kid because I wanted to study but I couldn't focus or sit still. I wanted an education but the truth is that I sometimes got lazy and that was on me. Instructors must consider the various needs of people with disabilities and be sympathetic, but you can only go so far to help them without exhausting yourself and losing valuable time with the rest of your students. My point is that they have to make an effort too. Don't sell them short of being able to make an effort. We all have personality flaws that have nothing to do with disabilities and we must make the distinction for others and for ourselves.
Nicolette,
WHOA! WAIT! BACK UP!!! This sounds a lot like "blaming the victim", Nicole. The fact that a person has a disability does not mean that they may not also not be your favorite person or favorite type of person. But when you speak of "disorder ends and personality flaws begin" it sounds as though you are suggesting that ADHD creates personality flaws that you would excuse if you MUST, but that you are not tolerant of if it isn't REALLY a disability. ADHD behavior does not mimic "personality flaws."
Dr. Jane Jarrow
Some people are doing their part by taking medication, but issues still arise. How can we tell where the disorder ends and personality flaws begin?
Robert,
The bottom line is that we cannot -- and I wouldn't want to -- force someone to take medication, even if we believe it is in their best interest. And you are right in saying that once the student identifies us, we have an obligation to make reasonable accommodation. We cannot withhold accommodation (which translates to withholding access)because we think they should be trying more or doing something more. It is our job to work with what they bring us (that is, where they are!).
Dr. Jane Jarrow
Ideally yes; however, we don't live in an ideal world. Students may well have a condition, but not the means to afford the necessary treatment or medication. When social means are available to them to help with their condition, then by all means they should take advantage of it. That said, and if I understand correctly, once a students notifies us of their condition, then we have an obligation to make reasonable accomodations for them as long as these accomodations do not affect safety, undue expense, dilute learning outcomes, etc.
Russell,
That's true. That's one of the reasons we have no right to INSIST that students take medication. It can be of great benefit to some, but is not the answer for all. To be intrusive in that way -- to insist on a particular treatment, would be a violation of privacy, to say the least.
Dr. Jane Jarrow
Not everyone may have positive results with medication. For some folks, the side effects can be more debilitating than the ADHD.
Russell Faulk
Jason,
Sometimes I throw in a question to play "Devil's Advocate" and see if I can find folks who will recognize the inappropriateness of a position. You certainly did! GRIN You are right on all counts. Good for you.
Dr. Jane Jarrow
There are a number of reasons why taking medications should not be mandatory. First of all, "their part" of the accommodations is to utilize the accommodations and take advantage of the equalized opportunity. Second, medications are not universally effective and may have unwanted side effects that are idiosyncratic. Third, parents and adult learners have the right to make decisions about taking medications.
The fact of the matter is many educators have the wrong perspective. Instead of seeing those with disabilities as being of our normal population, we treat them as outliers who require extra time and effort to make them more normal. A fundamental paradigm shift is needed to help educators see those with disabilities as part of our normal range of learner capabilities. With this assumption, curriculum and facilities will be designed and created to include learners with a wide range of capabilities thus minimizing the amount of special accommodations to be made.
Courtney,
Hmmm... It sounds as though you believe that providing support to a student with ADHD in class could draw away from the time and attention given to other students. I haven't found that to be the case. In fact, the same kind of clear direction and focus that helps an ADHD student stay on task is *often* useful for other students, as well. It isn't so much a question of individualized assistance as a restructuring of presentation that generally does not interfere with the flow of the class to all.
Dr. Jane Jarrow
I don't think we can require anyone to take medication as long as they aren't endangering themselves or others. I do think it's unfair to give a student more attention, taking away equal attention for all students, if choosing not to manage their disorder in any way.
jason,
That's a sound philosophy. There are other issues involved here, as well (like not requiring anyone to take medications if they choose not to -- and there are good reasons why some choose not to!). But the larger issue is just what you have indicated. You take the student as you find them, and make every effort to provide a safe and productive learning environment.
Dr. Jane Jarrow
I dont think i have the expertise to decide what medications are appropriate for a student or not. I focus are making a safe place to ;earn.
Scott,
While I agree with your "second" and "third" issue, I would be careful with the first. There are no blood tests or xrays that can confirm the ADD/ADHD, but that does not make the condition any less real or the diagnosis any less plausible. We do a disservice to the individuals diagnosed with (and dealing with) attention deficit disorders when we discount the legitimacy of their disability.
Dr. Jane Jarrow
That would be a slippery slope to head down, first there are no conclusive tests that a person has the disorder, it is pretty much just an observation of a behavior exhibited, and suggestion that this medicine should help. Second, the side effects of such medication may be unbearable for a person to handle. and Third, what medicine you should or shouldn't take is between you and your doctor and no agency government or private should have a say.
