Psychological Disability
Students may suprise us by being able to do more than we think they can. Besides, we can never tell what a student is really going through on a day to day basis.
You shouldn't make assumptions knowing there are so many disorders that have very similar symptoms but are completely different problems. As an instructor you should be watching students learning behavior so you may see opportunities where other teaching methods might benefit them. That goes for any student, disorder or not.
Why is it important not to draw conclusions about psychological disabilities based on your observations of a student in the classroom? Explain.
Steven,
I suppose that's part of the purpose of this class... to remind folks that students with disabilities are more LIKE every other student than they are different. We will, indeed, develop preconceived ideas based on first contact for ALL students. So long as we observe until we know the truth, and not act on assumptions without confirmation, everything is fine.
Dr. Jane Jarrow
We all tend to develop a pre-conceived idea on how someone will act or respond based on first contact. We also tend to profile a person too quick without giving a person a chance to show you who they are. I find myself doing this from time to time. When I have a new class of students, it takes me some time to sort them out on who may have issues. If there are issues with someone, it will show up eventually and then you can accommodate them as needed.
Richard,
Well said! There is great concern on campuses today about students with psych disabilities because of high profile cases such as Virginia Tech, Northern Illinois, and the Colorado theater shootings. In truth, most students with psych disabilities will never be identified and will successfully make it through their academic training. Their difficulties impact on no one but themselves. We cannot let stereotypes or generalizations color our treatment of individuals.
Dr. Jane Jarrow
It is important not to draw conclusions about psychological disabilities as a cursory look at the research data reveals better than half of these students end up finishing their courses with the rest of their classmates while, for whatever reason, receiving little if any kind of support, which aided in their ultimate outcomes. In addition, there is any number of personal experiences, such as that of John Nash, to demonstrate how these challenges can be overcome successfully despite some impairment. Any seeming struggles with an individual with psychological disorders are rarely if ever more challenging to accommodate than your ordinary student.
David,
Right on all accounts. It is potentially illegal, it is counterproductive, and it is very unfair!
Dr. Jane Jarrow
Until you talk to and get to know an individual, you should never draw a conclusion based on observations. Ethically, it is not fair to to the individual to make assumptions. This could also be labeled as discrimination could lead to legal ramifications.
Robert,
Generally (not always, but generally), the students who truly pose a danger to others are not the ones who are registered through the disability services office. We cannot protect the campus community from the possibility that individuals will be onsite who post a threat. We can only be prepared to respond appropriately when circumstances warrant.
Dr. Jane Jarrow
This type of situation can be more than a little unsettling particularly when you have no background information about the student and it is apparent there are serious behavioral and/or stability issues. I have encountered this a few times and of course reported the students actions to the individuals within the school who are qualified to address it. At the time of the incident though, one might wonder about the safety of the other students and of themselves.
Kevin,
That's a great way of looking at things, and of instilling tolerance of differences in your students. It isn't only faculty who need to remember not to judge -- it is students and, indeed, the entire campus community that should be reminded and encouraged to do less judging, more listening!
Dr. Jane Jarrow
In my business professionalism class one question I ask my students to respond to (and it actually gets asked in 2nd interviews in Fortune 500 companies) is a source of reflection and insight in this regard... the question is "On a scale of 1-10 how weird do you think you are?"
We still work and live in a culture that's a house divided to some "weirdness" is bad; to others "weirdness" is good. There is no reason why an instructor should ever draw conclusions about a student or group of students interacting with each other or you based on classroom observation.
LaToya,
I am confused. The question was about psychological disabilities, not physical disabilities.
Dr. Jane Jarrow
It is important not to draw conclusion, because things may not seem what you view or observe. While every student learns differently, their physical abilities should not dictact how well they will or will not perform in a classroom.
Elizabeth,
Sounds like a good plan. Whether you have six weeks or six months, basing your actions and responses on supposition instead of factual information is never a good idea.
Dr. Jane Jarrow
I only have my students for a 6 week period. When I start a class, most of the time any disability is brought to my attention. If I draw conclusions at the beginning of the term, I will have hindered my ability in teaching the student the class content because all Im worried about is their disability. I keep it in the back of my mind and take each day as it comes.
Franz,
That's what it is all about -- seeing students with disabilities as STUDENTS first, and their disability as an added feature of their participation, not their primary status.
Dr. Jane Jarrow
I have found that most students that have a disability do not want to be treated any diffrent then other students. I look behond what I see in a students disability and treat them like there are the same as everyone else. I believe if they want any special treatment they will inform me. I do believe they feel more part of the class this way.
Nicole,
Sounds like a plan! And you are right. The problem is not so much identifying the fact that the student has a psychological disability as it is making assumptions about what limitations the student will have as a result.
Dr. Jane Jarrow
