We have several students at this time who have varying disabilities. We usually meet as a team to help give each other ideas of how to help and not react to the behavior. We have a very high standard and our students have come to the understanding that our administrative and instructors are on the same page. We are continually working to help each student on an individual basis.
Paul,
That realization is critical -- that what you know (or think you know!) from your interactions with one student should not dictate how or why you respond to the next student.
Dr. Jane Jarrow
I have had several students with various disabilities over the years. What I have learned is that you should always treat these students as individuals. What works for one student may not work for another even though they have the same diagnosis.
Fredrik,
Can you tell me more? What do you think the pitfalls would be, or what would you do instead?
Dr. Jane Jarrow
I agree that we should not draw conclusions about psychological disabilities.
David,
Good observations. There are lots of reasons why individuals might manifest what seem like unusual behavior. That is why it is best to stick to responding to what they do, rather than assuming WHY they are doing it.
Dr. Jane Jarrow
I agree that making a judgment call on just one time of observing that student could lead you to an unfair assessment of that student. Some of our students may be away from home for the first time and some are living an all together different situation or a lifestyle from their past. You will have to observe them over several situations to see if there is a pattern.
Teresa,
You have hit on a key factor here -- stereotyping can just as easily lead to stigmatizing. It is much better for instructors to deal with their observations, rather than to make assumptions based on a label.
Dr. Jane Jarrow
One shouldn't draw conclusions about psychological issues with students unless the persons educational background is that of psychiatry/psychology. Even then, most instructors are not provided all needed information to make accurate and knowledgable conclusions. Observations in and out of the classroom of a student with mental illness is subjective and up for interpretation. This can also cloud a person's view of that specific student which most likely will set up some walls implicitly or explicitly; either way most of us are educators and not in the field of mental health.
Dawn,
I agree. Especially with something like a psychological disability (invisible), there are too many alternative explanations for behavior observed. Best to respond to what you SEE, rather than what you speculate.
Dr. Jane Jarrow
It would be unfair to prejudge some based on an observation especially given that alot of people with disablities have lerned to adapt and are very successful in what they do. It is our job to keep an open mind and do our best to accomodate the student so that they can learn the necessary material
Deepika ,
I agree -- observation is important. But perhaps more important is the frank, open talk you have with students. Respecting the student enough to let them share their story and their needs (as much as they are comfortable with) is really the key to helping.
Dr. Jane Jarrow
Drawing conclusions without helping a student will not solve the students problem or the professors. Before, anyone can draw a conclusion should observe a students actions, and reactions to see why they act certain way. Afterwards, have a talk with student. How can I help you, in order for to be successfull. What makes you comfortable? Since actions speaks louder than words. We need to watch students actions.
David,
That's true, David. Especially when you are dealing with a "non-visible" disability, leaping to conclusions rarely gives you a happy landing!
Dr. Jane Jarrow
There are many reasons why not to draw conclusions about psychological disabilities because you have no idea what that person has done to deal with that disability. It's possible that there may not be noticable indication that the person has a disability.
James,
I agree. It is more important to know the student's behavior and functioning status than to know the diagnosis!
Dr. Jane Jarrow
It is risky to draw a conclusion about a student with psychological disabilities because such disabilities have very different levels of impairment. Student’s behavior in the classroom could be very different outside the classroom then in the classroom. I would very carefully try to get to know the student on a personal level with the hope of establishing possible strategies for the student within the classroom
Arthur,
I hope you didn't get the impression that there as some suggestion of watering down the curriculum in order to facilitate success for students with disabilities. That certainly isn't the intent. Students with disabilities most assuredly deserve a chance to demonstrate their potential and their achievement in the same context, judged against the same standards, as their peers.
Dr. Jane Jarrow
Many studens are offended if the instructor makes the class different or less of chalange. They have very high values, morals and standards. Just like the rest of us.
Richard,
That's an excellent strategy for working with ANY student who is acting out... and I like the fact that you don't differentiate between students with or without disabilities -- or those you SUSPECT might have disabilities. That kind of equal treatment is what the law is meant to foster.
Dr. Jane Jarrow
