Karl,
I would encourage you to use your observations to help determine how to best reach out to a student. THEN you can find out if they need help from someone else, or if they have things under control. But being available -- accessible, if you will! -- as someone who is open, non-judgmental, and caring, is the greatest service you can provide.
Dr. Jane Jarrow
Exactly right, David. We want to know that what is observed is not a one-time issue... and we need to recognize that if we DO confirm (to ourselves) that the student is at risk in some way, our role is referral, not intervention.
Dr. Jane Jarrow
I too have students whoe's Behavior is questionable.I pull them aside talking to them one on one, not harping on the reason why but reminding them and praising them for the good work they have already done. Assureing them that I know how well of a job the are cappable of doing. this useally defuse's their questionable behavior and sets their mind on showing me more of the work I praised them for.
You can draw some amount of conclusion from observation, but not near the amount you would need to know in order to draw a complete analysis. You nwould have to gain more info from student or others. If a conclusion is drawn from early observations, it can upset student,affect his learning,class disruption,etc. It is best to just try and understand that person and help them through whatever learning issues may arise.
If you draw a conclusion based on an observation of a student that conclusion could be based on observing a student having a bad day. Time is the issue if you see the same behaviors over an extended period of time then some other approach or help might be needed.
Stephen,
I certainly don't want to dissuade you from your very positive outlook on students with disabilities. I just want to remind you that students with disabilities are not "noble" when they are successful. They are simply doing what we all do -- moving along and trying to find a way to make things work in their life.
Dr. Jane Jarrow
I allow the student to do what they feel comfortable doing. Some of those students really amaze me with their drive and tenacity. Its inspirational, yet humbling, to see people work through their adversity.
Yep! You recognized it for what it is. In the field of disability services, we refer to such a witch hunt as "informing your own bias." It is nothing more or less than a way to justifying your right to treat and consider the student differently... and it doesn't fly! I am always more than happy to share information with faculty who want to know how they can help, while I am less than forthcoming with faculty who only want to confirm their suspicions.
Dr. Jane Jarrow
..."I have observed this, this and this behavior from John Doe. Is there something I should know or something I should be doing about it?"
The above is more of what I was gearing towards. The second respone given
"Does John Doe have a disability? He certainly seems to be behaving strangely"
seems to be more "witchhunting" in order to confirm a bias or predujice thereby alienating and stigmatizing the student(s) further.
Thank You.
Kelly,
(1) We generally don't do IEPs (Individualized Education Plans) at the postsecondary level. The IEP is seen as a way of maximizing success (not potential, but success) in the K-12 system. That's not our goal in higher ed. Our goal is to provide equal access to the CHANCE to be successful. Faculty generally do get a "letter of accommodation" from someone who has reviewed the files and determined the necessary accommodations. Those are the accommodations necessary to assure that access. It is NEVER inappropriate for faculty to meet with students and say "what can I do to help?" But that isn't done because the student has a disability. It is done because you are a good teacher!
(2) I am not sure what kind of information you would ask about, so I am not sure what to tell you. If, as an instructor, you go to the disability services folks and say, "I have observed this, this and this behavior from John Doe. Is there something I should know or something I should be doing about it?" I would say go right ahead. But if the question is, "Does John Doe have a disability? He certainly seems to be behaving strangely" I would said no. As a service provider, I view each request for more information from the standpoint of whether sharing the information is going to provide a positive result for the student (in terms of changed behavior, response from others, etc.). If the faculty member just wants confirmation of their suspicions, I wouldn't be very forthcoming.
Dr. Jane Jarrow
It is imperative to not draw conclusions or single out a student(s) because of suspected psychological or other disability(ies), doing so can bias not only the instructor's perceptions/expectations of the student, but also the classes reaction to that student as well.
Question 1: While trying to maintain an all inclusive classroom, should instructors, DOE, Program Director and the student create an IEP for that student to maximize their abilities?
Question 2: Would it be "kosher" for an instructor to approach the Program Director, or DOE for student information if an instructor obsereved questionable behavior(s) from a student and was concerned about potential mental health issues?
Thank you for this seminar, it has been enlightening and enjoyable.
I agree, Thomas. Not only are there lots of reasons why someone might seem to be struggling, there are lots of struggles that look the same with very different reasons! It is always best not to make assumptions and, in this case, to wait for students to ask for help rather than helping based on your observations.
Dr. Jane Jarrow
You can't always judge a book by it's cover,same way you cant judge a person by what they look like or even by how they act sometimes. It's best just to give everyone the same respect. If there are issues with someone they will show up eventually and then you can accomidate them as needed.
MAUREEN,
That's terrific, Maureen. One of the best support systems I have heard of for FACULTY in a long time. The faculty you work with are lucky to have you around and available, and I am sure that the students THEY work with are better off for your influence.
Dr. Jane Jarrow
I conduct trainings with the educational staff and instructors on how to work with students with disabilities and each new instructor is required to come and meet with me during their orientation and training. I stress to them that when a student displays an inappropopriate behaviorin their classroom that often there is something more going on that they may be aware of and they can be supportive of the student by bringing it to my attention so I can address.The instructors ( many who are also taking this course) know that I have an open door policy and they can email me or come to me if they have questions about how to approach a student who has disclosed their psychological disability and will refer student's appropriately to meet with me to address issues that occur.
MAUREEN,
You are right, of course, Maureen. Now, the question is what you can do within your institutional setting to help the front line faculty know how best to respond to the issues these students present when they DON'T have your level of training. My Dad used to have a sign over his desk that read, "Are you helping with the solution, or are you part of the problem?" How do YOU help with the solution? GRIN
Dr. Jane Jarrow
Drawing conclusions can cause preconcieved impressions about a student and without clinical training can cause undue psychological harm to a student. It can also make it difficult for an instructor to get past the disability and focus on the student's need. I am a counselor at a technical school (I chose to take this course for my learning purposes)and have the ability to diagnosis but make it a point not to draw conclusions when meeting with a student for the first time.
Ben ,
I think "every day is a new day" is a wonderful way of keeping an open mind and focusing on potential, rather than limitations. Go for it!
Dr. Jane Jarrow
I have dealt with several of these type students thru the years. One reason to withhold your conclusion is many of these are subject to mood swings. Much of this is due the the feeling of inadequacy or feeling out of place, or unable to compete. These are overwelming feelings plus add the reality of their particular disability, and I know I would have a bad day here and there just the same. I think the everyday is a new day is probly the best approach.. thanks I enjoyed this course.
Michael,
Having ongoing contact with someone whose stability is questionable can be a frightening experience. It sounds as though you have been doing an admirable job of trying to keep the student from over-reacting It would certainly seem to be appropriate for you to ask for some support from the institution in knowing how best to respond to the student. It is likely that if he is responding this way to YOU, he is demonstrating similar behavior in his actions throughout the institution. Look for help!
Dr. Jane Jarrow
