First I am not qualified to make any conclusions based on the actions or inactions a student may manifest in the classroom. Secondly, should I make a conclusion about a student's psychological abilities, it may lead me to treat this student differently and may also at least internally alter my expectations of the student's potential and outcomes. Therefore it is best to leave the diagnosis out and focus on the student. I should provide clear expectations and together with the student determine triggers and methods of coping.
Pamela,
I think you are right, Pamela. Knowing about a students difficulty -- IF they are comfortable in sharing -- can significantly improve your interaction with that student. It is not always possible (since not all students are comfortable with disclosing), but when you are able to establish a relationship of trust and get that information, it certainly helps.
Just a clarification, though. A head injury (as you describe it here) is not the same as a psychological disability. A closed head trauma (the kind received from a car wreck) can cause cognitive difficulties, which is what the student was probably describing to you.
Dr. Jane Jarrow
As I was reading the responses, it made me think of a student who goes to the college where I work. When she first came into my room, with her class to work on an assignment, she told me about her brain injury received a car wreck. She continued to explain that it takes her longer to do things, that she is not the same person as before, but she has had the support of loved ones. She has been here about three quarters, and is doing well.
To me, knowing about a psychological disability beforehand, would not make a difference in how I treated a student. Some students are afraid to tell anyone, for fear of being treated differently.
You are not required to ignore the obvious, Ana. If you would have a discussion about career path with ANY student you felt was not committed or a good match to the field, it is not inappropriate to have a talk with a student with a disability. But the focus should be on what they will do (and need to do) and not on the disability. Rather than, "you seem to be having a great deal of difficulty with your concentration and focus", try "the field you have chosen requires tremendous attention to detail and consistency. Do you think that will be a problem?" You take it from there...
This is truly a very complicated question. Morally it is important for a student of any type to feel welcome and well accomplished in their field of study. This can be done through several methods and positive reinforcements. However it is also very hard for an instructor to questions the student future if their disability can become a big conflict with their career path. That is the dilemma I personally run into. What can be done in these situations?
Not really, Siane. In fact, you (as an instructor) will never see the documentation of the student's disability. Nor is it necessary for you to teach differently because the student has a disability. You may wish to reach out to the student differently, but your teaching and objectives should remain the same.
it is importan to have stated documents from a dr. or phycologist that provies that the studebt has a problem.that way the instructor can arrange her classes and lectures accordingly
First and foremost it is important that I do not draw conclusions about individual students psychological disabilities because I am not an expert in that profession. I must rely on experts in that profession to guide my actions in the classroom by way of reasonable accommodations. I also feel that I would do a disservice to the student by evaluating him or her on limited classroom observations and may do more harm than good. I rely on documentation from our campus disability professionals to guide my actions.
First and foremost it is important that I do not draw conclusions about individual students psychological disabilities because I am not an expert in that profession. I must rely on experts in that profession to guide my actions in the classroom by way of reasonable accommodations. I also feel that I would do a disservice to the student by evaluating him or her on limited classroom observations and may do more harm than good. I rely on documentation from our campus disability professionals to guide my actions.
You kind of answered my question sideways, Amanda! What I was hoping for was that you would not be making assumptions about the student or their capabilities based on observations of behaviors that may seem inappropriate or out of the ordinary. But you have said that your whole focus is in treating all students, with and without disabilities, with the same level of respect and attention. That works! GRIN
I would be looking for certain signs that would trigger an unwanted response. Making sure that I am not speaking loudly but firmly so that I am still the authority. It doesn't have to be someone with special needs the same way I treat someone without special needs is how I would treat someone with special needs. I think I do have to know something about the student in order to understand what their needs are to help them pass the course without the student feeling different.
Help them how, Amanda? What kind of insight would you be looking for, and how would that help you in your role as an instructor? Think about this a different way -- not in what you can learn about the student, but what you DON'T assume by keeping an open mind.
I think its important so that you will have a better understanding of the student and when you have that understanding you can help the student.
Certainly, you don't want to under-react to the evidence before you that something is not right -- that a student is in distress, or even that a student may pose a threat to self or others. But ESPECIALLY in the kind of small, one-on-one situations you describe, Nicole, the reason that the disability community has so carefully guarded confidentiality of disability-related information becomes clear. All that is asked is that you be sure you are responding to the behavior, and not to the label. If the behavior is questionable or unacceptable from any student, the same is true for a student with a disability!
I kind of relate to what Mariann was getting at. I am fortunate enough to teach in a setting where 12-14 students in my classroom is considered a large class. In my situation, the small venue allows me one on one time and opportunity to observe each student closely. It allows me to get a bigger picture of what is really going on with a student who seems troubled. While I agree that it is important not to over respond to a particular behavior out of fear, I feel it is equally important not to under respond.
Thank you for this explanation. It helps me see more clearly the issues involved. I will use this to guide me when handling students with these disabilities.
Mariann Urbancsik
I agree, Carlos, that if we aren't careful, we may see and misinterpret a student's behavior based on our own biases and fears. Sometimes an angry retort is - just an angry retort. There is no significance to be attached to tone, no underlying neurosis being manifested. The higher education community has become gun shy of anyone who seems to be behaving outside the norm, and we are quick to assign the worst possible explanation to what we see. I get grouchy when I'm hungry, too!
I think it goes beyond that, Mariann. Students with psychological disabilities -- or those who are BELIEVED to have psychological disabilities -- are likely to face significant discrimination in our society today, and the higher education setting is no exception. In general, we are afraid of people we perceive as "different" or whose behavior is outside the norm. After incidents like Virginia Tech, such students are often shunned and isolated further by faculty and students alike out of our own fears. I think it is important to keep in mind that the number of students who are dangerous (to themselves or to others) is minimal, and not to OVER respond to the behaviors we observe in such students.
Initial perception may not be sufficient to fully understand what is occuring with an individual. It may be an attempt to mask another issue. It may be a result of not having taken medication or a meal.
I agree that we should respond to the students behavior, not what we believe the behavior should be. We also need to handle each case on an individual basis.
Mariann Urbancsik,BSRN
