Turning disability into a positive
With the right support system, some disabilities can be turned to a more positive experience. An example is a recent deaf student that concentrated on many manual tasks that were of interest. With classroom presentation assistance from an interpreter, the skills discussed in the classroom were turned very positivly in the lab. There were no distractions from other personalities, no noise distraction and with the students ability to focus on the interrpeted information, no distraction from any other outside source. Thid concentration level translated into superior lab skills,evidenced by observing that other students had to ask a second time for direction and instruction, while the deaf student excelled in all manual activities. This also proved that the information in the classroom was correct and that hearing students were not able to concentrate as well because of outside interferrences.
The school experiences of students with disabilities can be positively or negatively influenced by the attitudes and behaviors of students and staff and by general school policies. School counselors can take the lead in assessing school climate in relation to students with disabilities and initiating interventions or advocating for change when appropriate. This article provides an overview of factors to consider in creating positive school experiences for students with disabilities and suggestions for intervention efforts.
Dana,
Always nice to hear! Actually, I can see where working as a Nail technician might be a relatively easy for a deaf person. Lots of face-to-face interaction in a relatively quiet environment. If they are good at lipreading at all, it should be workable!
Dr. Jane Jarrow
We have a deaf student within our Nail technology program. I was concerned about the way she would communicate with the public and understanding their wants and needs. She had become great at reading lips and the clients seem to understand and appreciate her effort. There have been very few bumps in the road with her education.
Vatina,
You've found a useful strategy, not only for students with hearing losses, but also for students with ADHD. Priority seating -- having students sit up front -- not only provides the best possible auditory input, but it also may help students focus.
Dr. Jane Jarrow
I recently taught a student with an hearing aid. She was very concern about not hearing instructors from the previous class. I informed the student that sittig up front and bring a recorder may help..As time went on, the student was very successful in the class and was able to hear without me repeating. I informed the student that if she needed me to repeat what I was saying or talk louder I would. She mentioned that she didn't want no special privileges and that bring the recorder was very helpful.
Keith,
Maybe. Maybe the answer was that this student had better focus and concentration. But don't discount the possibility that the difference was just that this student was THAT GOOD at what you were doing! Once you even things out for the impact of disability, some disabled students will do only so-so (at the bottom of the curve), while others may be the best in the class -- because they have that innate skill or ability you need. What you DID see first hand was that, given full access, students with disabilities are just as capable (and maybe more so!) than their peers.
Dr. Jane Jarrow
