Amanda,
I am not sure what a "fear of too much classification" would mean. But I think you are on the right track, Amanda. The reason that the law does not differentiate is because the law does not promise services or support to an individual (based on need). It promises that ALL individuals with disabilities will be protected from discrimination. That fact that different things must be done to avoid discrimination with various populations does not alter the fact that the goal -- the intent of the law -- is the same regardless of the individual.
Dr. Jane Jarrow
I think it may be an equal protection issue, with the fear being too much classification within the group of disabled persons. Furthermore, who is best to determine what disability is "severe" and where will that inquiry end?
Meredith,
Absolutely right. What's more, the issue of severity of disability is much more a question of how the disability IMPACTS than how it LOOKS. A student who is paraplegic and uses a wheelchair is actually just like any other student sitting down! A student with a learning disability may have far greater need for *academic* accommodation, although he/she looks just like everyone else.
Dr. Jane Jarrow
All individuals with disabilities should receive reasonable accomodations for their particular disability. Those with, as the question states, "more severe" disabilities will receive the necessary accomodations they need under the above legislation. Those with other disabilities will also receive support for their disabilities as needed. It is a good rule of thumb not to try to guage or quantify an individual's level of disability, as it could be seen as insulting. If a student qualifies for accomodiation, that will take care of the problem, regardless of the perceived severity.
Limited support may be due to instituion resources and size Perhaps, it could be because many people do not have time for the disabled.
Rosemary,
There are so many variables that play into a student's performance, that it is difficult to figure out what is (or isn't!) happening without a significant review of circumstances. But the bottom line is that we do not promise success, only access. The fact that she was not successful with the separate testing situation does not necessarily mean it wasn't the right accommodation.
Dr. Jane Jarrow
I think because there is such a wide range between the different types of disabilities. I had my first experience dealing with a student that claimed to have dyslexia, and anxiety when in large crowds, or our case a large classroom setting. She had been tested 10 years ago, and did not want to pay to be re-tested, in order to supply the school with appropriate paperwork so that they could accomodate her. They eventually accomodated her with a proctor when she took a test so they could read the question out loud to her, but she did worse on those tests, than the ones that she took on her own.
Miriam,
I think you have that pretty much backward, Miriam. Most 504 and ADA issues focus on adults and NOT children. You may be thinking of IDEA - the Individuals with Disabilities Education Act - which is focused exclusively on children in the K-12 system. But 504/ADA pick up where IDEA leaves off. Moreover, the majority of rules encompassed by the laws are focused on issues of access for those with "traditional" disabilities -- blindness, deafness, mobility impairment (including spinal cord injury). There is not MORE protection for this population because the law does not speak to severity of disability in offering its protection. You either ARE a person with a disability -- any disability -- or you are not.
Dr. Jane Jarrow
Excellent question. It could be that the lobbying group for public education for persons with LD or ADHD are more vocal and able to control the law making process. Individuals with blindness and spinal cord injury, in my experience, try very hard to fit in to the "normal" community where folks tend to seek accomodation for LD and behavioral differences. There are always exceptions to the rule but I feel most 504 and APA issues tend to focus on children rather than adults.
Miriam,
I DO agree, Miriam, in so far as it has to do with medically-related disabilities that can be episodic in nature. Just remember that not all disability-related conditions have a medical base, and not all fluctuate. With some, what you see is what you get!
Dr. Jane Jarrow
As a nurse I see individuals function with their disability well at times and then have setbacks or new associated issues arise that make them less able to function. Differentiating according to the initial disability could be a problem. Each individual should have a plan for their accomodations that is specific to their needs and is flexible enough to cover the good times as well as the not so good. Don't you agree?
William,
I am not sure I understand your reference here to "a priority not a measure." Are you suggesting that the fact that a student is disabled is the primary facet of their enrollment consideration? Because I would have to disagree there. Being a student with a disability is WHO they are, not WHAT they are!
Dr. Jane Jarrow
The reason we wont see such limitations expanded upon is geared toward not singling out the underlining fact that a limitation is a limitation. for instance-
-the need for a disability to be a prioirty not a measure
LaTavia,
I think you are on the right track here. The law is about protecting equal access. People with different disabilities and different levels of severity still need the same end result - equal access to opportunity.
Dr. Jane Jarrow
It does not differentiate between people with learning disabilities and physical disabilities because they are both disabilities that have to have different interventions in place to help the person in a specific disability to be able to be successful.
William,
You are right. The nature of the accommodation may be more involved for individuals with more obvious disabilities, but the intent of accommodation never changes. Just for the record, I have met some individuals with such severe learning disabilities that they are more significantly limited than the paraplegic in a wheelchair.
Dr. Jane Jarrow
Rita,
I am hoping that you don't really believe this. Are you really suggesting that people with more severe disabilities are less likely to ever be successful because their disability will make it impossible for them to go to school or hold a job? Besides the fact that while health-related disabilities may be progressive, most others are not, even the suggestion that energy spent accommodating people with more severe disabilities is wasted because they don't have much potential is -- AWFUL. Perhaps you should go back and review some of the information in this class again. Not just the information about legal obligations, but the information about the impact of disability and potential of people with disabilities.
Dr. Jane Jarrow
think that each case is different; what goes for one person/case may not be the same circumstances for another individual with same/similar condition.
All disabilities are treated the same in the sense that they can't be discriminated against . However
the implementation of the accommodation may be more involved such as a chairlift or ramp with the mor severely impaired. With an LD student it may be just an adjustment to test administration.
thought that perhaps once these particular individuals enter schooling or workplace with accommodations made, they begin to call in sick because of their disability worsening, so they drop out/quit.
