Actually the ADHD will greatly impact a students employment after graduation. Students not only need accomadations during school, but should also be taught skills to help cope with the disablilty after school so they can function idependently.
William,
While the same problems still exist, keep in mind that they may play out differently in the workplace. For example, the student with a learning disability, who needs extended time on written tests, may find there is no need for such accommodation if they go into a field that requires hands-on, physical tasks. The good news is that if there IS still a need for accommodation, the laws (including Title 1 of the ADA) assure that a qualified worker with a disability may still request/receive accommodation.
Dr. Jane Jarrow
The same problems would still exist. In the work place the worker would have to make their own accommodations if possible or let the supervisor know to continue accommodations in a similar manner.
EAP might be able to help with helping to incorporate some possible accommodations into the workplace
Kristia,
That's great. What you are describing is a discovery process that students can use to explore both the need and the possibilities available for accommodation while in a relatively protected environment. It will put them in a strong position to go to a future employer and say, "I CAN do the job. This is what I'll need, but I have already proven that I can succeed, given this accommodation."
Dr. Jane Jarrow
I teach at a technical college, where we are focused on teaching our students the skills and techniques they need to excel in their chosen field(s). I feel the atmosphere we are afforded to teach the subject matter is more hands on than other colleges perhaps. We are able to help the students recognize, during the learning processes, any potential functional limitations or problems and and offer alternatives or suggestions that will impact their employment experience in a positive manner.
Don,
Absolutely! It sounds as though you have experienced first hand what others learn only over time... that students with disABILITIES (capitals on purpose) can and will find ways to make things work for them. I once saw a great bumper sticker (proudly worn by a student in a wheelchair on the back of his seat) that read, "I may not be perfect, but parts of me are terrific!"
Dr. Jane Jarrow
Sometime a disability can become an asset.
As the father of a child with Aspergers, I have learned that as he became older and was able to make his own choices in education, he chose fields of study that conformed to his interests.
This allows him to pour all his attention and focus like a laser on the items that interest him.
Allowing for great success in that field.
Cindy,
I think your institution should make YOU the disability director! GRIN You have an innate feel for this work and for the students who have such potential but need some outside-the-box thinking and support. I wish there were more instructors who shared your open and welcoming attitude.
Dr. Jane Jarrow
I agree the ADHD student will have issues with remembering details, staying focused on tasks, and being overwhelmed with multiple projects. We have to work with them and note our observation of group and peer interaction.
Upon disclosing their ADHD, I find the my role increase from Instructor to Coaching the student, based on my interactions.
As stated, I usually do not know what happends outside of the classroom. However, I have to be aware of the limitations on a case by case basis. Each of the cases is very different and requires working outside of the box, in the absence of a disability director.
Camille,
Those are good examples. The trick to success on the job would be for the individual with ADHD to figure out ways to manage those things. Perhaps, for example, he/she could get really good about writing down directions, as they are given, so that they don't lose the steps and have to go back for more explanation. Or simply schedule themselves so that they break up tedious tasks with focused attention on other things that need doing, then go back and get the boring stuff done. GRIN
Dr. Jane Jarrow
An individual with ADHD may have difficulty with both time management and long tedious tasks. They may need extra time with deadlines and may need things explanied in more detail.
Julia,
That's an interesting observation. I've never seen it confirmed in the literature, but it makes logical sense that someone with ADHD might be easily distracted and not follow through in any one job for a long period before becoming intrigued with something new.
Dr. Jane Jarrow
Frances,
Part of it would (hopefully) be that the student would self-select and know that such a setting is not right for him/her. One of the reasons we see less individuals requesting and needing job accommodations than you might expect is because they tend to gravitate to jobs in which their disability won't be an issue.
Dr. Jane Jarrow
Someone with ADHD might have an employment history which would consist of many jobs over a short period of time. The lack of attention span would mean that the person would have trouble getting things done and prioritizing. Many part time, short term jobs on this person's resume would be expected.
I see what you mean. Is it unlikely that the student would get past the interview stage, because much of this behavior would be obvious in the interview?
Frances,
I can't argue with your reasoning, but I would guess that it is unlikely that an individual with such significant difficulties would be HIRED into such a position. The good news is that not all students with the same diagnosis show the same level of involvement.
Dr. Jane Jarrow
Suppose a student trained to work in a medical office as an MA. This person would be responsible for taking notes concerning the patient's complaint. S/he would have to take readings and record that information correctly. They would be responsible for asking questions of the patient and recording responses carefully for the doctor's information. Failure to enter information accurately and efficiently could lead to a misdiagnosis on the part of the doctor and perhaps a incorrect medication prescribed, dosage level incorrectly assessed, etc.
People with ADHD quite often have an extreme lack of focus, difficulty in processing and regurgitating information back, and patience to maintain the right working attitude in difficult situations. In extreme cases, they tend to be unable to focus on specifics, quite often interrupt with thoughts unrelated to subject being covered, and have temperaments that can be somewhat explosive and self-absorbed.
Those behaviors do not factor well with the position of an MA in the performance of his/her duty. It is unlikely that such a person could maintain that position for any length of time, or perform it satisfactorily.
Yolanda,
You are right. The key is in learning to manage the difficulties, not in ignoring them. Many individuals with ADHD have learned coping strategies that allow them to function -- not "in spite of their disability", but rather without letting the disability interfere.
Dr. Jane Jarrow
Individuals with ADHD may have some specific limitations, particularly being distracted by various elements. I know several people who have adult ADD/ADHD and they do face a great deal of challenges that individuals without disabilities may take for granted. For instance, remembering details, being easily distracted or just simply forgetting things. It will be helpful for these individuals to learn to make lists and to prioritize things according to their importance. In my opinion, it shouldn’t affect their workplace if they have a good handle on their disability. It will be essential for them make their workplace as user friendly as possible in order to create an environment of success.
Kristina ,
It is ironic that we make sure that students with ADHD are supported pretty well in school, nowadays, and then fail to recognize that the need for support continues outside the classroom and academic environment. In many cases, the best we can do to help students is to be sure that THEY recognize that their difficulties won't end at the door of the classroom, so it doesn't take them by surprise.
Dr. Jane Jarrow
