Our son played basketball all throughout school. His senior year he went to see another team play. He came home and was happy to share a wonderful story. He watched a one armed boy play basketball and stated "he was the best player he has seen throughout high school". What a motivation the player was to those with 2 arms. We all can be moved by these accomplishments but, also motivated to strive to achieve higher standards and goals in life no matter what may hinder us.
Bruce,
The question was, "Would you care to share your "success" story to help dispel some of the stereotypes we all carry?" I am not sure how that could be considered discriminatory!?! I think the posts I read here are a celebration of triumphs, not a suggestion that anyone "gave up on" these students. The intent was simply to remind that sometimes our OWN vision is limited when we consider possibilities.
Dr. Jane Jarrow
Students are students and all have goals. It is my job to encurage all students to reach their goals whether they are disabled or not. The question is discrimatory, you should never give up on any student.
David,
When I hear about students like yours, who are NOT regarded by their classmates as "inspirational", but rather viewed as one-of-the-crowd, it makes me know that we ARE making progress. What you have just described is a young man who is noted for his abilities, rather than his disabilities. That's what it is all about. The fact that he is motivated and driven and perseveres is likely to be a function of his personality, not his disability. The fact that he has the opportunity to develop those traits is likely to be a function of accepting and supportive instructors -- like you
Dr. Jane Jarrow
I gotta guy right now in 3rd semester---sports fanatic. He's 19, almost died in a car accident when he was just an infant which left one of his arms useless and his brain a little damaged. (not wanting to go into too much detail) Anyway, this guy shows up early every class--has joined another student as a co-host of a weekly radio sports show and generally has more drive to succeed than most of my students...always bugging me about getting his demo materials out there. I have to tell this guy to slow it down a bit--not to go out until you're absolutely ready.
He's not much of an inspiration to his classmates---they pretty much treat him the way they treat everyone...and that's pretty cool by me. He knows what he needs to work on--we talk about it all the time--it's very real and he's a great guy who will 'out-persevere' anyone I know. I don't believe he's even asked for any accomodations at our school. I'm also very real about his possibilities and he appreciates that more than anything.
Amber,
Sorry... I didn't mean to suggest that you had used any terminology inappropriately. You didn't. I was responding to something you said about wanting to make sure that professionals all USE the politically correct language. I wish we could get more people to understand that it isn't just politically correct -- it is the right, appropriate, and respectful thing to do, as well. GRIN
Dr. Jane Jarrow
I had to go back and check if I had used the less-PC term! I agree with you that subtle changes in the language we use can create an atmosphere of acceptance and understanding or one of ignorance and prejudice. This is not just about being "politically correct." It's a huge part of our communication patterns. This can be true about how we speak with regard to other groups of people, too, such as gender, different races, alternative lifestyles, etc. I think the bottom line is that professionals should be conscious of the words they use and what they might accidentally imply. We cannot get away with making generalizations, even just in the use of language.
Amber,
You may have noticed that, throughout the text of the class, as much as possible it speaks about "students with disabilities," as opposed to "disabled students." In the early days following the passage of the ADA, there was a lot of talk in the literature about "people first" language -- a STUDENT who is deaf, or a STUDENT with a learning disability. Some criticized the focus as being meaningless and just about being politically correct, but I always felt it was more than that. I always felt that the real issue was (and is!) human dignity. I think it is important that we recognize that people with disabilities are PEOPLE first. Their disability may describe something about them, but it does not define them.
Dr. Jane Jarrow
Unfortunately I don't have any success stories coming to mind, but I do have to think of the people I know whom the system "failed" in some way. When I consider the brilliant people in my life who lack education because their learning disability was undiagnosed or because teachers were less than accepting of their diagnosis and unsupportive of the accomdations needed, I am saddened. I feel very strongly that persons with disabilities of any kind should be provided equal access and opportunity, and I am glad to be enrolled in this course as an admissions representative. People, including educators, administrators, and school staff members, are not always aware of their prejudices, or how the language they use makes them sound ignorant. We must be taught the "politically correct" and most unoffensive terms and ways of thinking. If we are not, we are stuck with the preconceived notions that society and our families passed on to us unknowingly. Reading the success stories of others and learning what is professionally and legally acceptable dispels stereotypes and allows us to not only accomodate, but encourage those with disabilities.
Yep! Those are the kind of stories we hear all the time. It isn't that this young man was successful "in spite of his disability." He had the talent and the desire, and he found a way to manage the necessary tasks in a way that works for him.
Dr. Jane Jarrow
We had a blind student that wanted to be a radio disc jockey. While a great deal of reading is necessary in that profession, he was able to use existing technology to "read" all information to him and now he works as a disc jockey for a local radio station for the last ten years!
Yours is a really remarkable story, Kevin, because it doesn't involve the individual "overcoming" disability or doing anything "in spite of their disability." Rather, this gentleman was lucky enough to be in touch with someone (you!) who saw potential and was willing to think creatively about managing the situation and about options that would work (instead of focusing on problems that would prohibit!). Good for you!!!
Dr. Jane Jarrow
Though he was not a student of mine in school, I guess you could say I was a mentor or sorts...a gentleman who listened to me on the radio who was interested in a career in broadcasting.
He had a rather severe speech impediment. At first, I thought it was hopeless. But, in my conversations with him, I noticed the impediment was more pronounced the faster he spoke. (And, in all honesty, he always was speaking at a fast clip.)
So, I asked him...to slow down the pace of his speech...and send me another audition recording.
The difference was unbelievable. Speaking at a slower clip, the speech impediment smoothed out to where it was hardly noticeable at all!
The gentleman is now in his first full year as a small market DJ in a "light rock" format...one which does not necessarily require one to speak at a super fast clip. I wish him the best.
Angie,
Right on target here. When folks get too invested in "but we've always done it this way", they become less able to see possibilities. What you describe is a case in which your folks were open to recognizing that it was the OUTCOME that was important, not the process of learning. Spread the word...!
Dr. Jane Jarrow
At my work at a massage college, we had several blind students from Vocational Rehab who were AMAZING practitioners. And one could argue that it was BECAUSE of their disability that their sense of touch was so advanced.
Accomodations obviously had to be made with learning the material (charts & videos were ineffective), but thanks to the caring dedication of our Student Services Coordinator and the faculty, they did well with the outcome. A great example of WHAT they need to know not HOW they need to learn it.
Way to go, Michelle! :) So glad to hear that (and that you're taking the course)!
:) Angie Myer
Thomas,
I love the phrase "...the things that he possessed that would make it possible!" That is the very core of the spirit of these laws. It recognizes that students with disabilities are more ABLE than they are DISabled. So nice to see the idea put in practice!
Dr. Jane Jarrow
A functionally blind student appeared at our broadcast college and there was major concern on the part of he and his family if he could become an on air person on radio....In this case, it was the school that made sure he knew the things that would make it difficult, but even more so, the things that he possessed that would make it possible....
Another student seemed to be a veritable emotional wreck, with a home life that not only was never encouraging but was in the main discouraging ("you'll never amount to anything, never graduate, etc.") Through our encouragement, he built the confidence to complete the program...
Gary,
No wonder you see possibilities, not limitations, when you look at students with disabilities. You have seen what CAN be done and it's made a believer out of you. Keep the faith!
Dr. Jane Jarrow
I have had the great privilege to be working with a student who has no use of one arm or hand since infancy. His skills and work define who he is! He applies for work positions as would be the standard channels, and when employer’s view his work and meet him they can’t wait to see more of his work and make him offers! His personality and his work is who he is! It is so gratifying to see a student, and I mean a student use his talents!!
