Alessandra,
That's an interesting approach to the question. Rather than focus on issues of students with disabilities, you focused on issues of diversity and respecting differences. I LIKE it! GRIN
Dr. Jane Jarrow
All academic requirements are challange at some level. I often tell my studants that life is a challange. Thus,in order to face those challages we need to demonstrate respect for individuals and groups with consideration to the diversity of their age, gender, nationality, race, religion, or thier disability.
Miriam,
It is difficult, but this is actually a fight that the STUDENT needs to wage. It is the student that is being refused equal access by the certification board. She is the one who needs to fight for that accommodation by challenging their decision to refuse her. You can write another letter and reaffirm that you think this is appropriate, but you cannot force the situation for her.
Dr. Jane Jarrow
We are currently having a student issue. The student completed our program but when she went to take the certification exam she failed. She returned to the school to ask us to write a letter to the certification board to allow her to retake her test with accomodations. We did. The board refused because the student had good grades with us without accomodations. The student feels we've not done enough. The board won't move. We are really between a rock and a hard place! We want her to have another chance. Our school allowed her to retake the certification review class at no cost but what else could we do?
Tequila,
It sounds as though you are still making an assumption that because the department has stated things as "technical standards", they must BE technical standards. The problem is, sometimes these statements are actually a reflection of limited or limiting thinking by faculty. We need to find a way to make sure students understand the requirements, and that faculty understand the difference between tradition and necessity.
Dr. Jane Jarrow
I would research the technical standards and make sure that I understand these myself before I have a discussion with students. Hopefully, students talk with someone that is informed about the standards and is able to explain these to the students and not try to talk them out of a course because they don't believe that the student is capable.
Ceola,
The problem is that academic committees sometimes focus on the wrong things with the best of intentions. If the technical standards are drawn on the basis of HOW things are normally done, instead of WHAT must be done, you end up with technical standards that are inappropriately restrictive because they are based on the assumption that if someone can do what everyone else can do (see, hear, etc.) they can meet the technical standard, and that if someone cannot do those things they will NOT meet the standard. Along the way we lose sight of what the technical standard IS. What is the task to be performed. THAT is the salient question.
Dr. Jane Jarrow
An academic committe with experience and knowledge that will set up the guide lines to make sure the techical standards are met. There must be documentation when there are challenges and this should will be for all students.
Kristia,
That is a very healthy attitude -- and I especially like the idea of improving the system "as a whole". Technical standards shouldn't be applied to, or altered for, only students with disabilities. They should accomplish a goal for the whole program, and be useful for ALL students.
Dr. Jane Jarrow
When the requirements are open to challenge then we are given the opportunity to grow. Re-think how we can approach inappropriatetechnical standards and improve on the system as a whole.
Don,
I would agree. There is an old saying in management circles: "In a bureaucracy, the way to get things done is to make YOUR problem THEIR problem." Works for me! GRIN
Dr. Jane Jarrow
I believe the correct approach is to address the issue from the student's stand point.
Try to get your supervisor to see it issue as one that needs adjusting as to benefit the student and facilitate their learning.
Camille,
It is always both satisfying and comforting to be part of a team, all focused on the same student-centered approach.
Dr. Jane Jarrow
Communication is key. I am also fortunate to work with individuals who really do want the best for our students and want them to succeed at everything they do. My campus director, program directors, and director of admissions are the people I would reach out to if the requirements are open to challenge. I know these individuals would work together to achieve a fair solution.
Julia,
I like the idea of approaching the problem on more than one front. The trick, of course, is to provide legitimate input to both students and faculty without making the student feel pressured or patronized, and without the faculty feeling threatened. Best of luck!
Dr. Jane Jarrow
To the faculty I would make sure to gently ask if any of their practices or procedures can limit the access of a student. To the student, it is important to let them know the requirements of their course work.
Sherry,
The question, though, is HOW you will "get it fixed?" How are you going to work on correctly the situation without alienating the faculty you have to work with in the future? What practical approach can you use to bring about necessary changes, be honest with the student and still maintain an air of collegiality?
Dr. Jane Jarrow
I go to my director and let them know and we work on getting it fixed...
Students should be allowed to try no matter what their limitations may appear to be. It is vital that we give them every opportunity and provide them with as much information as possible in reference to their desired pursuit.
Niakesha,
The real question is what knowledge is helpful for the individual instructor. Do you need to know about the range of issues presented by disability, or just about the functional limitations that the disability poses for THIS ONE STUDENT in front of you? I'd go for the latter.
Dr. Jane Jarrow
