Dave,
I would say that much of the focus of the ADA and accommodations is to allow the individual with a disability to fit the job requirements of a WORKER in the field. Our goal is to make "disability" a neutral element -- that is, something that neither adds to nor detracts from the individual's performance of the required task. Obviously, that can't always happen. But that is what we hope for.
Dr. Jane Jarrow
Yes, allowed to try and maybe the field the students will eventually work in will have specifics job requirements that will fit a disabled worker.
Ann Marie ,
Exactly! For us, the idea of trying to manage an old task in a new or different way (because of disability) seems overwhelming and, potentially, unlikely. But for students with disabilities, working around their disability is a way of life. That's where they get to teach US a thing or two. GRIN
Dr. Jane Jarrow
I agree. I think it is easy to see ourselves in the situation and think how hard it would be for us, but forget that the student may have had to deal with a similar situation and found a different way to do it.
Richard,
If you are suggesting that faculty would rather know if there is a problem than to find out about it after a complaint is filed, I'd like to believe that is true. My concern, however, would be that faculty in most areas are likely to dismiss that concern until there IS a legal challenge. "We have always done it this way, and it is no one's business but our own" is a powerful sentiment to override with cautions about the possibility of challenge.
Dr. Jane Jarrow
When it comes to liability I believe more woud be willing to learn rather than dismiss this knowledge out ot hand.
KELLY,
"Access versus success" has been my mantra for years, Kelly. It does help to put things in perspective for folks. But I think embracing the thought also has the unexpected benefit of embracing the idea that people with disabilities are fully functioning, competent individuals. They are not looking for an added boost -- they are looking for an equal chance. They'll take it from there. I think it shows great respect for their inherent abilities.
Dr. Jane Jarrow
Agree James-- communication is primary and keeping all faculty on the same page. Brainstorming is a result of informing each other and we can adjust accomodations to meet the right measure. I love the concept of "access" and "success". For me, that was a valuable thought and it has helped me understand the idea of accomodations and the true meaning why they were ever suggested. It dismissed the idea that having them somehow made the dynamic in the classroom unfair. I learned a lot from that simple line. :)
Susan,
I think you are on the right track here. The best option is to make sure that the student is aware of all that the program entails and then let her make her OWN decision as to whether or not to proceed. But you say, "we run the risk of enrolling her ..." Don't take this on yourself or your institution. You aren't forcing the student to enroll. If you have made sure you give all the information, then the only risk you run is that the student will make a bad choice for herself -- and that is a risk that exists with any student who enrolls!
Dr. Jane Jarrow
It has been my experience that the student knows her limitations. The student might not realize the challenges she would face, what the exact duties/tasks of the program she wants to enter, and will probably decide on her own that her goals are unrealistic. It is not up to us to decide; however, we run the risk of enrolling her into a program where we know they will not be successful and actually set her up for failure.
Kyra,
The trick is not to put yourself (or them!) in the position of telling them they won't make it. THEY have to make the decision. You tell them what it will take to make it. THEY get to determine if they are up to the challenge.
Dr. Jane Jarrow
Head on is my answer. Be honest and let the students know. Don't let them get in and then tell they they will not be able to make it.
Yolonda,
Even for as long as I have been working in the area of disability in higher education, I continue to be reminded that our view of how things ARE done is often at odds with how things CAN be done. You are right. Our limited experience should never limit the opportunities of others.
Dr. Jane Jarrow
I agree with you. I think placing our own limitations on students based on what we "see" can be discouraging. They should definitely be allowed to try.
Henry ,
I agree with your second point -- students should be fully informed about career options and challenges and then left to make their own decisions. But I am still concerned about the uncomfortable situation for an admissions rep who is helping a student enroll in a program of study when he/she knows in advance that the department involved is about to make this student's life difficult and career path unmanageable.
Dr. Jane Jarrow
knowing that requirements are open to challenge should not overly be the concern of the admission rep. But what is a concern is whether or not the student was duly informed about how they will be affected with in their choosen career field. Student deserved to be encouraged and to have full disclosure about the difficult that the engineer program presents. It is up to the student to make an informed decision about their career field.
Heather,
I agree. We can (and should) provide access. But success comes from within (both in terms of talent and in terms of dedication to the task).
Dr. Jane Jarrow
I am very open with my students and let them know what will be required of them and I will help them but they must be committed to doing the work. I believe that the drive to want to succeed can be a very powerful thing especially for those with disablities.
Michael,
I think we are interpreting the word "challenge" differently. I was suggesting that the stated requirements are open to LEGAL challenge (as in, the technical standards are discriminatory in the way they are written). You have to find a way to work with your colleagues from that department to try to get them to recognize the inflexibility of their policies (and the impact), while still being straightforward with the student about the uphill battle he/she may face within your institution because of those existing (restrictive) technical standards.
Dr. Jane Jarrow
"but what happens when you know those requirements are open to challenge"
That depends, if the challenge is to the student to perform better, or safer, or to improve then offer your help and assistance,
If the challenge will cause harm or hardship to another then offer caution and guidance.
