Leveling The Playing Field
This is a very interesting question and I believe it is an area that may complicate creating and completing accomadations since the focus can get diverted to guaranteeing success as opposed to facilitating access.
So how do we help faculty (and students) to sort out the two, Dave? I have always found it useful to think in terms of whether the proposed accommodation is likely to insure a better grade for the NONdisabled students. For example, providing Braille for a blind student or an interpreter for a deaf student is necessary for ACCESS Providing those same things for the nondisabled student would not be likely to improve their grade. Waiving a class because the student's disability interferes? That could border on being a success-oriented strategy (something other students could use as well). That's why we rarely offer waivers, only substitutions.
Dr. Jane Jarrow
I agree. We need to accomodate the students to make sure they have the same access and the same opportunities as anyone else but the success is up to the individual.
Helmi,
Certainly, success is the hope for all, not a promise. Just remember that providing accommodations doesn't assure success, but it sometimes is necessary for the student with a disability to have a CHANCE to be successful. I once heard someone say that, "sink or swim" is a great philosophy -- but it assumes that everyone has had the same number of swimming lessons." In this case, the swimming lessons may be the necessary accommodations!
Dr. Jane Jarrow
Agreed. Thier are so many students who are have no disabilites but yet struggle in class and simply dont succeed. All we can do is level the playing fieled by providing the neccessary accomidations but in no way does that imply that they will succeed,
Helmi,
It is hard to watch students try hard and still not succeed -- students with or without disabilities. The best we can do is remind them that we are there to help them determine their next steps, whatever they may be. There is an old saying that "when God closes a door, He opens a window." We get to pull back the curtains!!!
Dr. Jane Jarrow
Very nicely said. I couldnt agree more. Thier are countless stories of people from all walks of live that succeed beyond thier wildress dreams. That is why I think this course is so important. How are we to tell a stduent he/she cannot do anything? This allows us to treat indivuals with disabilities equal and do it according to policies that are set in place.
Helmi,
You have just voiced the very explanation that has been given by others as to WHY we need Section 504 and the ADA. People with disabilities deserve the opportunity to achieve without the interference of others prejudices or expectations. Sometimes they will make it and other times not -- just like the rest of us! The laws assure that they get the opportunity to try.
Dr. Jane Jarrow
That correct. It would be a shame if admissions representatives or anyone else within a school organization would deny someone the opportunity to at the very least attempt a chosed field. We should not have that kind of power and that's why I strongly believe this class is so important because it helps us make an educated decsison based on the law not on personal opinion.
Helmi,
Nicely said! We never know how students -- any students -- will use the knowledge they gain in an educational setting. We must continue to focus on ability, not DISability, and to help students tap their potential.
Dr. Jane Jarrow
What about a case where the curriculum is fundamentally altered to accommodate the student? For example, our curriculum is home study combined with hands on training with a mentor. The hands on training portion is done in a group class setting. If we have a student that has PTSD and says she cannot concentrate in a group setting and requests one on one training, is that a reasonable accommodation?
No - that is probably not a reasonable accommodation for the very reason you suggest... because it means a fundamental alteration in the way the program is structured. Note that I said PROBABLY. There still needs to be consideration of whether the request is reasonable or whether there is some other way that the intent of the educational objectives can be met. Is the group class setting a part of the educational experience (that is, group work is part of what you are training), or is it simply the way it is usually done? You have to leave the door open to consideration -- but you don't have to say "yes"! GRIN
Dr. Jane Jarrow
Students need to define what success means to them. I believe this is true for all students, disability or not. If an accommodation is hindering the learning experience, then the student and teacher should make other arrangements. This is what I have done in the past. In my experience, students with disabilities usually want to find that route to success no matter what.
Jessica,
I'm confused. How would an accommodation hinder the learning experience?
Dr. Jane Jarrow
Specifically, I was thinking of an experience I had with a student who had to leave the classroom every once in awhile due to a disability and would miss important information.
I've also had students who have had to miss numerous classes due to a disability and would again miss class time.
In both instances, the students would meet with me and discuss their plan for success and things worked out well.
Jessica,
OK... I think I have it now. It isn't so much that the accommodation "hinders" their academic success as it is that the means of achieving accommodation (equal access) needs to be re-thought. Certainly, you never want to compromise the academic integrity of the experience by lowering expectations. Well said.
Dr. Jane Jarrow
Thank you for helping to clarify my thoughts! The accommodations will be different for every student therefore the path to success will be different for each student.
Agreed! That is really what accommodations are all about -- "Each according to his/her need."
Dr. Jane Jarrow
I have been teaching for 6 years and I do not recall having a student with a disability had me change my teaching method.
Dennis ,
That's kind of the point -- you shouldn't NEED to change what you teach for students with disabilities. You teach that content for a reason, and you have found a method that is effective for most students. The idea is simply to adapt the delivery, IF NEEDED, so that that student with a disability is presented with the same information and experiences as others in a format they can use.
Dr. Jane Jarrow
