James,
Again, I agree with your intent, but I am not sure I agree with your motivation. I want to make sure you are clear about the difference between access and success. We HOPE all students will be successful, and there is no question but that students with disabilities may enjoy more success when they have full access. BUT... we do not provide accommodations to facilitate that success. We just give them access to the info and materials -- what they DO with the access is up to them.
Dr. Jane Jarrow
All colleges wants all students will be successful. Students with disabilities may enjoy more success when they have full access, but we do not provide accommodations to facilitate that success. We just give them access to the info and materials but what they do with the access is up to them.
It is every persons own responsiblity to be the driver of their own success. No amount of wishing, coaxing, or special accomodations will amount to success, it lies only in the hands of the individual. This meaning that success is only obtained through ones own deliberate efforts. If though, accomodations are not properly made which allow a person, disabled or not, to do their task at hand, then success is not achievable.
Jessica,
You seem to have a good understanding of the purpose of accommodations -- it is not to create success, but to ALLOW success if the individual works to attain it.
Dr. Jane Jarrow
As the librarian in a post-secondary setting, the library provided sight-impaired students with the use of a software(JAWS) which read the materials to them. One student was taught to use it as he had not had prior usage of such a program. He was also provided a student reader and use of one of our study rooms for test-taking. However, he lacked self-motivation to succeed. Therefore, despite these service being made available, he did not avail himself of their usage as he needed. He was also provided with a peer tutor that would tutor him, attend his classes with him when needed, etc. Again, there seemed to be no motivation on his part.
Another sight-impaired student enrolled that was familiar with the software and had actually used it at home. However, despite accomodations being made, he dropped out. It seems that the barriers give them a rationale by which they determine they cannot succeed and do not make the effort.
Perhaps I am misreading they behavior. Success can only be accomplished by the person. They have to have their goals established, their motivation in place, and be willing to work just like everyone else to succeed. We can only provide them resources to overcome their limitations; they have to make the effort to perform. They cannot be given a "free ride." They have to earn their success just like every other student.
Frances,
You have it just right -- the provision of accommodations doesn't assure success, and was never meant to do so. Accommodations only assure equal access, but the motivation to make something of the opportunity must come from the individual. Just as not all nondisabled students are successful in college, despite our best efforts to support their learning, so some students with disabilities won't make it. The good news is that many of them do! GRIN
Dr. Jane Jarrow
In my experience I have found that students with physical disabilities appreciate the opportunity to attend school and the physical accomodations that are available that to allow them to do so. Success depends on the individuals drive and commitment.I have found that students with disabilities tend to strive harder, are more committed and are appreciative of the opportunity to attend school and further their education.
Michele,
I am pleased that you have had such positive experiences, but it comes with a (small) warning. Students with disabilities should (and do!) appreciate the opportunity to attend school just as much as their peers. We don't need them, and shouldn't always expect them, to be MORE appreciative or to strive HARDER. They are more like other students than they are different!
Dr. Jane Jarrow
This quote is similar to a question I posted just a few minutes ago. Many of our students struggle with the basic reading, writing, and math skills to succeed. They often blame the instructors or distractions by other students. Sometimes they tell me they have a learning disability, although they never provide documentation to validate their claim. I struggle with explaining to the students that nursing school is difficult and demanding. I want to be understanding and compassionate, but these are adult learners and must accept responsibility for their education.
It is important for students with disabilities to understand they are required to meet the same expectations as students who are not disabled, just with special accommodations so they have the ability to succeed. We do not encounter many students with a documented disability.
Rene,
Aside from the issue (mentioned earlier) of students not being asked to provide documentation to YOU, and YOU not being held responsible for making decisions based on that documentation, I think the problem you describe runs deeper. I don't think you should be held responsible for defending the academic integrity of the nursing program. You are only in a position to explain why the student is or is not succeeding in YOUR class.
Oh... wait. I made an assumption that you are an instructor. If you are a counselor or an admissions rep then my answer would be slightly different. I still think the college needs someone who can speak to the issues of disability for both the student and the faculty -- someone other than you. But when a student comes to you and complains that their lack of success is the result of disability, my best advice is to let them know that while they have a right to appropriate accommodations for access, whether or not they succeed is still their responsibility. I don't think the "nursing isn't for everyone" discussion is nearly as useful (targeted?) as saying, "nothing we can do will make the disability go away, so you have to determine whether it is possible for you to accomplish your goals regardless of your limits."
Dr. Jane Jarrow
Dr. Jarrow,
Thank you for your feedback. I did not read this post before replying to the other one. I am the Director of Student Services who supervises admissions, financial aid, and career services. The students often seek my advice because I will listen to their complaints. I also act as an advocate for the students at the directors' meetings. I understand I must be careful with what I ask and say to the students, but your example is very clear and one I will use to "coach" the students. I do not want to offend the students, but I must be honest which makes it difficult for me to find the right words to say. I'm sure, with practice, it will become easier. I have invested in several self-help books that teach fierce conversations. Thank you.
Are you charged as the "disability services officer" for your campus, Rene? If so, you may not have to be nearly as careful about what you say and ask as it seems you think you are. If you would like to get in touch with me directly (JaneJarrow@aol.com) I would be happy to talk you through some of this.
Dr. Jane Jarrow
I am accustomed to making accommodations and modifications for students with disabilities, it is easy to do at this point. Although, when I began teaching I was worried about being fair to all my students. How was I to be fair if I changed the situation for only one or more students. But, I realized, some years later,that being fair did not mean everyone getting the same thing, it meant everyone getting what they needed.
Tequila,
BINGO! When you look up the words "fair" and "just" in the dictionary, in this context the word "fair" means "the same to everyone." The word "just" means "each according to their need." It is not a coincidence that the department of JUSTice has enforcement authority over the ADA!
Dr. Jane Jarrow
A student with disabilities given the accomodations must meet the same standards as a regular students.
My experience in providing accomodations to students with disabilities relates well to the quote you mentioned. However, my observations have always been that the majority of the students with the disabilities that I've had the pleasure to work with have the ability to see beyond any personal limitations to make the most of any and all the accomodations that have been made. By taking advantage of the access they have been given, even when it was only minimal, each and every one was able to meet their goals. Many times realizing the value of a quality education over an (if I may) 'able-bodied' class mate.
Silvia ,
Absolutely true. That is a concept that is sometimes hard for folks to understand -- that making accommodations in no way lowers the standards or expectations, and that students with disabilities must perform to the same level of competence.
Dr. Jane Jarrow
Kristia,
I agree. And, in fact, we HOPE that all students will be successful (including those with disabilities!). While accommodations are not *provided* for the purpose of fostering success, we certainly hope that, given those accommodations, the students will be able to demonstrate their full potential -- and succeed! And, just for the record, the term "nondisabled" might be better than "able-bodied". But words are less important than attitudes in this case, and you clearly have the right attitude!
Dr. Jane Jarrow
If I had to enroll a potential student that has a disability it would be my job to make sure the student has access to everything he/she needs. I am not however respondible for making sure that students homework in done or that a test is passed by that student. Both of these are the students responsibility not the institutions.
Holly,
I am not sure of what your position is at your institution, but your wording worries me just a little. If you "had to enroll a potential student that has a disability"? Does that suggest that you would rather not see a student with a disability accepted, but that if you couldn't refuse (for legal reasons) you would assure he/she had the appropriate accommodations? I am glad that you understand the institutional obligations for equal access, but I hope you don't see students with disabilities as either a burden or an inappropriate population for postsecondary enrollment.
Dr. Jane Jarrow
