You need to be honest in your reply and discuss how things could be better but stand behind your campus rules and regulations or help to change some to help those involved.
I agree, Tracy. You cannot let the student expect that things are different than they currently are, but you CAN work from the inside to change things and make them what they should be.
Dr. Jane Jarrow
I have students write Process Essays and research on the job physical requirements. This makes the process of lifting and turning patients more real to them.
Diane,
That's a great way of making sure students are fully familiar with the typical job settings and can then think through how THEY would do the job. Just remember that they may do it differently, and that's OK. The object is to provide safe and effective care, not to perform is one and only one way.
Dr. Jane Jarrow
I have been meeting with the program directors and learning about each program. At this point I would ask if they have had any students that had disabilities and if so how they worked with them. Ask if there are any technical standards that they think we should directly address with prospective students. I would like to inform my students of any potential obstacles and ways to address them positively. I like to put all cards on the table so informed decisions can be made by those involved.
I agree, there should be a committee for all students not just those with disabilities. I feel if we hold it for just the disabled students that we missing the point of caring for ALL students, even ones with hidden disabilities. I also feel at this point in the game most schools and colleges are well aware of the majority of disabilities and are up to code on accommodations. However, there are those cases that do come up and those needs need to be addressed.
Kimberly,
Wow! I'm impressed. Lots of folks talk about doing research regarding the field. YOU want to do research regarding your institution, your program of study, and the experiences of previous students with disabilities during their studies. That's a GREAT plan.
Dr. Jane Jarrow
Kristopher ,
I have a problem with equating what the committee knows about disability and accommodation with the purpose of a committee that is supposed to be assessing the "fitness" of ALL students for the field of study. If the emphasis is so clearly on issues of disability, then no matter what lip service is paid to this being a broad attempt to support all students, it could easily translate to an attempt to use a seemingly innocuous process to exclude people with disabilities.
Dr. Jane Jarrow
It is important to stay honest but you also do not know what the prospective student is capable of. I liked the idea of, its not how its done but rather that the task gets completed.
Car'Lika,
That's a hard lesson to drive home for some instructors who are used to thinking as much about HOW something is done as they are about WHAT is being accomplished. But once that lesson is learned, the idea of making appropriate accommodations comes easier.
Dr. Jane Jarrow
having someone who is knowlegable with the laws when it come to students with disabilities is a big plus
matthew,
You are right. The college should provide someone who is a resource both for the students AND for the faculty and staff -- someone who can help you interpret the statutes and determine how to fulfill both the spirit and the letter of the law.
Dr. Jane Jarrow
Having someone on the campus that can facilitate accomodations for not only the student, but also improve the knowledge of the staff/faculty, definitely would help the campus in a positive way.
Jenna,
I agree - that's the way it should be. We shouldn't expect instructors to be experts at recognizing disability-related needs and trouble-shooting how best to accommodate. That should be done by someone who has experience in these areas, with the information passed along to faculty and staff. Such an individual serves the students BY serving the institution.
Dr. Jane Jarrow
It is a difficult situation in our school because we train physicians and there are many technical standards. I will have to review them after taking this course and determine if they are appropriate based on what must be done, not how it is done. Our corporate office should be involved in these types of evaluations as there are possible legal implications.
Jonathan,
Best of luck in being proactive regarding a review of technical standards. It is a huge job, but a necessary and important one. If you can use some tips, let me know
Dr. Jane Jarrow
We have recently had to engage in that discussion in order to correct what were some inappropriate technical standards. We did so by focusing on what things would need to be done, and by walking through that thought process around each area that had to be corrected, we were able to resolve the conflicts that were brought to our attention.
The original thought process(es) used to create the standards was a mixture of Why and How, and did not really address as THE focus what needed to be accomplished. As a result, we were " proscribing " a solution to a student, instead of offering a specific objective that would have to be validated through a variety of means and / or approaches as appropriate.
Gil,
I work a lot with institutions regarding technical standards. Sounds as though the folks at your institution have come to the right conclusions on their own. Instead of the standards focusing on Why and How, they should focus on WHAT... WHAT must be done. It is the difference between "sufficient dexterity to apply a tourniquet" and "apply a tourniquet with appropriate sterile technique." *I* have sufficient dexterity to apply a tourniquet. Trust me, though, you don't want ME to be the one who shows up to help you in an emergency.
Dr. Jane Jarrow
I feel it is a necessity to have a staff member who can answer questions as to what is appropriate or inappropriate technical standards. I myself have difficulty in what to say and what not to say to students when questioned about requirements they will face and what will be open to a challenge
Patricia,
I agree -- there should be someone available who can discuss those matters with the student. You just want to make sure that whoever takes on that responsibility is talking about opportunities and not limitations. It is easy for folks to share information with students (based on their personal experience in an area) that comes across as restrictive because it leaves the student feeling that they must refocus their goals. While sometimes that might be appropriate, we need to be careful not to let such conversations hinge on TRADITIONAL positions and skills, instead of focusing on future opportunities.
Dr. Jane Jarrow
