Get Your Students Hired
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
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
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.
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.
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 students write Process Essays and research on the job physical requirements. This makes the process of lifting and turning patients more real to them.
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
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.
Lori,
Those are good places to go for information, and I don't want to discourage you from seeking out those internal resources. But keep in mind that, generally, it is not appropriate to even consider counseling someone in or out of a given program because of what you know of their disability. It should be about the Abilities, not their disAbilities.
Dr. Jane Jarrow
I will talk with the person responsible for planning for students with disabilities to become more knowledgable. If I am faced with an immediate question of concern while interviewing a student with disabilities, I would consult with my Director of Admissions.
Deborah,
That's it... so long as even THAT information is couched in the context of "this is what is typically done or required." We never know how students will be able to USE the information they glean from us.
Dr. Jane Jarrow
You should state what the requirements are for the program and what kinds of skills will be used.
Susan,
The kind of program you describe is ideal for some students with disabilities because is makes it easy to be flexible with how expectations are met. The one-on-one, case-by-case organization you describe is often just what students need to be able to tap into their abilities, rather than their disabilities. Unfortunately, though, students with language-related disabilities (LD students, deaf students) may find work that relies heavily on one's competency with written English to be even MORE difficult than traditional, face-to-face training.
Dr. Jane Jarrow
This is an interesting question. My background is with distance education (not online), our objectives are written based on what each student should demonstrate or gain upon completion of the course. In the humanities programs we offered, they were reading, discussion, and writing intensive. Most everything centered around critical thinking, analyses, and communication. Since it was distance education, we mostly attracted students who were self-motivated and completed the course work at a steady pace. We did have some students who had invisible disabilities and were attracted to our programs because of the one-to-one instruction provided. They didn't have to compete in a class environment. We would speak with the student, after their acceptance, and ensure that they understood the program requirements and had the time they needed, extra tutoring if necessary, and mentoring along the way. Because it was a small school, it was easier to make adjustments to ensure the student had the access and tools needed to successful.
David,
Explain to whom? On what authority? Why should they listen to you? What difference will it make? The question is really how to approach bringing about institutional/systemic change.
Dr. Jane Jarrow
Chelsea,
You are right. Students certainly come in contact with more than just their teachers. They come in contact with a wide range of institutional personnel -- and having all of them understand both the nature and spirit of the laws that promise equal access is important.
Dr. Jane Jarrow
I think the first, and most important step, is having a well informed and trained staff. Not only is having one person designated as an "expert" on the matter in charge of the creatation and implementation of this area, but also making sure all staff from admissions to instructors to administration is well trained on the subject.
Having a skilled disability service provider knowledgeable with assisting the students and staff will help assure equal access and determining the best direction to aid the student.