While I do understand that schools are legally required to admit the student, frankly I believe they are setting the student up for failure. Before students are admitted to any program, they should be made aware of all physical requirements. In doing so, it will allow the student to make an informed decision whether to proceed with the program or not.

As stated in the course, the medication may regulate the symptoms of ADHD to various degrees, however not eliminate the disorder. Therefor, even if the student was taking the medication, there would still be a need for accommodations, appropriate classroom strategies which would continue to be beneficial in increasing the students' classroom functioning and academic success. Also, we are to provide reasonable accommodations based on the (proven) existence of a disability, while the management of that disability is part of the student's personal plan not for the faculty to decide what therapeutic practices the students should be engaged in. However, having said that, as instructors invested in our student's success, and as caring human beings, if we see a student struggling academically, mentally emotionally, I would feel it not only appropriate but necessary to inform the student of available student supports through the school's student services or outside agencies.

Students may suprise us by being able to do more than we think they can. Besides, we can never tell what a student is really going through on a day to day basis.

Why is it important not to draw conclusions about psychological disabilities based on your observations of a student in the classroom? Explain.

If medication exists that helps cut down on distractions and attention problems, shouldn't students with ADHD be required to take that medication? Why should we provide accommodations if they aren't doing their part?

Is it appropriate to allow a student in a wheelchair to enroll in a physically demanding program of study in which he or she won't be able to get a job later? Why or why not?

You grade students down for spelling errors on their papers. What reasonable accommodation could you make for a student with a learning disability that affects his/her spelling?

In what way can a misconception about students who are hard of hearing, deaf, blind, or have limited vision cause injustice? Explain.

This is very important. You need to reach you whole class, there is no better way then understanding how they learn. With big classes it can be tough. I like to have them in groups and generally the will end up with other individuals with the same learning style. It makes teaching to the different generations a little easier and every one has a better grasp on the material.

I will no longer consider the persisent GenYer as an over anxious achiever. After taking this course, I realize that GenYers want and yearn for immediate feedback. I often thought, please give me one full class period to return a test or an assignment. Now, I am going to make an extra effort to return grades the same day, when possible. I now view this persistence in a different and more positive manner.

I joined LinkedIn about 4 years ago and then LinkedOut. after reading this article, I am going to reactivate my LinkedIn account AND encourage my students to post on this networking site. Everyone pushes Monster and CareerBuilder... It's time to "tout" LinkedIn.

Until taking this course, I thought it was a sign of weakness for the instructor not to know "it all". The material in this session made a very compelling point by stating instructors can leverage the intellect of the savvy techy GenYers in the class room. I believe the author indicated it is better to NOT fake it because these GenYers can sniff a phony out in a minute.

I am going to recommend to our DOE that every instructor take this course. While trying to find more ways to be effective in the classroom, I actually learned a lot more about my own learning style as a CEC instructor. This Boomer enjoyed this course.

I think that it's a bit too easy to overcompensate time on task when working with a student with a disability for fear of not meeting their needs. I think in doing this that we short change our other students and end up letting the students we make accommodations for get away with sub par work and poor attitudes which, in the long run, is not beneficial to that student. While I'm on my soap box I'd like to add that I think it's ridiculous that I have to have documentation if a student needs specific accommodations. I have, in the past, read tests out loud to my whole class and asked them to write their answers down on a piece of paper because I had a student who was to poor to get documentation for her disability.

Over the past 7 years I have worked with several students with disabilities. My approach is to offer them variety of learning materials, visual text or demonstration. I find that combinig different delivery methods is a great way to reach a student who is stuggling with course materials.

All types need the same input from us.

High technology is very helpful nowadays. Saves time both students/instructors.

understanding the different types of generation will give you an idea of what kind of student you have.

Understanding our students will give us an idea what they need.

Over the past years I have worked with many students with disabilities. My main focus is to help them with a variety of learning methods. Often times these methods will include memory association, written and verbal guidelines, and overall sympathy to there needs. What methods have you used?