Avery Jennings

I learned what signs to watch for. I get overwhelmed without even realizing it so this is key for me

This section should me the importance of treated disabled students as people regardless of their disability. Show interest in them and their life and hobbies and do not inquire about their disability as it unless it is necessary to ensure their access. It is inappropriate to ask how a student because disabled and if their family is as well, etc. You also should not ask about disabilities in the admissions process. You can inform students on the physicality of the program if needed, but discussing access and accommodations should not happen until after an offer of admission. If the student… >>>

In this section I learned that accommodations are not meant to give a student an advantage over other students. They are meant to ensure that they have what they need to be equal with the other students. ADA is not intended to allow students to do whatever they want just because they are disabled. Irrelevant accommodation requests can be denied if they are not needed to mitigate their access issues. 

This section showed me the great improvements that have been made in identifying, validating and accommodating disabilities that in the past were seen as a student's laziness, or lack of focus. This newer, more accepting mentality allows students with learning disabilities, ADHD, PTSD, etc to be successful and treated fairly. 

I have learned where some the limits lie in what can be accommodated and what can't. I also learned that providing accommodations is intended to give a student the same access that any other student would. It is essentially "leveling the playing field". Accommodations don't give the disabled student any advantage, they are in place to give the same opportunities as others. It is also important to understand that what you do for one student you must continue to do in the future for other students with the same limitations.