I am a little dissappointed that everything is from the admission advisory perspective. As Dean of the program, would like to have more information from that perspective. Regardless of that, the information related to technical standards was informative.
This module was informative and provided useful guidelines to apply when supporting students. Treating students respectfully and equally is vital. When unsure about anything relating to support services, connect the student to the correct person on campus.
Reply to Bethany Azad's post:based off this comment Bethany, It is very important to also be careful in the wording.
In my generation, it was commonplace to refer to a person with a seizure disorder as an epileptic. A person with autism was called autistic, and not a person in the autism spectrum. There was the "deaf kid" in school, and there was always the "handicapped kid". It's remarkable to look back on those times and realize that our approaches were very dehumanizing, and because of this, it probably clouded the ability of the educational community of the time to see the true human potential within every person.
Placing people first puts a better focus on ability and less on the disability.
It's nice to be able to have the influence of current thought and societal norms when we look at people for who they are as people and not for who they are as a cluster of limitations and diagnoses. I am starting to believe, through this training, that once we look beyond things that may be limitations of one's disabilities, we begin to develop, intrinsically, and new mindset where that levelled playing field leaves noone on the sidelines.
This module highlighted the importance of creating a culture of inclusivity for all students. It really challenged me to think about the impact personal bias can have on interactions with students with disabilities.
My role is to treat students with respect and generally speaking, treat disabled students as I would any other student. If I'm ever unsure what to do with information regarding a disability or accomodation request I should refer to my employer's policy.
The biggest takeaway from this section is that everyone should be treated with dignity and respect. Students with diabilities want to be treated the same as everyone else and to have people not just look at their disability or what they can not do.
People with disabilities want to be treated the same as all others, and they should! It would be helpful to ask them what they CAN do instead of what they CAN'T do to complete the program requirements. Finding the right person on campus to be the ADA coordinator is a challenge for small institutions.
My role is to ensure that students who need accomodations are directed to the right people to get the help they need.
As ADA Coordinator, I have to ensure that appropriate documentation are filed accordingly to provide the appropriate accomodations. Student's records should be mainatined ina confidential manner, only allowing need to know, so faculty/staff who work with the student will be able to provide the necessary accomodation. I will coordinate efforts - and consult as needed - with our national team for support.
Technical standards determine career related skills and care must be taken in the wording of such task as to not show descrimination based on disabiility.
Considering limits sounds like one of the more delicate and challenging parts. It would be very easy for a well meaning person to come across the wrong way in speaking with a student.
Treat all students with respect and compassion
Everyone just wants to be treated with the same respect and gain the same education as everyone around them, it is our responsibility as educators to make sure that even those with disabilities are getting everything equally. Sometimes it may take us providing extra necessities for those with disabilities to be able to succeed more but it is also important that we do not give them more than our other students when it comes to assignments or tests. We also do not need to talk in any different manner only because they have a dissability.
Know the system in place at your institution so you can direct people with disability to the designated person.
This section made it very clear that you must be careful and diligent about the role you play, and the role you do not, when it comes to disability support. Do not promise accommodations nor share information that a designated disability liaison is more prepared to triage and answer. Also, its important to know that an institution cannot ask about disability during the admissions process and to focus on technical standards of performance instead.
Students with disabilities should feel that they have the same educational opportunities as all student's. However, they should not feel like they are being treated any differently because they ask for a specific accomidation.
I learned that my role would be to treat them equally and point them in the right direction. Discrimination based on a disability could face charges.
I have learned that we should not talk to students about their history with their disability. I should keep conversation with student with disabilities the same as I would with all other students.
I also learned to direct students to the school's disability services officer to develope reasonable accomodiations.
