Fire Away

In this assignment, we are tasked with sharing three outstanding questions related to the Americans with Disabilities Act, accessibility or anything else we’ve explored as part of this collection.

These are my three “most pressing” questions that remain at the end of this collection.

  1. My first question is not particularly profound but it certainly has been bugging me: what is Grok and Korg? I did my own quick searching and found this which would indicate it’s a reference to a kid’s book about a boy from the stone age (Grok) who magically gets propelled into the future, and so the book details his adventures living with a modern-day family (Korg’s). So how does story apply to this collection? (Especially because I haven’t ever read the book, I feel like I may be missing an important piece of the puzzle).
  2. I would like to know how well the current system of disability services actually works in higher education. In other words, do students who experience disabilities perform as well as their non-disabled peers? Are the accommodations actually serving their purpose of achieving equity in education? If we actually ask the disabled students themselves, would they say they are getting the services they need? This article would imply that it isn’t working so well, so what can we do in higher education to make it better, without overburdening faculty?
  3. Next, in my post on ADA and unreasonable/reasonable accommodations in higher education, I discussed what types of accommodations could be considered reasonable, and which could be considered unreasonable. Chris suggested that I include a “gray” section (in the second page of this infographic), discussing scenarios that would maybe be reasonable… but maybe be unreasonable. So I’ve come up with 4 more scenarios, each of which do not have a clear-cut answer as to what the professor should do. So the “pressing question” here is, what should the professor do in each of these situations?
    • A student has a therapy dog that needs to come to class with her. However, another student is terribly allergic to dogs. Should the professor accommodate for the needs of the student who experiences a disability, or accommodate the allergy of the other student?
    • A professor wants to give a short, 10-minute timed pop quiz at the beginning of 7 class meetings throughout the semester. However, a student has a documented accommodation for extended time and distraction-free environment for tests/quizzes. Planning for a distraction-free environment requires proctoring and thus advance notice, defeating the purpose of a “pop” quiz. Extended time on the test will also mean the student will miss class time.
    • A student is taking a Spanish conversation class, but he has a physical condition that requires him to miss class for weeks at a time. Over 75% of the grading for the course depends on in-class work and group work.
    • A student has a visual impairment that requires her to have preferential seating in the front of the class. However, the student also has a physical condition that requires her to get up and move around frequently, which can be disruptive to the rest of the class.

Exploring the ADA

To answer the following questions and explore the ADA in more depth, I chose to create a Prezi, an infographic, and a flow chart.

Go here to see my response to these first two questions:

  • What is the Americans with Disabilities Act and who does it protect?
  • Why are the terms “Title II” and “Section 504” important to this discussion?

Next, I made an infographic to answer this question: what is IDEA and who does it protect? How does it differ from the ADA?

Image of textbooks and school-related items, with the following definition of reasonable accommodations superimposed: "Schools have to be willing to change the way things are usually done to make sure that a student with a disability can participate equally. This might mean changing rules/policies, removing barriers, or providing aids, services, or assistive technology."Lastly, I chose to answer these last three questions in a flow chart. I grouped these questions together because I think understanding reasonable and unreasonable accommodations will be most applicable to my future working life. These are the questions answered in the flow chart:

  • What is a “reasonable accommodation” and what else are those called in the educational setting?
  • What might make an accommodation unreasonable?
  • The big one: how do ADA, IDEA and other legislation in the readings and your exploration so far apply to you in your working (or future working) life (where might or do you find yourself needing to take ADA, IDEA, etc. into account?)