The LIGHT Center, T-90, College of the Redwoods (476-4290) - February 26, 2000

WATER’S KINDA DEEP HERE…

The topics of this newsletter are typically chosen for their lack of “energy” that may surround them.  After all, facts are facts right?  This week we are wading into a topic that is much more “energized”, however worth discussion.  That is the increasing presence of students with developmental disabilities on campus.

The federal definition of developmental disabilities covers persons whose disability occurs before age 22 and includes a mental or physical impairment or a combination of both. There must be a substantial limitation in three or more of these major life areas: self-care; expressive or receptive language; learning; mobility; capacity for independent living; economic self-sufficiency; or self-direction. In California law, a developmental disability is more narrowly defined as occurring before the age of 18 and includes specific categories of eligible conditions: mental retardation, epilepsy, cerebral palsy, autism, and "conditions requiring services similar to those required for persons with mental retardation." California law requires that the individual be "substantially handicapped" by the disability. The very fact that this definition uses the “r” word is disturbing enough to many.

So, what’s the problem? Well, mostly it’s one of philosophy.  There are people who believe that college campuses and other post-secondary institutions are not suitable for students who perhaps lack the cognitive ability to excel in the way that we typically expect.  Those of us who have been at four-year schools know this philosophy all too well.  On the other end of the spectrum are those that feel that community colleges are for all students and that we might broaden our view of how we define a student’s success while on campus. One must look at both perspectives to really be able to evaluate the dilemma faced by both sides of the argument.

Those in opposition to having students with developmental disabilities on a college campus cite many concerns.  One of these is overall appropriateness of the student’s behavior.  Another is the excessive staff time it takes to keep some students with developmental delays on track.  Thirdly, there is the issue of whether or not a community college offers classes that are within the ability of a student with a developmental disability, or are we just setting them up to fail by enrolling them in mainstream courses?

The other perspective that is often taken in this matter is that a community college campus is a resource for all.  It is not simply for those students who want to transfer to a four-year school.  Proponents of this attitude discuss the ways in which we could broaden our definition of success for the student.  Social integration, good role models, and the improvement of overall life quality by being out in the community are all additional benefits that are often cited. For the population more generally, increased tolerance to differences may result.

Quotation of the Week

“If a dog jumps in your lap, it is because he is fond of you; but if a cat does the same thing, it is because your lap is warmer."

Alfred North Whitehead

ARE WE SINKING OR SWIMMING?

So, where does CR stand in all of this?  What do we have to offer students who have a developmental disability?  English 360 was implemented for those students who come to college with English skills that are below the level of what is expected.  There has been some talk about setting up a community-sponsored program for these students.  There are some adaptive courses that the student’s can take, in which they are generally successful depending on your definition of success.  What additional things does CR do to enable students with developmental disabilities to attend?  The same things that we would do for any student.

Behavioral Contract

Any student whose behavior is deemed inappropriate is put through the channels to try to remedy the situation.  A student with a developmental disability is can be put on a behavioral contract in which the appropriate and inappropriate behaviors are spelled out clearly.

Personal Attendant

There are times when a student cannot function on their own and require an extraordinary amount of staff time which is often unavailable.  In these cases, the student may come with a personal attendant who assists the student.  CR does not provide personal attendants. They are more often provided by a community agency.

This is not an issue that is going to go away anytime soon.  It is something that will continue to be a topic for discussion for some time to come.

Comments?          mailto:trish-blair@redwoods.edu