Ahmad received special education services to help him cope with the cognitive deficits he encountered owing to his Lyme disease. He was able to finish high school after staying for more than four years, and he attended the University of Florida. His path was not an easy one, and, at 25, he is a good bit older than most other students in his graduating class. Still, he has learned so much about himself and his unique needs. He would have liked to study medicine, but he just couldn't manage the intensity even with supports. His dad often told him that he could have done it if only...
Khalid and Sasha have managed to stay together, and Khalid has come to accept that his son has certain challenges because of the Lyme's disease. Most of these are socio-emotional in nature (Ahmad has a hard time with ordinary social interaction, a bit like Asperger's), but some are cognitive. Ahmad finds it difficult to concentrate for long periods of time, something that has made for several more years of schooling than would be typical for someone like him. Khalid and Ahmad have gotten closer as Khalid has come to accept his son's condition. Khalid has come to terms with his sense of shame and has been able to connect it to his upbringing. He has become more open to Sasha in general and to her worldview, and, as a result, Ahmad has a greater sense of comfort when he comes home.
And so Ahmad is ready to get his diploma. He majored in finance and had an internship with a fairly large company. He is hoping for a job with them and hopes he will hear something in the next couple of months.
* What resources are available for students with disabilities at most major universities? At JMU? What process must a student go through to receive services? Be thorough and specific. How many students with disabilities attend JMU? What kinds of disabilities are present?
* What resources in the community might support Ahmad as he transitions to life on his own? Look at information about Acquired Brain Injury for leads as to what might be helpful for Ahmad.
* Cite information about the impact of Lyme's disease with regard to cognitive deficits that occur. What are Ahmad's prospects for living independently based on the statistics? You may also consider information on ABI/TBI.
“The legislation states that to receive services from the university, a person with a disability must first disclose their disability to the institution” , this usually concerns the University’s Office of Disability Services. In order to qualify for disability services, the student must provide documentation of their disability and their necessary accommodations. Documentation that is take includes “Acceptable documentation of a disability may include physicians’ statements, medical reports, psychological evaluations, and reports from the Division of Services for the Blind, Deaf and Hard of Hearing, and Vocational Rehabilitation” (http://www.cfnc.org/static/pdf/home/sc/pdf/transitions.pdf). Colleges may also want to see documentation of the services provided in high school for the student with a disability. Schools also ask that students submit this information 1-2 months in advance so that they can prepare the accommodations once the student arrives. Some of these accommodations include “extra time to complete a test, special seating arrangements, sign language interpreters, note-taking services, distraction-reduced environments, readers, computer access for recording answers to test questions, alternative test formats, and other modifications that would allow students with disabilities to have equal access. In addition to academic accommodations, campus life accommodations can include making college events, facilities, and housing accessible. (http://www.cfnc.org/static/pdf/home/sc/pdf/transitions.pdf) Under law the college is supposed to provide for the incoming student with a disability. Under Section 504 and the ADA, the terms "auxiliary aids and services" include: qualified interpreters, note takers, transcription services, written materials, telephone handset amplifiers, qualified readers, taped text, Braille materials, acquisition or modification of equipment or devices, or other similar services and actions” (http://www.btc.ctc.edu/StuServices/DSS/studentrights.asp).
ReplyDeleteAhmad could benefit from readily available resources such as occupational/physical/speech therapy and counseling, as well as services like family-oriented education, local recreation programs, local support groups, having a case manager who helps with living independently, strategies for finding and keeping a job, creating relationships and social interaction, personal assistance services, independent living services, and local centers or facilities who provides services of this nature.
ReplyDeleteA program such as this one would seem to be a great fit for what Ahmad needs to become more independent:
"ResCare offers a full range of services that incorporate traditional therapies into community-based skill training. Focusing on areas such as self-care, safety awareness, household tasks, problem solving, community integration and relationships, we promote the development of life skills that are vital to autonomy.
Residential options include:
...Supervised apartment programs which provide individuals who require modest support with access to clinical services while increasing their community involvement, helping them to maintain maximum levels of independence and attain personal goals by providing ongoing, intermittent support in areas such as money management and housekeeping
Additional services include respite care, emergency placement, transition services, support for complex medical needs and pediatric services - including schools that encourage students to strive for their personal best and learn in ways that suit their learning styles."
Sources:
-"Acquired Brain Injury." ResCare Residential Services. ResCare, Inc., 2012. Web. 13 Apr 2012. .
-"CNS Programs and Services." Centre for Neuro Skills. Centre for Neuro Skills, 2011. Web. 13 Apr 2012. .
-"Brian Injury Resource Center." Brain Injury in Sports. N.p., 2003. Web. 13 Apr 2012. .
-Virginia. State Government. Community Based Services. 2009. Web. .
* Cite information about the impact of Lyme's disease with regard to cognitive deficits that occur. What are Ahmad's prospects for living independently based on the statistics? You may also consider information on ABI/TBI.
ReplyDeleteSome of the cognitive effects that come from Lyme Disease or TBI include forgetfulness, loss of memory, trouble concentrating, mood swings, and encephalopathy, among others. Lyme encephalopathy is confusion or a short attention span that presents as a result of long term lyme disease. Additionally, chronic lyme disease has been known to contribute to other neurological diseases later in life, including Alzheimer’s.
While there are treatments available for chronic Lyme disease, the symptoms may still present in varying degrees depending on the patient. The ability for a patient to live alone with chronic Lyme disease is determined on a case by case basis. Most of the research indicated that many people with chronic Lyme disease live alone successfully. Ahmad’s case would have to involve close scrutiny. An interview with Ahmad’s roommate from college and an assessment of how he functions in a household with people around may help to determine whether or not he can live alone. Regardless of his ability to live alone at a young age, having chronic Lyme disease does put Ahmad at a higher risk for other neurological diseases later in life which my ultimately lead to his inability to live alone.
http://www.lymebook.com/chronic-lyme-symptoms
http://maketheconnection.net/conditions/traumatic-brain-injury?gclid=CK7Q_dSAtq8CFYRM4AodIVLTkQ
http://www.mentalhealthandillness.com/Articles/LymeDiseaseAndCognitiveImpairments.htm
http://www.angelfire.com/biz/romarkaraoke/Lymetim1.html
James Madison Information:
ReplyDelete"Disability Services are available to all currently enrolled students who have a documented disability that substantially limits them in one or more of life's major activities.
Individuals eligible for services include, but are not limited to students with Mobility, Orthopedic, Hearing, Visual, Speech, and Learning Disabilities."
James Madison Disability Services would then need documentation of the disability by a professional stating in what way the disability currently affects the student. Documents will then be reviewed and then if found eligible, options of accommodations will be given to the student. After accommodations have been identified, an access plan is given to the student. The student must provide the proper documentation to each professor if they would like accommodations in the class.
Jmu also provides these services for students with disabilities "Disability screening
Assessment of disability-related needs
Special housing requests
Liaison with Paratransit requests
Coordination of interpreter services
Specialized academic advising related to disability concerns
Relocation of inaccessible classes
Consultation/Liaison with faculty
AssistiveTechnology Lab
Collaboration with Learning Centers and other campus resources
Self-advocacy training
Learning Strategy Instruction"
I could not find up to date statistics on the number of students with disabilities at JMU however found that we have students with physical and "Disabilities involving learning (such as learning disabilities, ADD or ADHD, traumatic brain injuries, and most psychiatric disabilities)."
http://www.jmu.edu/ods/index.shtml
http://www.jmu.edu/ods/Brochure.shtml
http://www.jmu.edu/ods/Eligible.shtml
http://www.jmu.edu/ods/Documentation.shtml
http://www.jmu.edu/ods/Register.shtml