I think it is important to stress that medical documentation is required.
If they are just playing for time and the 'symptoms' aren't really there it
may not be worth their time and effort to get the documentation. Otherwise, it
shouldn't be a problem.
I may be cynical, but some students who claim this type of hindrence may not
be on meds at all. I have known students whose aunt has died several times.
--Mike
William Scott <[EMAIL PROTECTED]> wrote:
Claudia Stanney said:
In response to the comments about the student who requested an
adjustment in a deadline because his/her medication was changed and
created some nasty side effects.
I wonder - how would you respond if the student has written that he/she
had been in an auto accident and the pain medication prescribed for
their injuries has interfered with their ability to concentrate?
---------------------
I am happy to recognize disability whether chronic or acute and will
accommodate students not only in testing but in their instructional needs. I
would easily accommodate the student you describe as I accommodated the student
who had psychiatric medication problems I described earlier. My question was
how many of these problems arise and whether or not I am being singled out with
these problems because I am a clinical psychologist. I also wonder whether or
not we are creating these problems as a result of the ways we characterize our
relationships with students.
Bill Scott
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