Students
with psychological disabilities face the combination of having a hidden
disability and of having a disability around which there may be some social
stigma. This may lead to a fear of disclosure. In fact, colleges and
universities across the United States serve many successful students with psychological
disabilities.
Common psychological disabilities seen among college students
include depression, post-traumatic stress disorder, panic disorders, bipolar
disorder, obsessive-compulsive disorder, schizophrenia, and anxiety disorder. A
welcoming environment best serves the student with a psychological disability.
Some examples of possible
accommodations that a student with a psychological disability may require
include (but are not limited to):
- “Dear Professor” memos verifying the need for
accommodations
- Priority/early course registration
- Accommodated testing for in-class and online
exams and quizzes
- Note-taking services and/or the use of an audio
recorder for class lectures
- Allowance of laptops, tablets, or assistive
technology in the classroom
- Regular advising meetings with an assigned Department for Disability Access and Advising
advisor
The following are
some considerations to keep in mind when working with students with psychological
disabilities in the classroom:
- Some
students with psychological disability are helped by structure, but may need
extra support when changes occur.
- Extended
time and a quiet testing location during exams often help the student who needs
time to relax and think freely, due to anxiety, foggy thinking caused by some
medications, etc.
- Students
registered with D2A2 will be encouraged to use
accommodations that support their continuation to graduation.
- If
possible, if the student is experiencing an exacerbation of the disability or
medication management issues, it may be useful to help the student by
restructuring due dates or helping to plan assignments.
- The
student will sometimes be helped by working weekly with a D2A2
adviser to help structure, plan and “talk things out,” as a means of additional
support.
- If
the student behaves oddly and it is not affecting the class, call D2A2
to discuss the behavior. Students do have the right to “be unusual” as long as
they are not harming others. If the student is acting in a manner that is
affecting the class, meet with the student. Describe both the specific negative
behavior and delineate the limits of acceptable behavior.
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Additional Resources
Academic Accommodations
for Students with Psychiatric Disabilities (DO-IT, University of Washington)
Teaching Students with
Mental Health Disabilities (Accessible Campus, Council of Ontario Universities)
Mental Health Issues in
Students (Focus: The Chronicle of Higher Education)
The Challenges and Legal
Rights of Students with Mental Disabilities in College (Disability Rights
California and Mental Health Advocacy Services, Inc.)
Psychological Disorders
(Brown University)
Experiences of College
Students with Psychological Disabilities: The Impact of Perceptions of Faculty
Characteristics on Academic Achievement (Kathleen F. Stein, Towson University)