academic accommodations for students with mental health ......academic accommodations for students...
TRANSCRIPT
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Academic Accommodations for Students with Mental Health Disabilities
October 28, 2015 1:00 – 3:00 pm EST Presented by the Centre for Innovation in Campus Mental Health and Healthy Minds/Healthy
Campuses, CMHA BC
CICMH October 28th 2015 Mike Condra: [email protected]
Funded by the Mental Health Innovation Fund
(MTCU)
Academic Accommodations for Students
with Mental Health Disabilities: Findings
from a Research Study
2
Agenda
Introduction and research
overview
Project recommendations
Project deliverables
Questions and answers
3
4
Consultations
5
OHRC
University of Manitoba
Psychiatrists and Family Physicians
Queen’s University
Belfast
Before 70%
After 30%
Students
My mental health diagnosis was made:
6
7
23%
60%
16%
0
10
20
30
40
50
60
70
80
Yes No Don't Know
Students must disclose the nature of their disability to their professor in order to receive academic accommodations.
Students
18%
73 %
9%
Yes No Don't Know
Faculty
Students must disclose the nature of their disability to their professor in order to receive academic accommodations.
8
Recommendations (14)
9
Documentation (1) Types of accommodation requests (3) Institutional framework (8) Role of the OSD (1) LD and ADHD (1)
Recommendation: Documentation (1)
Functional Limitations as the Basis for Academic Accommodations
10
Why not diagnosis-based?
• Heterogeneity within diagnostic categories
• Commonalities between diagnostic categories
• Impacts of medication
• OHRC policy, June, 2014
(Policy On Preventing Discrimination Based On Mental Health Disabilities And Addictions)
11
Documenting Functional Limitations
A. Cognitive Skills/Abilities
B. Physical Skills/Abilities
C. Social-Emotional Skills/Abilities
D. Fieldwork - Specific Skills/Abilities
E. Vision
F. Hearing
G. Speech
H. Safety
I. Specialized Equipment and Services
12
Form
13
• Link to FORM
37
Form
• Similar in style to ODSP form
• Includes examples for each area
• Completed electronically
14
Recommendations: Types of Accommodation Requests (3)
• Accommodations Provided Without Supporting Documentation from a Regulated Health Care Professional
• Temporary Accommodations
• Accommodations Requested After a Test, Deadline or Course Completion
15
Accommodation Framework
Consideration irrespective of when request is made
• PROCEDURAL FAIRNESS: The process undertaken to answer the question “Should we accommodate or not?”
• SUBSTANTIVE FAIRNESS: The accommodation provided
• Both of equal importance
16
Procedural Fairness – Questions to consider
• Request appropriate?
• Supporting documentation?
• Would the accommodation
– Undermine an Essential Requirement?
– Interfere with academic standards?
– Cause undue hardship?
• Process must be (1) fair and (2) documented
17
Recommendations: Institutional Framework (8)
• OSD to Communicate Accommodation Needs to Professors
• Need for Clear Policies
• Effective Training for Faculty
– Universal Design
– Mental Health
– The Accommodation Process
• Accommodation Appeal Process
18
Accommodation Appeal Process-Dispute-Resolution
• What happens if a professor refuses to grant to an accommodation recommended by an advisor?
• Straightforward, easily-accessed, well-publicised resolution processes
• Dispute resolution procedures that are not timely or effective could amount to a failure of the duty to accommodate. (OHRC 2004, Pg. 59)
Recommendations: Institutional Framework
• Awareness of Services and Streamlined Services for Students
• Accommodation Advisory Committees
• Accommodation Teams
• Student Satisfaction Survey
20
The Role of the OSD (1)
• OSD as a Resource Hub for Students with Disabilities
21
LD and ADHD
Challenges of these categories
22
Other Deliverables
1. Student Handbook
2. Accommodation Modules for Students and
Faculty
3. Behaviours of Concern Form
23
Handbook: Overview
24
The Academic Accommodations
Process Academic Issues
Managing Your Mental Health
on Campus
Seeking Professional
Help
Handbook Design
Question and Answer
One Place Addressed to
Student
Plain Language
Step by Step
25
Information for Faculty (i)
– Mental health education
– How to talk to a student….
– Academic accommodations
26
Faculty Comments
• Besides having no guidelines or training on how to handle “crisis situations” (which can be defined in different ways); I don’t think it should be the responsibility of a sessional faculty to take this on
• I have expertise in my discipline, not in mental health problems/disabilities
• I have difficulty knowing where and when to refer students if they need support
27
Recommended Online Resources
Mental Health Education:
Mindsight (UOIT)
The Student Experience:
Starting the Conversation (Algonquin/CMHA)
28
Videos - Principles and Themes
• Realistic situations, based on:
Surveys
Focus groups
Consultations and conference presentations
• Designed to cover principles of accommodation
• Illustration of Best Practices
29
Information for Faculty (ii)
Dealing with behaviours of concern
“What do I do when……….”?
30
Behaviours of Concern Form
• Responding proportionately to behaviour
• Immediate Response, Referral and Consultation
• Customizable – department, faculty, school,
institution
• Education and training required for faculty
31
Behaviours of Concern
• Develop practices of early communication
• Know where to turn to get information – this is a “campus wide” issue
• Keep the focus on behaviour
• Need to document and follow up/report/consult
32
Behaviour of Concern Form 1. = Contact for immediate action or direction
2. = Consult on situation to provide extra
support or advice
3. = Make aware of situation
Stu
de
nt
Po
lice
Secu
rity
De
pt.
He
ad o
r
Ass
oci
ate
De
an/D
ean
Co
un
selli
ng
Serv
ice
OSD
VP
of
Stu
de
nt
Aff
airs
VP
Aca
de
mic
Phone Number
Hours of Operation
You are concerned about a student who …
Signs of Distress
Writes or talks about wanting to die
Cries uncontrollably without apparent provocation
Shows marked deterioration in attendance and/or quality of
academic work
33
Behaviour of Concern: Goals
Develop skills and awareness among faculty in responding to specific behaviours of concern
A handy “reference guide” for responding proportionately, effectively, compassionately
Concrete support for faculty
34
Behaviour of Concern: Processes
• Step 1: Customization (to provide specific local information)
– Leadership provided by a senior Student Affairs officer together with expertise from members of Faculty and Accessibility Services
• Step 2: Information and training for faculty
– What to do when……..
35
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Let's continue today's discussion online about implementing academic accommodations!
Join Ontario's online discussion here: http://bit.ly/1Xmf4Vp * To join this discussion you must be a registered CoP member - join here: http://connects.campusmentalhealth.ca/
Join BC’s online discussion here: http://bit.ly/1OVJzQB
* To join this discussion you must be a registered member – join here: http://community.healthycampuses.ca