how colleges can better accommodate students with depression kim collins, ph.d. division of...
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How Colleges Can Better Accommodate Students with Depression
Kim Collins, Ph.D.Division of Rehabilitation
Education Services University of Illinois
Accessibility Operationally, most often discussed within
the context of actions which society MUST take in order to PROVIDE equal benefits, opportunities and access to persons with disabilities
Legal compliance Compulsory Focuses on minimum requirements (which
may meet the legal obligation and not serve the student, e.g., bus lifts)
Reinforces an accommodation philosophy of “Say NO when we can, and yes when we have to.”
Best Case Practice Pertains to actions taken by society in
order to take full advantage of every individual’s capacity to contribute
Focuses upon the societal benefit of action rather than obligatory standards
Reinforces an accommodation philosophy of “Say YES when we can, and no when we have to.”
Directs attention away from stereotypical perceptions related to limitations and towards abilities
Why UIUC is different? First provider of services to students
with disabilities in the world – 1948 Already had effective system in place
for students with physical disabilities, then cognitive disabilities, and now psychiatric disabilities
Has an excellent reputation on campus and support of the Chancellor’s and Provost’s office
Post Secondary Disability Statistics In 1994, 9.2% of college freshmen reported
disabilities, as compared to 2.6% in 1978 Largest growth has been in the number of
students with cognitive and psychiatric disabilities
UIUC disability statistics Approximately 1 percent of the total
population Cognitive and psychiatric disabilities
comprise 62% of the students with disabilities registered at DRES
Students Registered with DRES by Disability Type (1966-2001) Data Series 1
0
100
200
300
400
500
600
1966
1968
1970
1972
1974
1976
1978
1980
1982
1984
1986
1988
1990
1992
1994
1996
1998
2000
2002
Year
Stu
de
nt
n
PsychTBIADHDLDDeaf/HOHBlind/Low VisionMobility/Systemic
Data by Category: Fall, 2002 Disabled Students 611
Psychiatric Cognitive subtotal 382 Learning Disability 159 ADHD 119 Acquired Brain Trauma 14 Asperger’s/Autism 5 Depression 33 Anxiety 25 Bipolar Disorder 12 Schizophrenia/Schizoaffective 15
Post-secondary Legal Requirements Section 504 of the Rehabilitation Act of
1973 No otherwise qualified person with a
disability in the United States shall solely by reason of disability be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance.
ADA Definition of Disability
“A ‘person with a disability’ is anyone with a physical or mental impairment that substantially limits one or more major life activity [including] learning”
ADA definition of “mental impairment” Any mental or psychological
disorder, including major depression, bipolar disorder, anxiety disorders, psychotic disorders and specific learning disorders (Adapted from EEOC enforcement guidelines)
Disorder vs. Disability Many students experience psychological
distress or have a psychological disorder (such as Major Depression or Panic Disorder), but do not have a psychiatric disability because the condition does not result in a substantial limitation to a major life activity. The disorder must also meet severity and duration criteria as determined by a medical provider.
Post-Secondary Student’s Rights Equal access to courses, programs,
services, activities and facilities Equal opportunity to learn Access to reasonable accommodations,
academic adjustments and auxiliary aids
Appropriate confidentiality
Post-Secondary Student’s Responsibilities Meet qualifications Maintain essential institutional
standards Disclose the fact that he/she has a
disability Provide necessary documentation Request reasonable accommodations
utilizing published UIUC procedures
Accommodation Denial Criteria Undue Hardship Direct Threat
Disability has been observed to pose a substantial risk of danger to individual or others
Substantial or fundamental alteration of the content or methodology of a course or curriculum
“Mitigating Measures” Medications do not always manage all
symptoms; therefore, accommodations are still necessary to address functional limitations;
If a “mitigating measure” such as medication does resolve the functional limitations, then a disability does not exist under the ADA and accommodations are no longer available.
UIUC Disability Services for Students with Psychiatric Disabilities Clinical psychologist as
coordinator/case manager Academic accommodations Advocacy Neuropsychological Testing Coaching Support groups/Community Referrals
Clinical Psychologist/Mental Health Service Provider Better access to other mental health
agencies to coordinate services Better understanding of psychiatric
disabilities More confident/capable in interacting
with students with psychiatric disabilities
Ability to supervise clin psych or counseling psych practicum students
Academic Accommodations Nonexaustive list of “typical”
accommodations: Priority registration Extended time on exams Take exams in a distraction-reduced
environment Not being penalized for missing
class/assignments due to exacerbation Substitutions and extensions Note taking assistance
Advocacy Provide support to student Help reduce stigma on campus Safe place for student to discuss
problems and make decisions
Neuropsychological Testing Free to UIUC students experiencing
academic difficulties with no prior diagnoses
Diagnose, Refer for services Dramatic results, students going
from probation to Dean’s list in one semester
Academic Coaching Monthly, Biweekly, Weekly, Twice per
week In-person, phone, email Organizational strategies, structure,
short-term and long-range planning Provides external structures/supports
to help students stay on track
Support Groups/Referrals Provide support and increase
social interactions of students with psychiatric disabilities
Referrals to providers in the community for long-term individual therapy
Barriers/Solutions Stigma regarding psychiatric
disabilities/Advocacy, Education to include in-services, literature, one-on-one interaction, Mentality
Overall campus philosophy of diversity/Has to come from the Chancellor on down, disability must be included in diversity issues and must be a priority for campus
Counseling center supports and services/Build relationships, Continue to work with to seek answers, Creative solutions to stop gaps in services
Barriers/Solutions Relationships between hospital psych units,
community referrals, and disability services offices/Phone calls, visits, contacts, make aware of services
Referral follow-up/Implement a follow-up program, Referral source of community providers
Getting lost in the system/Monthly checks, midgrade reports for freshmen, grade reports
Case Examples – Gloria and Jack Academic accommodations Referrals – community mental
health agency vs. counseling center/campus mental health for psychiatrist and individual therapy
Confidentiality regarding professors Atmosphere of positive regard Support Services