College Student Disabilities: Psychological Disabilities and Mental Impairments

College Student Disabilities:Psychological Disabilities and Mental Impairments Contemporary College StudentCOUN 7132Group 2

As students with learning disabilities progress from high school to secondary education, there are many things to consider including what type of institution to attend, how the application process works, what services are provided, how to get those services, what challenges may arise and how to overcome them, and ways to be successful both in college and beyond. Today, we would like to address some of these very topics in our presentation on college students disabilities with a focus on psychological disabilities and mental impairments.

1ADA Definition of Disability A physical or mental impairment that substantially limits one or more major life activities, a record of such an impairment, or being regarded as having such an impairment

(U.S. Department of Justice, 2009)

According to the American with Disabilities Act, a disability is defined as a physical or mental impairment that substantially limits one or more major life activities, a record of such an impairment, or being regarded as having such an impairment.

2Post-Secondary Education Two federal laws protect students with disabilities

Section 504 of the Rehabilitation Act of 1973Equal access to any educational program or activity offered by an institution that receives federal dollarsTitle II of the Americans with Disabilities Act of 1990 (ADA)Prohibits discrimination against persons with disabilities Extends protection of educational programs that receive federal funding to the private sector

(U.S. Department of Justice, 2009)

In addition to understanding the ADAs definition of a disability, it is also important to understand what laws and regulations govern students with disabilities. The two federal laws that protect students with disabilities are 1) Section 504 of the Rehabilitation Act of 1973, which grants equal access to any educational program or activity offered by an institution that receives federal dollars and 2) Title II of the Americans with Disabilities Act of 1990 (ADA) prohibits discrimination against persons with disabilities, which also extends protection to private institutions should they receive federal funding for their educational programing.

3Secondary vs. Post-Secondary Education ServicesSecondaryProvide free appropriate public education (FAPE)Identify an individuals educational needs and provide regular or special education and related aids and services Meet the needs of all students including those without disabilities Post-SecondaryProvide appropriate academic adjustments as necessaryProvide comparable, convenient, and accessible housing at the same costMust self-identify

(Cortiella & Horowitz, 2014)

One of the major concepts that students must be made aware of is that higher education laws related to learning disabilities differ from those of k-12. The best way to think about it is that colleges and universities may make academic accommodations for a student, however, they cannot make academic modifications. More specifically, a college may make provision to how a student can access or demonstrate their learning, but they cannot make changes to what a student is expected to learn or demonstrate in their course.4

Admissions ProcessColleges are not required to ask if a student has a learning disabilityStudents have the choice to disclose information about their learning disabilityApplicants are not penalized for disclosing their learning disability (University System of Georgia, 2010)

Applying to colleges is tricky enough without having to consider how ones disability may effect things. It is important that as students are moving through the college search process, that they consider how their disability may effect their college career and are the colleges they are applying to equipped to meet their needs? But during the application process, it is up to the student to disclose any information about their disability to the Admissions Office. Often times, this information is disclosed in a student essay, personal statement, recommendation letter from a guidance counselor or personally by the student. One thing to keep in mind is that the disclosure of a disability does not jeopardize a students application; contrary, it can provide valuable information for the Admissions Office and assistance them with making a suitable decision.5University System of GeorgiaAdmissions Considerations

Applicants are expected to have completed the Required High School CurriculumStudents who are unable to meet the foreign language requirement may petition for a substitutionNo penalization for taking a standardized admissions test with accommodationsApplicants are expected to achieve the institution's admissions requirements

(University System of Georgia, 2010)

Students with a learning disability must meet the admissions standards of the institution with which they are applying to. In general, this includes completing the Required High School Curriculum, however some alternative options may be available at some two-year and technical institutions If students are concerned that their learning disability may hinder there ability perform well on a required standardized test such as the SAT or ACT, it is the students responsibility to inquire about the appropriate accommodations. It is also important for a student to understand the admission requirements for each college and university that they are applying to as each institution in the state has different standards and requirements.6Higher Education94 percent of high school students with learning disabilities get some kind of help, however, just 17 percent of college students do

(Cortiella & Horowitz, 2014, p. 28)

Students with a learning disability are enrolling in some sort of postsecondary education program at the same rate as the general population, however, the issue is that only 17% of these college students are getting the help or accommodations that they need to be successful. 7Alternative Higher Education Options Institutions are finding new ways in which to provide learning-disabled students the with the assistance and services they need

Examples of Innovative Programs:University of the Ozarks, the Jones Learning CenterThe University of North Carolina system

Examples of Institutions that Accept only learning-disabled studentsBeacon College in FloridaLandmark College in Vermont

(Krupnick, 2014)

In order to the meet the needs of their students, institutions of higher education continue to pursue new and innovative ways to support students with disabilities. For many colleges, this has lead to the develop of a Disabilities Office or Center, specialized advising, and tutor/success centers. Some institutions have decided to go one step further and have created specialty programs to meet the needs of students with specific disabilities. For example, at Arkansas University of the Ozarks, the Jones Learning Center serves about 65 students, which boasts a four-to-one staff-to-student ratio and recruits learning-disabled students from across the country. In addition, The University of North Carolina system is among a growing number of higher-education institutions experimenting with the Universal Design for Learning, or UDL, which uses alternative educational tools that help learning-disabled students perform better in mainstream classrooms.More recently, institutions that accept and sere only learning disabled students have opened across the country. Although they are still few in number, students are becoming more open to the idea of attending a college that specializes in educating students with a particular learning disability and the success of these students post graduation. For example, Beacon College Exclusively serves students with learning disabilities, ADHD, and other learning differences while Landmark College specifically serves students with dyslexia.8ConfidentialityStudents are considered adultsFederal Educational Rights and Privacy Act (FERPA) protects the privacy of student education recordsAt age 18 or beyond high school, rights transfer from parent to eligible studentWritten permission is required by college/university personnel to discuss a students disability

(U.S. Department of Education, n.d.)

The Federal Educational Rights and Privacy Act, better known as FERPA, governs the privacy of a student and their educational records for those institutions that receive federal funding. From kindergarten to graduation from high school, both parents and students may obtain access to a students educational records. However, once a student turns 18 or decides to pursue post-secondary education, the student is defined as an eligible student and their rights are transferred from the parents to student only. Students may grant written permission for their parent to gain access to their education records if they so choose to. Because the regulations of FERPA change from high school to college, students must take on more responsibility of their educational records, including those related to their disability.9Increased College Participation of Students with Disabilities Success in K-12 school system Individuals with Disabilities Education Act, 1997 + Use of IEPs = Increased high school graduation rates & Ability to pursue higher education

" One of the fastest-growing categories of disability in the college student population is psychiatric disabilities: bipolar disorder, anxiety disorders, and borderline personality disorders, among other (Kitzrow, 2003).

Students with psychiatric disabilities are unique among the larger population of students with disabilities. Since the range of disabilities is psychiatric in nature, they are also complex and hidden, and often these students have multiple disabilities. They are the most recent subgroup of students to challenge the conventions of higher education and gain access (Huger, 2011).

Recent studies suggest that the increase in high school graduation rates of students with disabilities, coupled with legislation such as the Individuals with Disabilities Act in 1997 has led to an increase in students with disabilities entering higher education (Belch, 2000)104 Major Issues Faced by Students with DisabilitiesService deliverySupportSuccessful Integration into the Campus Community Retention

Issues faced by students with disabilities are numerous, however, we will focus on four major barriers within the education system; service delivery, support, integration, and retention.11Issues with Service DeliveryLimited awareness about Mental Illness and Psychiatric Disabilities + Stigma surrounding mental illness and psychiatric disabilities = Negative attitudes and actions towards students with psychiatric disabilities

Faculty attitudes toward students with hidden disabilities are less positive than toward students with disabilities in general, and particularly for psychiatric disabilities (Kitzrow, 2003)

Positive interaction and service delivery from faculty can prove beneficial to studentsResearch indicates that student contact with faculty members outside the classroom appears consistently to promote student persistence, educational aspirations, and degree completion (Pascarella, 2005)

It may be difficult to consider education a service, and to identify faculty and staff as deliverers of service, but, faculty and staff are, in fact, responsible for delivering curriculum and assisting with the development of knowledge and skills. Exchanges between students with psychiatric disabilities and faculty and staff may be less than encouraging ,due to, faculty and staff experiencing feelings of uneasiness and anxiety while interacting with students with psychiatric disabilities. Recent studies suggest that the attitudes experienced by faculty and staff may be shaped by emergency incidents in recent years associating individuals identified as having a mental illness with violence.

12Issues with SupportInstitutional Problems Regarding Support:Institutionalized fear and stigmaLack of awareness and appropriate training of faculty/staff/student affairsInadequate Resources Lack of sufficient training and funding also pose a threat to support systems for students with disabilities" (Huger, 2011)

Institutional problems regarding support include; the existence of institutionalized fear and stigma, a lack of awareness and appropriate training of faculty, administrators, and student affairs staff, and inadequate resources.

In efforts to decrease fear and reduce stigma while meeting needs of students with psychiatric disabilities, multiple departments to address mental health concerns in varying ways is highly needed, but many times not available. Counseling center staff and disability service providers are many times unable to address the volume of student mental health issues, due to, limited or diminishing resources and a heightened sensitivity to liability concerns and privacy issues

13Issues with Successful Integration Complete integration and inclusion in the college environment and community can be a challenging task for any student, and even more challenging for students with psychiatric disabilities. A key issue for students with psychiatric disabilities is experiencing the campus as a community to which they fully belong. (Huger, 2011)Lack of successful integration= Decreased retentionAccording to Astins Theory of Involvement, student involvement in institutional activities is the key to successful student retention.

Astin defined integration as," the extent to which the individual shares the normative attitudes and values of peers and faculty in the institution and abides by the formal and informal structural requirements for membership in that community or in subgroups of it. Pascarella (2005) highlighted the institutions role in offering students a wide variety of academic and social opportunities to become involved with new ideas, people, and experiences. Pascarella goes on to mention that Tintos Theory of Student Departure suggests that there is a connection between college attrition process and involvement or student integration.

Social peer mentors have proven beneficial in increasing successful integration, and development of appropriate social skills. Kitzrow (2003) states, Social peer mentors can help increase the social interaction among students, and serve to boost their feelings of belonging14Issues with RetentionRigid policies concerning attendance, leave-of absence, course loadInvoluntary withdrawalLack of tuition reimbursementLimited support

Flexibility in class attendance policies. Leave-of-absence policies, course load levels, and tuition reimbursement policies related to withdrawal offer encouragement, support, and an opportunity to continue their education. But inconsistent application of these creates problems (Belch and Marshak, 2006).

Retention can become an issue when policies concerning attendance and involuntary withdrawal are extremely rigid. Students with psychiatric disabilities often require flexibility in their class attendance, and course load level in order to manage their symptoms.

15Services Offered in institutions Testing accommodationsSign language interpretersNote takersAssistive listening devicesAlternate format textbooksScreen reader/text reading softwarePreferential seating in classroom

In order for a student with disabilities to succeed in college, the Office of Disability services at their institution can help to accommodate them. Some of the most common services that are offered in higher education institutions are:-testing accommodations that can allow them to test in a quiet atmosphere and increased time on a test depending on the severity of their disability-sign language interpreters (the interpreter can be in person or via webcam)-note takers which are usually students in the same class as the student. These students sign up voluntarily and are usually paid for their services.-assistive listening devices such as recorders so that students can record their class lectures.-Screen readers and text reading software are usually used for visually impaired students so that they can use computers for tests, assignments, and other everyday functions on the computer.-Preferntial seating in the classroom is sometimes needed in order for a student to be able to focus better or to accommodate their disability.16How to Acquire ServicesAccording to the University System of Georgia, all institutions are required to have written policies and procedures for review of documentation submitted by students with disabilities. Decision-making for the provision of institutional-level accommodation is provided by the Office of Disability Services (ODS) or a designated office at an individual college or university.

According to the University System of Georgia, all institutions are required to have written policies and procedures for review of documentation submitted by students with disabilities. Decision-making for the provision of institutional-level accommodation is provided by the Office of Disability Services or a designated office at an individual college or university.

17General Documentation GuidelinesDiagnostic statement identifying the disabilityDescribe the diagnostic criteria and methodology used to diagnose the conditionDetail the progression of the conditionAdequate representation of the students current functional abilitiesMust include the names, signatures, titles, and license numbers of the appropriate evaluators, as well as the dates of testing and contact information

In order for a student to be eligible to receive services, a detailed description of current substantial limitation in the academic environment is essential to identify appropriate academic accommodations, auxiliary aids, and services. Specific requests for accommodations need to be linked to the students current functional limitations, and the rationale for each recommendation clearly stated.

All institutions are required to have written policies and procedures for review of documentation submitted by students with disabilities. Decision-making for the provision of institutional-level accommodation is provided by the Office of Disability Services (ODS) or a designated office at an individual college or university. Secondary education eligibility reports, Individualized Educational Plans, Summary of Progress reports, or previous provision of special education services may not be sufficient documentation for college-level accommodations.

In order to receive services:-Documentation should provide a diagnostic statement identifying the disability, describe the diagnostic criteria and methodology used to diagnose the condition, and detail the progression of the condition if its impact on the students functioning is expected to change over time.-Documentation should provide an adequate representation of the students current functional abilities. In most situations, documentation should be within three years of the students application for services. Professional judgment, however, must be used in accepting older documentation of conditions that are permanent or non-varying, or in requiring more recent documentation for conditions for which the functional impact may change over time.-Documentation must include the names, signatures, titles, and license numbers of the appropriate evaluators, as well as the dates of testing and contact information. Evaluators must be licensed professionals whose training and licensure status is consistent with expertise in the disability for which they provide documentation.

18Specific Documentation Guidelines9 disability categoriesLearning disabilitiesAttention-deficit hyperactivity disorderPervasive developmental disordersAcquired brain injuriesPsychological disordersSensory disordersMobility disordersSystematic disordersOther disabilities

The following specific documentation guidelines are organized into nine disability categories:-Learning disabilities-Attention-deficit hyperactivity disorder-Pervasive developmental disorders-Acquired brain injuries-Psychological disorders-Sensory disorders-Mobility disorders-Systematic disorders-Other disabilities (Disabilities as defined by the ADA that are not covered by the guidelines described above may be eligible for accommodations to USG policies.)

19Fun FactThere are 3 Regents Centers for Learning Disabilities (RCLD) in GeorgiaGeorgia Southern University Georgia State UniversityUniversity of Georgia

Each RCLD is responsible for serving designated colleges and universities within a geographic region. The host institution serves as fiscal agent for each Center.

There are 3 Regents Centers for Learning Disabilities (RCLD) in Georgia-Georgia Southern University -Georgia State University-University of Georgia

Each RCLD is responsible for serving designated colleges and universities within a geographic region. The host institution serves as fiscal agent for each Center.

20ReferencesAstin, A.W. (1985). Involvement: The cornerstone of excellence. San Francisco: Jossey-Bass.Belch, H. (Ed.). (2000). Serving students with disabilities. New Directions in Student Services, 2000 (91) San Francisco: Jossey-Bass. Belch, H. A., and Marshak, L.E.(2006) Critical incidents involving students with psychiatric disabilities: The gap between state of the art and campus practice. NASPA Journal, 43(3), 464-483Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues (3rd ed.). New York: National Center for Learning Disabilities.Duncan, A. & Ali, R. (2014). Students with disabilities preparing for postsecondary education: Know your rights and responsibilities. US Department of Education. Retrieved from http://www2.ed.gov/about/offices/list/ocr/transition.htmlHuger, M. (2011). Understanding the experiences of students with psychiatric disabilities: A foundation for creating conditions of support and success.New Directions for Student Services,2011(134), 11-22.Kitzrow, M.A. (2003). The mental health needs of todays college students: challenges and recommendations. NASPA Journal, 41(1). 167-181

21References Krupnick, M. (2014, February 13). Colleges respond to growing ranks of learning disabled. The Hechinger Report. Retrieved from http://hechingerreport.org/content/colleges-respond-to-growing-ranks-of-learning-disabled_14704/OShaughnessy, L. (2011, July 14). Learning disabilities can offer college admission edge. U.S. News & World Report. Retrieved from http://www.usnews.com/education/blogs/the-college-solution/2011/06/14/learning-disabilities-can-offer-college-admission-edgePascarella, E. (2005). How college affects students: Volume 2 : A third decade of research (2.nd ed.). San Francisco: Jossey-Bass.University System of Georgia (2010). Students with learning disorders. Academic & student affairs handbook. Retrieved from http://www.usg.edu/academic_affairs_handbook/section3/C679U.S. Department of Education (n.d.). Family educational rights and privacy act (FERPA). Retrieved from http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.htmlU.S. Department of Justice (2009, July). A guide to disability rights laws. Civil Rights Division.

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