PSYCHOLOGICAL DISABILITIES
FACTS REGARDING PSYCHOLOGICAL DISABILTIES
The U.S. National Institute of Mental Health recently learned that one in five Americans has some form of mental illness in any given six month period.
With appropriate treatment, the vast majority of psychological disorders are effectively managed.
Treatment, which often combines medications and psychotherapy, can effectively stop acute symptoms in 80 percent of those living with schizophrenia, treat phobic disorders, and halt the downward spiral of approximately 90 percent of those living with depressive disorders.
The greatest problems related to providing educational support services to students with a history of psychological disabilities result from misconceptions and stigmas about the illness. As a result, college faculty and staff are often reluctant to approach students because of fears that students are very fragile or could be violent. In reality, people with psychological disabilities do not commit more violent crimes than the rest of the population (U.S. National Institute of Mental Health).
Although most students with psychological disabilities never draw attention to themselves by behaving disruptively, a few do because their symptoms are more persistent and cyclical. Many experience periods in which "holding it together" becomes more difficult. Disciplinary issues should not be confused with mental health issues. All students, including students with psychological disabilities, have the responsibility to meet the Fordham University Student Polices and Procedures by adapting behavior to the educational environment.
SIGNS OF PSYCHOLOGICAL DISORDERS
Nervousness, agitation, unpredictable, or inappropriate comments.
High levels or irritability including aggressive or abusive behavior.
Lack of energy.
Marked changes in personal hygiene.
Bizarre or strange behavior.
Sadness or fearfulness.
Excessive weight loss or gain.
Sleeplessness.
Avoidance or withdrawal behavior.
Dependency.
Inability to make decisions.
FUNCTIONAL LIMITATIONS STUDENTS WITH PSYCHOLOGICAL DISABILITIES MAY EXPERIENCE ON A COLLEGE CAMPUS
Note: There is a great individual variation in the possible effects of a psychological disability may have on an individual and most college students may exhibit some but not all of the following functional limitations.
Cognitive Limitations
Short term memory problems
Time Management
Self talk (fears, failure, panic)
Extreme self-absorption
Concentration problems
Screening environmental stimuli
Distractibility
Behavioral/Physical Limitations
Impulsiveness
Repetitive motion
Self talk (influences behavior)
Pacing
Maintaining stamina
Perceptual Limitations
Auditory and visual hallucinations
Psycho-Social Limitations
Lack of affect
Speech may be rambling, halting, weak, or pressured
Feelings of fear or anxiety
Initiating interpersonal contact
Side Effects of Medication
Drowsiness
Fatigue
Thirst
Blurred vision
Hand tremors
REASONABLE ACADEMIC ACCOMMODATIONS FOR STUDENTS WTH PSYCHOLOGICAL DISABILITIES
Cognitive Accommodations
Encourage disclosure of functional limitations
Provide extra time on assignments and exams
Provide a private and quiet test taking environment
Provide advance syllabus
Provide alternative test formats
Provide alternative seating arrangements
Provide access to instructors' office hours
Behavioral/Physical Accommodations
Provide alternative seating arrangements
Allow for breaks during instruction
Provide honest feedback when behavior is inappropriate
Talk about alternative behaviors
Provide extra time on exams
Provide alternative test environment
Perceptual Accommodations
Elicit volunteer note takers
Allow tape recording of lectures
Provide honest feedback when behavior is inappropriate
Use University Conduct Code when appropriate
Psycho-Social Accommodations
Provide access to a liaison support person
Provide opportunities to meet peers with and without disabilities
Assist with completing forms
Refer to campus and community resources
Provide access to mentoring
Allow less than full time involvement in program
MODIFICATIONS
Assistance with campus orientation, registration, etc.
Assistance with choosing class schedule.
Extended time for exams.
Change of location for exams.
Note takers, readers, tape recorders.
Modification in seating arrangements (near door for frequent breaks).
Extension of time for projects.
Time management and study skills assistance.
INSTUCTIONAL STRATEGIES
Provide syllabus, textbook, and reading lists early.
Allow beverages during class and exams. Some medications dry the mouth.
Provide writing assignments as one alternative to oral presentations.
Provide feedback frequently on academic performance.
Allow flexibility in attendance requirements in case of hospitalization/crisis.
Consider grade of incomplete or late withdrawals in the event of prolonged illness related absences.
Provide outline of lectures.
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Lincoln Center Campus New York, NY 10023. (212) 636-6000
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