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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 The webinar will begin shortly.

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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

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CICMH October 28th 2015

Mike Condra: condram@queensu.ca

Funded by the Mental Health Innovation Fund (MTCU)

Academic Accommodations for Students with Mental Health Disabilities: Findings from a Research Study

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Agenda

 Introduction and research

  • verview

 Project recommendations  Project deliverables  Questions and answers

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Consultations

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OHRC University of Manitoba Psychiatrists and Family Physicians Queen’s University Belfast

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Before 70% After 30%

Students

My mental health diagnosis was made:

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23% 60% 16%

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

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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.

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Recommendations (14)

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Documentation (1) Types of accommodation requests (3) Institutional framework (8) Role of the OSD (1) LD and ADHD (1)

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Recommendation: Documentation (1)

Functional Limitations as the Basis for Academic Accommodations

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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)

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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

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Form

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  • Link to FORM

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Form

  • Similar in style to ODSP form
  • Includes examples for each area
  • Completed electronically

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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

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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

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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

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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

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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)
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Recommendations: Institutional Framework

  • Awareness of Services and Streamlined Services for

Students

  • Accommodation Advisory Committees
  • Accommodation Teams
  • Student Satisfaction Survey

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The Role of the OSD (1)

  • OSD as a Resource Hub for Students with Disabilities

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LD and ADHD

Challenges of these categories

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Other Deliverables

  • 1. Student Handbook
  • 2. Accommodation Modules for Students and

Faculty

  • 3. Behaviours of Concern Form

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Handbook: Overview

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The Academic Accommodations Process Academic Issues Managing Your Mental Health

  • n Campus

Seeking Professional Help

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Handbook Design

Question and Answer One Place Addressed to Student Plain Language Step by Step

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Information for Faculty (i)

– Mental health education – How to talk to a student…. – Academic accommodations

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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

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Recommended Online Resources

Mental Health Education: Mindsight (UOIT) The Student Experience: Starting the Conversation (Algonquin/CMHA)

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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

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Information for Faculty (ii)

Dealing with behaviours of concern “What do I do when……….”?

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Behaviours of Concern Form

  • Responding proportionately to behaviour
  • Immediate Response, Referral and Consultation
  • Customizable – department, faculty, school,

institution

  • Education and training required for faculty

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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

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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

Student Police Security

  • Dept. Head or

Associate Dean/Dean Counselling Service OSD VP of Student Affairs VP Academic

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

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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

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Behaviour of Concern: Processes

  • Step 1: Customization (to provide specific

local information)

– Leadership provided by a senior Student Affairs

  • fficer together with expertise from members of

Faculty and Accessibility Services

  • Step 2: Information and training for faculty

– What to do when……..

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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