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. Audio: Audio for this event will be through the computer speakers. Use of external computer speakers or headphones are recommended for optimal sound quality. Please note this presentation will be recorded.
Academic Accommodations for Students with Mental Health Disabilities: Findings from a Research Study CICMH October 28 th 2015 Mike Condra: condram@queensu.ca Funded by the Mental Health Innovation Fund (MTCU) 2
Agenda Introduction and research overview Project recommendations Project deliverables Questions and answers 3
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Consultations OHRC Psychiatrists and Family Physicians Queen’s University of University Manitoba Belfast 5
My mental health diagnosis was made: Students After 30% Before 70% 6
Students must disclose the nature of their disability to their professor in order to receive academic accommodations. 80 70 60 50 Students 40 30 60% 20 23% 10 16% 0 Yes No Don't Know 7
Students must disclose the nature of their disability to their professor in order to receive academic accommodations. Faculty 73 % 18% 9% Yes No Don't Know 8
Recommendations (14) Documentation (1) Types of accommodation requests (3) Institutional framework (8) Role of the OSD (1) LD and ADHD (1) 9
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 • Link to FORM 3 7 13
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 The Academic Managing Your Seeking Accommodations Academic Issues Mental Health Professional Process on Campus Help 24
Handbook Design Addressed to Question One Place Student and Answer Plain Step by Step Language 25
Information for Faculty (i) – Mental health education – H ow 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 Associate Dean/Dean VP of Student Affairs Counselling Service 2. = Consult on situation to provide extra Dept. Head or support or advice VP Academic 3. = Make aware of situation Security Student Police OSD 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
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