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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

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

2

Agenda

Introduction and research

overview

Project recommendations

Project deliverables

Questions and answers

3

4

Consultations

5

OHRC

University of Manitoba

Psychiatrists and Family Physicians

Queen’s University

Belfast

Before 70%

After 30%

Students

My mental health diagnosis was made:

6

7

23%

60%

16%

0

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

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.

8

Recommendations (14)

9

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

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

13

• Link to FORM

37

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

24

The Academic Accommodations

Process Academic Issues

Managing Your Mental Health

on Campus

Seeking Professional

Help

Handbook Design

Question and Answer

One Place Addressed to

Student

Plain Language

Step by Step

25

Information for Faculty (i)

– Mental health education

– How 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

2. = Consult on situation to provide extra

support or advice

3. = Make aware of situation

Stu

de

nt

Po

lice

Secu

rity

De

pt.

He

ad o

r

Ass

oci

ate

De

an/D

ean

Co

un

selli

ng

Serv

ice

OSD

VP

of

Stu

de

nt

Aff

airs

VP

Aca

de

mic

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

36

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