Faculty Guide
Psychological Disabilities
The onset of psychological disabilities often occurs between the ages of 18 and 25, the traditional college years. A psychological disability may have a biochemical or environmental origin. In an educational setting, a psychological disability may manifest itself in distractibility, poor concentration and anxiety.
Many of the symptoms of psychological disabilities-such as depression, bipolar disorder, schizophrenia and anxiety disorders-can be treated with medication and/or psychotherapy and social support. With effective medical treatment and appropriate academic accommodations, students with psychological disabilities can participate successfully in university life. Academic challenges and meaningful interactions with teachers and classmates enable students with psychological disabilities to enhance their recovery and integration in the community.
Attitudinal barriers imposed by an uninformed public are a common problem for people with psychological disabilities. The stigma of mental illness is great. Although more students are identifying themselves as persons with psychological disabilities and increasingly request academic accommodations, many do not seek assistance for fear of being ridiculed, misunderstood and discriminated against.
Faculty may be reluctant to set limits on students with psychological disabilities because of their perceived vulnerability. As with all students, however, setting limits based on the UTSA Student Code of Conduct and Judicial Procedures is a positive way to foster appropriate student behavior.
In order to maintain a safe and orderly educational environment for the university community, students are expected to adhere to a code of conduct. The student code is in the Student Guide, available in the Office of Student Life.
Classroom Accommodations
- Encourage the student to sit at the front of the class to minimize distractions.
- Students whose psychological disability affects attention and concentration may require note-takers or tape recorders during class.
- Be aware that some students may need additional time to finish assignment and class projects.
Examinations
- Because they experience anxiety and poor concentration, some students with psychological disabilities need extended time and a separate site for examinations. These can be arranged through DS, which can provide trained test proctors, extended time and private testing rooms.
- It is the student's responsibility to arrange for test accommodations with DS. Typically, DS grants time-and-a-half or double-time for extended test periods, depending on the student's disability and the course material.
Communication Tips
- Patience and understanding are important when working with students with psychological disabilities. Never treat them in a condescending way. Remember that they may find many of the procedures in the academic environment very stressful. For example, participating in class, developing relations with peers and test-taking can be intimidating or threatening.
- Give praise when merited; it reinforces positive behavior and builds confidence.
Be highly explicit with expectations such as class attendance, assignments and participation. Give directions orally and write them down.
- Be aware that some medications for psychological disabilities can cause drowsiness, fatigue, thirst, blurred vision, hand tremors and other side effects.
- Familiarize yourself with resources on campus such as Disability Services and Counseling Services so that you can make referrals when appropriate.
|
