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Students with psychiatric disabilities have experienced significant
emotional issues that generally have chronic symptoms and have been
treated professionally. With appropriate treatment, often combining
medications, psychotherapy, and support, the majority of psychiatric
disorders can be controlled. The National Institute of Mental Health
estimates that one in five people in the United States have some
form of psychiatric disability, but only one in five persons with
a diagnosable psychiatric disorder ever seeks treatment due to the
strong stigmatization involved.
Below are brief descriptions of some common psychiatric disabilities.
Depression is a major disorder that can begin at any age.
Major depression may be characterized by a depressed mood most of
each day, a lack of pleasure in most activities, thoughts of suicide,
sleep problems, and feelings of worthlessness or guilt.
Bipolar disorder (manic depressive disorder) causes a person
to experience periods of mania and depression. In the manic phase,
a person might experience inflated self-esteem and a decreased need
to sleep.
Anxiety disorders can disrupt a person's ability to concentrate
and cause hyperventilation, a racing heart, chest pains, dizziness,
panic, and extreme fear.
Schizophrenia can cause a person to experience, at some
point in the illness, delusions and hallucinations.
Some considerations:
Trauma is not the sole cause of psychiatric disabilities; genetics
may play a role.
Psychiatric disabilities affect people of any age, gender, income
group, and intellectual level.
Disruptive behavior is not an attribute of most people with psychiatric
disabilities.
Eighty to ninety percent of people with depression experience relief
from symptoms through medication, therapy, or a combination of the
two.
Depression is a variable condition that may fluctuate during a
person's lifetime.
Common accommodations for students with psychiatric disabilities
include:
- Reduced distraction test environment
- Extended time on tests
- Taped lectures
- Occasional Extension of due dates
- Occasional Exception to absentee/tardiness policy
Instructional Strategies
The following strategies are suggested to enhance the accessibility
of course instruction, materials, and activities. They are general
strategies designed to support individualized reasonable accommodations.
Spend extra time with the student, when able, and assist the student
with planning and time management.
Allow the student to tape-record lectures.
Assist the student with finding an effective notetaker (when such
accommodation is stated on Student Accommodation Form).
Clearly define course requirements, the dates of exams, and when
assignments are due; provide advance notice of any changes.
When in doubt about how to assist the student, ask him/her or Disability
services.
Allow the student the same anonymity as other students (i.e., avoid
pointing out the student or the alternative arrangements to the
rest of the class
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