Disability Services and College Students with Psychiatric Disabilities

Abstract

Weiner (1999) has suggested that the process of accepting a disability and its associated limitations is often protracted for students with psychiatric disabilities, thus leaving many students unable to fully participate in services or in the design of academic accommodations. This research examines the relationship between psychiatric disability identity and use of academic accommodation services for 57 undergraduates with psychiatric impairments who are experiencing problems in their academic functioning. Willingness to utilize services was related to students' identification as having a psychiatric disability. Social work interventions are needed to support students in accepting psychiatric disabilities while concurrently crafting necessary accommodations.     

Transition and the community college: a Career Keys model for students with disabilities

Transition models are needed that address multiple phases in the postsecondary education of students with disabilities. These models must first address the recruitment of high school students with disabilities for community colleges through career exploration experiences that help students clarify their educational and vocational interests and relate those interests to a two-year postsecondary program. Students with disabilities then need a comprehensive service program while attending community college to help them identify accommodation needs in classroom and workplace environments and develop the skills to request such accommodations from their instructors and employers. With this skill base, they are well prepared to initiate the next transition in their lives, that is, the movement from the community college to a four-year educational institution or to employment. Programs are needed to facilitate this transition, such as a placement planning seminar involving rehabilitation professionals and employers and an accommodation follow-up assessment with students in their new educational and employment settings. The "Career Keys" model describes how to deliver the services needed in each of these critical transition phases.     

Accommodation issues in the work place for people with disabilities: a needs assessment in an educational setting

The passage in the USA of the Americans with Disabilities Act (ADA) has mandated the private sector to provide a sweeping variety of accommodations to individuals with disabilities. Objections to ADA focused on costs in an era of scarcity. These assumptions have been presented with insufficient information about the actual needs of individuals with disabilities. This study is a needs assessment of employees with disabilities at a major university setting. In-depth interviews were conducted with a small number of individuals who described their work situations and accommodations. Findings challenge prevailing assumptions. Costs are often not large, many accommodations are simple, and much depends on the match between a person's disability and job duties. Additionally, informational needs, psychological concerns and the existing social climate provide a more balanced picture of the lives of these employees.     

A Youth Perspective on Life with a Disability

Abstract

A momentous piece of legislation, the Americans With Disabilities Act (ADA) of 1990 provided for the elimination of discrimination against individuals with disabilities and more significantly is aimed toward improving their employment opportunities. There is, however, evidence that the ADA implementation has not moved fast enough in increasing employment opportunities for persons with disabilities. This article reviews the literature on disability and employment barriers, federal statutes, societal attitudes and biases, and human relations misconceptions associated with disabilities. It discusses social work roles, advocacy for social justice, implications for rehabilitation counselors, and issues related to disabilities and employment.     

Ensuring That Course Websites Are ADA Compliant

SUMMARY

This paper explores how social work course websites can meet recommendations for ADA compliance. It addresses the current and expected rules for compliance, the types of disabilities that require accommodations and the accommodations that each requires. It discusses the software and hardware features and options available to students with disabilities. It also discusses software available to web authors to create accessible websites and identify noncompliant features. Following these guidelines will enable students with disabilities to fully benefit from online courses-and will offer benefits to users who do not have disabilities, as well.     

Mental health among college students: do those who need services know about and use them?

OBJECTIVE: The objective of this study was to examine connections between university students' mental health and their knowledge and use of campus mental health services. PARTICIPANTS AND METHODS: In March 2001, a sample of undergraduate students (N = 266) completed a Web-based questionnaire, providing information related to their mental health, knowledge of mental health services, and use of those services. RESULTS: Students who were mentally distressed were more likely to know about and use services; however, some students who reported to be mentally distressed either did not know about services or knew about services but did not use them. Living off campus, identifying as male, and having fewer years in college were related to less knowledge of campus mental health services. In addition, female sex and number of years in college were predictive of higher service use. CONCLUSIONS: With the high prevalence rates and severity of mental health problems, university mental health providers must continue to make strategic efforts to disseminate knowledge about mental health services to all students.     

Mental Health Among College Students: Do Those Who Need Services Know About and Use Them?

Objective: The objective of this study was to examine connections between university students' mental health and their knowledge and use of campus mental health services. Participants and Methods: In March 2001, a sample of undergraduate students (N = 266) completed a Web-based questionnaire, providing information related to their mental health, knowledge of mental health services, and use of those services. Results: Students who were mentally distressed were more likely to know about and use services; however, some students who reported to be mentally distressed either did not know about services or knew about services but did not use them. Living off campus, identifying as male, and having fewer years in college were related to less knowledge of campus mental health services. In addition, female sex and number of years in college were predictive of higher service use. Conclusions: With the high prevalence rates and severity of mental health problems, university mental health providers must continue to make strategic efforts to disseminate knowledge about mental health services to all students.     

‘It’s not my problem’: exploring lecturers’ distancing behaviour towards students with disabilities

While conducting a qualitative study on the e-learning needs of students with disabilities at a South African university, the responses from some of the lecturers indicated that they distanced themselves from the responsibility of providing learner support to students with disabilities. These participants displayed a lack of involvement with the students and tended to transfer their responsibilities to support services on campus, such as the Unit for Students with Disabilities. In essence, this means that the creation of an inclusive learning environment at this campus remains elusive, thus frustrating the learning of students with disabilities in particular. Although the necessity of institutional policies is not refuted, we argue that personal responsibility is essential in bringing about inclusive campuses. Factors contributing to the shifting of responsibility will consequently be explored and ways in which lecturers can be supported to provide enriching learning experiences for all students will be suggested.     

Career Maturity in College Students With Learning Disabilities

This study compared levels of career maturity between college students with and without learning disabilities and investigated factors associated with career maturity. Few differences in career maturity were found. However, different predictors of career maturity for the two groups emerged. For students with learning disabilities, number of accommodations and quantity of work experience accounted for 22% of the variance in career maturity. For students without disabilities, academic achievement and type of work experience accounted for 21% of the variance in career maturity. Students with learning disabilities who received more instructional accommodations had lower levels of career maturity.     

Editorial

Abstract

This comprehensive research study examined how schools of social work in Canada have responded to disability issues. The study focused upon specific policies and practices ofthe Canadian schools of social work which have been developed to create a more inclusive environment for students, staff, and faculty members with disabilities and to prepare students for practice in dealing with individuals who are disabled. A ten page survey consisting of closed and opened-ended questions was sent to the deans and directors of the thirty-five schools of social work in Canada. This study found that although there have been significant changes in these schools over the last ten years, there are many barriers to disability inclusion from recruitment and admissions; accommodations; retention, graduation, and employment; curriculum; hiring faculty and staff with disabilities; and university relations/resources. It concludes with recommendations for schools of social work.     

Predicting the effect of disability on employment status and income

Research shows that participation in employment contributes to life satisfaction for persons with disabilities [18]. Title I of the Americans with Disabilities Act (ADA) sought to prohibit discrimination against persons with disabilities in the workplace, however, the ADA's effectiveness remains controversial. This research utilizes data from the disability supplement of the 2000 Behavioral Risk Factor Surveillance System to examine the impact of disability status on predicting employment status and income. Confounding variables such as gender, age, educational level, race and marital/parental status are examined regarding their influence on results. Results from analysis utilizing zero-order correlation, linear and logistic regression analysis techniques revealed that disability status has a significant predictive effect on inability to work. Furthermore, results continue to show that despite legislation, the higher the level of disability, the lower the employment status (those employed for wages) and income. Finally, disability status, coupled with being female or decreased educational level, consistently shows significance in predicting lower employment status and income than men or non-minorities with disabilities. Future research opportunities and policy implications are discussed with regard to the results presented.     

Accessibility in Rural Social Service Agencies

ABSTRACT

This study explores the degree that social service agencies are aware of the ADA, the degree that agencies perceive they comply with the ADA, and the barriers these agencies face in making their services accessible. The directors of 28 randomly selected rural social service agencies in a midwestern state completed semi-structured telephone interviews. Interviews explored respondents& knowledge of the ADA, barriers rural agencies face in providing accessible services, types of accommodations they have made and degree of fit between the ADA and rural agencies. The findings suggest that while the ADA is not a significant burden for rural agencies, there is a need for enhanced training and outreach.     

Transition strategies for youths with sensory impairments: Educational,vocational and independent living considerations

Students with sensory impairments comprise a heterogeneous group that is often underserved by rehabilitation and other social services. This underserved status has been attributed to poor interagency collaboration and eligibility issues, the low incidence nature of these disabilities, and the shortage of trained professionals to address the specialized needs of these individuals. This article examines important educational and vocational characteristics of this population to assist rehabilitation professionals in supporting more effective transitions into employment and other adult roles. Specific transition considerations include unique learning challenges, assessment issues, assistive technology, and accommodations. The article concludes with strategies for transition planning, community integration, and evaluating transition outcomes.     

Children in Foster Care: A Longitudinal Investigation,by David Fanshel and Eugene B. Shinn. Columbia University Press,New York, 1978. $25. 520 Pp.

This article presents findings of an exploratory study addressing social work program practices regarding psychiatric disabilities among social work students. An e-mail invitation to participate in an online survey was sent to approximately 875 social work educators, with 71 individuals choosing to participate. The findings indicated that 88% of respondents were in programs that had made accommodations and slightly less than 33% were in programs that had psychiatric disability policies. A positive relationship between ratings of the effectiveness of the accommodations and ratings of employability of students with psychiatric disabilities was found. These findings suggest that additional studies are needed to identify effective ways to deal with the complex legal and educational issues involved with accommodations and support.     

When the Learning Disabled Go to College

Abstract

During the last decade, federal laws have provided for remedial education in elementary and secondary schools for students with learning disabilities, preparing large numbers of them for college. Federal law also mandates helping learning-disabled students with their needs once they matriculate. Declining numbers of high school graduates in the aftermath of the baby boom have made more colleges open their doors to these students. The disabilities, and the accommodations they require, arrive in college with the rest of a student's baggage, demanding attention. Colleges and universities have chosen a variety of approaches, from specific remedial programs and individual accomodations according to need to more general programs. Some colleges pretend these disabilities do not exist and seem oblivious to their presence on campus. Learning disabilities can have an impact in every class and lecture hall and can contribute to unhappiness and the college's attrition rate. On the other hand, responsive and responsible programs provide students with the resources for the same education, honors, and opportunities as their nondisabled peers.     

Challenges,Barriers, and Opportunities: Social Workers With Disabilities and Experiences in Field Education

ABSTRACT

The purpose of this study was to explore the experiences of social work students with disabilities in field education. This qualitative inquiry used semistructured interviews exploring inclusion and accommodations in field education. The 15 participants were graduates of accredited BSW or MSW programs and reported one to five disabilities each. Four themes emerged: different experiences with visible versus invisible disability, confusion about accommodation, field as a learning opportunity regarding disability, and a sense of isolation being a social worker with a disability. This study provides information valuable to social work educators and field instructors regarding strategies for improving opportunities for students with disabilities as future social workers, aligning with the mission and values of the social work profession.     

Social Work Admissions and Academic Accommodations for Students with Disabilities

ABSTRACT

The Americans With Disabilities Act of 1990 (ADA) protects students wth disabilities from discrimination by academic and professional programs in higher education. A student with a disability cannot be denied admission to an educational program because of his or her disability if the student is otherwise qualified. This means that a student with a disability who is qualified for an academic or professional educational program cannot be denied admission to a program based solely on the student&s disability. This educational requirement mandated by the ADA applies to all educational fields including social work education. The purpose of this study was to explore how social work programs are dealing with these requirements in their admission and academic accommodation procedures. Twelve social work programs located in the mid-western United States participated in the study. Representatives of each of these programs were given an in-depth interview focusing on their admissions process, academic accommodations, and general topics related to social work education and disabilities. All programs taking part in the research were accredited by the Council on Social Work Education (CSWE). The CSWE is the national accreditation body for social work education within the United States.     

Maximizing competence through professional development: increasing disability knowledge among One-Stop Career Center staff

The Workforce Investment Act of 1998 (USA) mandates that partners in the One-Stop Career Center system be prepared to serve a diverse customer base. Effective service delivery depends in part on a focus on human resources and professional development. This article presents innovative strategies for One-Stop Career Center staff training related to serving customers with disabilities. Findings from case study research conducted in several One-Stops across the country revealed that staff struggled with both knowledge and attitudes around disability issues. To address these concerns, local leaders developed practices that provided opportunities to gain practical skills and put acquired knowledge to use. These included a formalized curriculum focused on disability issues; informal support and consultation from a disability specialist; and exposure and learning through internships for students with disabilities. Implications are offered to stimulate thinking and creativity in local One-Stops regarding the most effective ways to facilitate staff learning and, in turn, improve services for customers with disabilities.     

Personal assistance services as a workplace accommodation

This paper describes current US trends and practices regarding workplace personal assistance services (PAS) as part of available work accommodation options. Workplace PAS include task-related assistance at work, such as readers, interpreters, help with lifting or reaching, re-assignment of non-essential duties to co-workers, and other help related to performing work tasks; and personal care-related assistance such as helping someone with using the rest room, eating, or drinking while at work. The results reported here are based on forty-one telephone interviews conducted in 2004, which included 20 workplace PAS users and 21 US employers familiar with workplace accommodations. Employers and consumers described a range of workplace personal assistance currently used. Barriers to expansion of workplace PAS include negative co-worker or supervisor attitude, cost to employers and workers, waiting time for accommodations, employee attitude and knowledge, and confusing terminology. Development of organizational culture that encourages employment of people with disabilities and developing employer-employee partnerships in arranging for accommodations can contribute to workplace PAS solutions. The survey findings contribute to better understanding of current practices related to workplace PAS.     

Transition from school for youths with a disability: issues and challenges

Australian research has demonstrated that students with a disability are more likely to remain out of the full‐time workforce. These research findings have been the catalyst for a call for a comprehensive career development and transition planning approach for all students with disabilities in schools as well as for employers to rethink the role of people with disabilities in the workforce. In the Australian context the transition from school for individuals with a disability is complicated by a disparate and fragmented group of service agencies providing a range of services, including employment, supported accommodation, recreation and leisure pursuits, as well as training and placement, along with, at times, a deep‐seated prejudice towards people with disabilities in the market place. This paper reviews a number of issues and challenges confronting individuals with a disability making the transition from school to the post‐school environment.