Educational Resources

Education and Support Services for Students with Psychiatric Disabilities

Glater S. and Jacobs, E. (1990) Students, staff, and community: A collaborative model of college services for students with psychological disabilities. Psychosocial Rehabilitation Journal, 17(l), 201-209.

  • The authors describe the implementation of a 10-month project at a city college designed for students with psychological disabilities. The model was divided into eight areas: education and orientation, college departments’ role clarification, instructional programs’ evaluation, services and accommodations, community collaboration, and data gathering and analysis. Functional limitations of and accommodations made for 69 students are listed. It was found that students with psychological disabilities have needs similar to those with other disabilities and, with support, can be successful in college.

Housel, D., & Hickey, J. (1993) Supported education in a community college for students with psychiatric disabilities: The Houston Community College model. Psychosocial Rehabilitation Journal, 17(l), 41-50.

  • This article describes ways in which a community college system and county mental health and mental retardation authority have combined efforts and resources in an attempt to make the college setting more accommodating to the student with a psychiatric disability.

Kincaid, Jeanne (1994) The ADA and Section 504: Legal Mechanisms for Achieving Effective Supported Education. Community Support Network News, 10(2), 3-4. To read this article, go to Articles.

  • In this article, Kincaid defines those students who are protected by Section 504 and the ADA, discusses the ramifications of disclosure and accommodations in post-secondary settings, and examines issues of student conduct and harassment. Kincaid concludes that Section 504 and the ADA can effectively ensure that students with psychiatric disabilities are admitted to, and receive effective accommodations from institutions of higher education.

Loewen, Gladys. (1993) Improving access to post-secondary education. Psychosocial Rehabilitation Journal, 17(l), 151-155.

  • Reviews the results of a study of the educational needs of adults with psychological disabilities in British Columbia, Canada, drawing on questionnaire and interview material from consumers, educators, and service providers. General issues that were identified involved the symptoms and resulting behaviors associated with mental illness. Specific educational issues involved the lack of appropriate services and access for these students.

Mowbray, C., Bybee, D., & Shriner, W. (1996) Characteristics of participants in a supported education program for adults with psychiatric disabilities. Psychiatric Services, 47, 1371-1377.

  • This study examined characteristics of participants in a large supported education program. Interviews with participants gathered demographic data, as well as information about school, work, and psychiatric history; social adjustment and support; psychiatric symptoms; and self- perceptions in the areas of school efficacy and self-esteem. The results show that supported education is a feasible alternative for many individuals to meet goals for educational advancement, personal development, and better jobs.

The National Office of the Canadian Mental Health Association (1994) Learning Diversity: Accommodations in Colleges and Universities for Students with Mental Illness.Available from the National Office of the Canadian Mental Health Association, 2169 Yonge St., Toronto, Ontario, Canada, M4S 2Z3, (416) 484-8785.

Parten, D. (1990) Implementation of a systems approach to supported education at four California community college model service sites. Psychosocial Rehabilitation Journal, 17(1), 171-187.

  • Increasing numbers of students with psychiatric disabilities are requesting educational accommodations from California Community Colleges Disabled Student Programs and Services offices, a fact that prompted data collection to illuminate student and college needs related to educational access for this student disability group. Four colleges served as sites to implement a systems approach to services and to gather data.

Stawar, T. (1992) Learning styles of adults with severe psychiatric disability: Implications for psychoeducational programming. Psychosocial Rehabilitation Journal, 15(4), 69-76.

  • Administered a measure of learning style to 17 severely psychiatrically disabled adults (ages I 8-55). No significant relationships between the learning style elements and demographic variables were noted, and only the preference for auditory information was more than one standard deviation above the norm. The concept of learning styles may be a useful tool to enhance achievement and learning among participants in psychoeducational programs.

Sullivan, A.P., Nicolellis, D.L., Danley, K.S. & MacDonald-Wilson, K.L. (1993) Choose-Get-Keep: A psychiatric rehabilitation approach to supported education. Psychosocial Rehabilitation Journal, 17(1), 55-68.

  • This article describes how the Choose-Get-Keep approach of psychiatric rehabilitation developed by Anthony and associates applies to supported education services for students with psychiatric disabilities. A case study is also presented illustrating how this approach was used with one student.

Unger, Karen. (1990) Creating supported education programs utilizing existing community resources. Psychosocial Rehabilitation Journal, 17(l), 11-23.

  • While supported education has emerged in the past decade to help people with psychiatric disabilities attain meaningful roles in the community, supported education programs remain woefully underfunded. As a result, it has become clear that they would have to be developed with existing resources. This article describes approaches to starting supported education programs.

Unger, K. (I 992) Adults with Psychiatric Disabilities on Campus. Available from: HEATH, One Dupont Circle, NW, Suite 800, Washington, DC.

  • Unger describes the different models of supported education, attitudinal barriers involved, and operational issues, such as the role of the disability support services staff. She discusses future trends and research in supported education, and she lists suggestions for all those involved in the process of supported education, i.e., the student, the disability support services staff, the university faculty and staff, and community agency personnel.

Note: The information contained in these pages is for educational purposes only, and is not legal advice. Individuals should contact the appropriate legal resources for specific legal advice regarding their particular situations.