Policy Paper: Examining the Unique Challenges Faced by Students with Psychological Disabilities as They Transition from High School to Community College June 2015

ACKNOWLEDGEMENTS Funding for this policy paper was provided by a statewide prevention and early intervention (PEI) grant through the California Mental Health Services Authority (CalMHSA) to prevent suicides, reduce stigma and discrimination and improve student mental health. Mental Health Advocacy Services is grateful to the members of its Youth Advisory Group for bringing to its attention this important topic. Much gratitude goes to Jenna Rodman, who assisted in designing and conducting the survey of community colleges as well as providing invaluable insight and analysis to this report. Finally, we would like to acknowledge the staff of the Disabled Students Programs and Services at the California Community Colleges who gave their time to answer the survey.

TABLE OF CONTENTS Introduction ......................................................................................................... 4 The Impact that Psychological Disabilities Have on a Student’s Ability to Succeed in School ............................................................................................................. 7 Applicable Laws .................................................................................................. 9 Individuals with Disabilities Education Act (IDEA)....................................... 9 Americans with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation of 1973 (Section 504)......................................................... 11 Family Education Rights and Privacy Act (FERPA) .................................. 13 Title V of the California Code of Regulations; Disabled Student Programs and Services (DSPS) ............................................................................... 14 Survey of California Community Colleges ......................................................... 16 Findings ................................................................................................... 17 Future Trends........................................................................................... 21 Conclusion ........................................................................................................ 23 Recommendations ............................................................................................ 24

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Examining the Unique Challenges Faced by Students with Psychological Disabilities as They Transition from High School to Community College Introduction -

The office of disability services at one community college referred the student with a diagnosed mental illness to psychological services when she requested accommodation from them for her disability.

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A professor refused to reschedule an exam the student missed because he had been hospitalized.

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Another student was evicted from her student housing when she had an episode as a result of her mental illness.1

The transition to adulthood can be challenging for any youth, but it is especially difficult for those youth with psychological disabilities2. Moving from the protected world of secondary education which has a more paternalistic approach to students to the unprotected post-secondary education setting brings with it additional unique demands not encountered by peers without psychological disabilities, and these demands may, in fact, prevent a successful transition for many students with psychological disabilities. Many of these students are woefully unprepared to manage the requests for accommodations, to navigate the complicated patchwork of proving disability, and to confront the cultural stereotypes and stigmatization that often attach to those with psychological disabilities. Nor do they have the experience or knowledge to act as self-advocates and often lack the needed support to develop these skills. Additionally, some diagnoses, such as depression, bipolar disorder and schizophrenia, often emerge during the secondary to post-secondary education period of early adulthood. This can be devastating for the student who is used to success in school but now is having difficulty managing the most basic of life’s tasks. Furthermore, the post-secondary institutions can be distrusting of claims based on a psychological disability. An example of this is a Wall Street

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These examples are from students with psychological disabilities who reported on their experiences in postsecondary colleges. 2 An explanation on termination used in this paper: Although the CalMHSA uses the term “mental health challenges,” this paper uses the term “psychological disability” throughout because that is the term used in the regulations governing reasonable accommodations at community colleges in California.

Journal article titled, “A Serious Illness or an Excuse?”3 that explored the tension that exists on college campuses as they attempt to meet the requirements of the law to provide reasonable accommodations for students with psychological disabilities. The issue of students with psychological disabilities on college campuses is not an insignificant one. For instance, one in four young adults between the ages of 18 and 24 has a diagnosable mental illness.4 More than 25% of college students have been diagnosed or treated by a professional for a mental health condition within the past year.5 Almost 73% of students living with a psychological disability experienced a mental health crisis on campus.6 Yet, 34.2% reported that their college did not know about their crisis.7 College counseling centers have observed an increase in the prevalence and severity of mental health issues experienced by students and an increase in the number of students taking psychotropic medications.8 In 2012 the National Alliance on Mental Health (NAMI) published the results of a nationwide survey of college students with psychological disabilities. Among their findings were 64% of students were no longer attending college because of a mental health related issue.9 Of those who stopped attending college more than 45% did not request accommodations,10 and 50% did not access mental health services and supports on campus.11 Overall, 40% of students with a diagnosable psychological disability did not seek help,12 and 57 % did not request accommodations from their schools.13 Stigma was the number one reason students gave for not seeking help.14

Peterson, Andrea (2011, December 13), “A Serious Illness or an Excuse? As Awareness of Mental Illness Rises, Colleges Face Tough Calls; Playing ‘Detective.’” Wall Street Journal. 4 Substance Abuse and Mental Health Services Administration (n.d.) Mental health: What a difference student awareness makes. Retrieved from http://www.stopsstigma.samhsa.gov/publications/collegelife.aspx?printid=1&. 5 American College Health Association (2012). American College Health Association-National College Health Assessment II: Reference Group Executive Summary Spring 2012. Retrieved from http://www.achancha.org/docs/ACHA-NCHA-II_ReferenceGroup_Executive Summary_Spring2012.pdf. 6 National Alliance on Mental Health (2012). College students speak. Survey report on mental health. Retrieved from www.nami.org/collegereport. 7 Ibid. 8 American College Counseling Association (2010). National Survey of Counseling Directors. Retrieved from http://www.college counseling.org/pdf/2010_survey.pdf. 9 National Alliance on Mental Illness (2012). College students speak: Survey report on mental health. Retrieved from www.nami.org/collegereport. 10 Ibid. 11 Ibid. 12 Ibid. 13 Ibid. 14 Ibid. 3

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In 2013 The RAND Corporation with support from CalMHSA conducted an online survey of over 39,000 California college and university students, faculty and staff and found that a substantial number of students reported impaired academic functioning due to mental health issues, such as anxiety or depression. 15

There is a growing recognition within the higher education community that post-secondary education institutions from local community colleges to post graduate programs need to respond proactively to this issue. In order to inform federal and state policy as well as postsecondary institutional practices, this paper will look at how psychological disabilities impact a student’s ability to succeed in school. Next will be an overview of the applicable laws and how they can be used to assure that students with psychological disabilities are not discriminated against. Finally, the results of an informal statewide survey of a representative sample of California Community Colleges on their policies and practices for providing reasonable accommodation to students with psychological disabilities will be presented. This survey reveals some of the procedures the schools use, the services they provide, and some of the problems they have in meeting the needs of students with psychological disabilities. Finally, some recommendations for policy and practice change that will assist the student with psychological disabilities to transition successfully to post-secondary education and complete their education will be presented. The goal is to serve students with psychological disabilities better so that they maximize their talents and potential.

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Sontag-Padilla, Lisa, Elizabeth Roth, Michelle W. Woodbridge, Courtney Ann Kase, Karen Chan Osilla, Elizabeth D’Amico, Lisa H. Jaycox, and Bradley D. Stein (2013). CalMHSA Student Mental Health Campus-Wide Survey; 2013 Summary Report. Retrieved from www.rand.org/pubs/research_reports/RR685.html.

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The Impact that Psychological Disabilities Have on a Student’s Ability to Succeed in School Psychological disabilities are often referred to as a “hidden” disability because they may not be as apparent as other disabilities. For the student with a psychological disability, however, they are very real. They may experience disturbances in thinking, feeling and relating that result in a substantially diminished capacity to cope with daily life demands including educational goals.16 Furthermore, students with psychological disabilities are often stigmatized in ways that may be as – if not more – detrimental to their academic success than any functional limitation they bring to the classroom. They may be perceived as “crazy” or uncontrollable by other students and faculty, who may question their intellectual ability and assume that they can’t do the work. As a result of this stigma that students with psychological disabilities encounter, they don’t reveal the disability and, therefore, go without the reasonable accommodations to which they are entitled. In their paper on accommodating students with psychological disabilities, Souma et al.17 cite the following functional limitations that these students encounter, including: - Difficulty with medication side effects: drowsiness, fatigue, dry mouth and thirst, blurred vision, slowed response time, and difficulty initiating interpersonal contact. - Screening out environmental stimuli: inability to block out sounds, sights, or odors and interfere with focusing on tasks. - Sustaining concentration: restlessness, shortened attention span, distraction, and difficulty understanding or remembering verbal directions. - Maintaining stamina: difficulty sustaining enough energy to spend a whole day on campus. - Handling time pressures and multiple tasks: difficulty managing assignments, prioritizing tasks, and meeting deadlines.

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Souma, A., Rickerson, N., & Burgstahler, S. (2001). Academic Accommodations for Students with Psychiatric Disabilities. Retrieved from http://www.Washington.edu/doit/Brochures/PDF/psych/pdf. 17 Ibid, p.2 – 3.

- Interacting with others: difficulty getting along, fitting in, contributing to group work, and reading social cues. - Fear of authority figures: difficulty approaching instructors. - Responding to negative feedback: difficulty understanding the correctly interpreting criticism. Inability to separate person from task. - Responding to change: difficulty coping with unexpected changes in coursework, such as changes in assignments. Limited ability to tolerate interruptions. - Severe test anxiety: the individual is rendered emotionally and physically unable to take an exam. It is important to remember that the symptoms of the disability often are cyclical. In other words the student may initially present very well, but any stress can trigger a problem. An example was given by one student who gave a presentation to a class, but later admitted that he was in bed for several days recovering from the ordeal. The inconsistent and unpredictable nature of psychological disabilities results in the student not being taken seriously and feeds into the perception that he or she is “making it up” in order to get special treatment in the classroom. Furthermore, psychological disabilities often emerge around the transition age (18 – 22). It is not uncommon for a student who has done well in school to arrive at college and have a major breakdown. This creates a crisis in the student’s identity as he does not see himself as disabled and is certainly afraid of being stigmatized and therefore attempts to hide his disability and not seek treatment or accommodations.

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Applicable Laws Services are provided to students with psychological disabilities because there are laws that mandate these services be provided, and there are Courts to enforce them. Part of successfully navigating the transition from secondary to post-secondary school is understanding these laws. There are four statutes that apply to students with psychological disabilities who are transitioning from high school to community college. - Individuals with Disabilities Education Act (IDEA),18 - Americans with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973 (Section 504),19 - Family Education Rights and Privacy Act (FERPA),20 and - Title V, California Code of Regulations, California Community Colleges Disabled Student Programs and Services (DSPS)21. Individuals with Disabilities Education Act (IDEA)22 IDEA, when it was initially passed in 1975, was designed to assure that all students with disabilities were guaranteed a free appropriate public education in the least restrictive setting. Up until the passage of this law, it was not uncommon for a school district to refuse even to enroll a student with disabilities let alone provide services. It was only through the strong advocacy of parents of these students that the Congress passed this groundbreaking law. The law mandated that each student would receive specially designed instruction at no cost to the parent and that it would meet the unique needs of a child with disabilities.23 The keystone of IDEA is the Individualized Education Program (IEP), which is a written statement that describes the student’s level of performance, learning goals, school placement and services.24 IDEA also includes a “child find” provision which requires all school districts to locate, identify and evaluate all students with a disability or a suspected disability.25 In other words IDEA places 20 U.S.C. §§ 1400 et seq.; 34 CFR Parts 300 and 301; Cal. Ed. Code §§ 56000 et seq.; 5 C.C.R. §§ 701 – 796). 19 42 U.S.C. §§ 12101 – 12300 and 29 U.S.C. §§ 29 U.S.C. §§ 701 – 796. 20 20 U.S.C. § 1232g; 34 C.F.R. Part 99. 21 5 CCR §§ 56000 et seq. 22 Often referred to as “special education.” 23 20 U.S.C. § 1401 (29); 34 C.F.R. § 300.39; Cal. Ed. Code §56031. 24 34 C.F.R. § 300.320. 25 20 U.S.C. § 1412a(3). 18

the burden on schools to serve students with disabilities proactively. Students with disabilities are eligible for all special education services until the academic year in which they reach the age of 22, unless they meet the graduation requirement before that time. In other words graduation with a regular high school diploma means the student is no longer eligible for special education services.26 Special education policy gradually evolved from its original goal of integrating students with disabilities into public education to the modern policy goals of preparing students with disabilities to enter the adult world. In keeping with this goal IDEA now requires the development of an individualized transition plan (ITP) once the student with disabilities turns 16.27 The ITP is defined as a written plan designed to help prepare students for passage from school to postschool life.28 The transition planning and development of the ITP is an integral part of the IEP process. Transition services are defined as a coordinated set of activities for a student with a disability that is - An outcome-oriented process, which means that the coordinated set of transition activities developed include goals that prepare the student for as independent a life as possible, - Focused on improving academic and functional achievement, - Designed to facilitate movement from school to post-school activity, and - Is based on the individual student’s needs taking into account strengths, preferences and interest.29 California law goes beyond the federal law in setting out requirements for transition planning. The goal is a planned movement from school to adult life that provides opportunities which maximize economic and social independence in the least restrictive environment.30 A broad range of transition services must be

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34 C.F.R. § 300.102(a)(3)(i); Cal.Ed.Code § 56026.1(a). 20 U.S.C. § 1414(d)(1)(A)(i)(vii); 34 C.F.R. § 300.320(b). 28 20 U.S.C. § 1401 (34); Cal.Ed.Code §§ 56462 and 56345.1. 29 20 U.S.C. § 1401 (34) and 34 CFR § 300.43(a). 30 Cal.Ed.Code § 56460. 27

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available for students with disabilities. This includes employment and academic training, strategic planning, interagency coordination, and parent training.31 For the student with psychological disabilities whose goal is to attend an institution of higher education, the transition process provides an excellent opportunity to prepare the student to obtain those skills necessary to be successful in a college environment. This can include visiting colleges and getting acquainted with the disability services and program offices and other resources that are on campus, developing the social skills necessary to become a self-advocate within the college bureaucracy, learning to set and meet goals and manage time, and addressing any academic deficiencies that would leave the student at a disadvantage. Americans with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation of 1973 (Section 504) Postsecondary schools are prohibited from discriminating against students on the basis of disability under two federal laws. Section 504 of the Rehabilitation Act of 1973 (Section 504) prohibits entities that receive federal financial assistance from discriminating against otherwise qualified individuals with disabilities.32 The Americans with Disabilities Act of 1990 (ADA) also protects individuals with disabilities from discrimination and covers a broader range of schools. Whereas Section 504 applies to schools that receive federal funds, the ADA applies to state and locally funded schools (Title II) and to private-sector schools (Title III), with the exception of those that are controlled by religious entities.33 Both laws define individuals with disabilities as someone who has a physical or mental impairment or is thought to have a physical or mental impairment that substantially limits one or more major life activities – seeing, hearing, walking, learning, reading, concentrating, thinking, and communicating – and is expected to last or has lasted at least 6 months.34 Both the ADA and Section 504 require that a school make reasonable accommodations for the student with disabilities by modifying their practices, policies and procedures and providing auxiliary aids and services.35 An accommodation is the removal of a barrier to full participation and learning. The emphasis is on access, not on outcome. While schools are required to provide 31

Cal.Ed.Code § 56461. 20 U.S.C. § 794. 33 42 U.S.C. §§ 12101 et seq. 34 29 U.S.C. § 705(20)(B); 42 U.S.C. § 12101. 35 34 C.F.R. Part 104, Subpart E. 32

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reasonable accommodations to qualified students and to bear the costs, schools are not required to provide accommodations that would fundamentally alter the nature of a program, lower or waive essential academic requirements, or result in undue financial or administrative burdens.36 To access reasonable accommodations students must first identify themselves as having a disability. In other words unlike IDEA where the burden is on the school to identify and serve students with disabilities, here the burden has switched to the student to request modifications they need in order to access the program. If the student does not identify as a student with disabilities, they don’t get the services. This can be a real issue for the student with psychological disabilities because of the stigma that often attaches to having a psychological disability; as a result an additional burden is placed on the student. The school has the right to require proof of disability and the need for accommodations. This documentation must be current and reflect current abilities and limitations. Broad discretion – as evidenced by the survey results below – is given to the school in deciding what that documentation is. There are also limits on how much information the school can require, such as asking what medications the student is taking or inquiring whether they were hospitalized in the past year. In addition the school cannot ask for documentation that creates a significant burden on the student. There are also limits on who has a right to know about the disability. For example, the disability office needs to know, but classroom professors do not need to know the specifics of the disability; they only need to know that a certain accommodation is required. The student has no right to the exact accommodation requested, but only to one that assures access to the program. The request for a specific accommodation puts the school on notice and starts the interactive process. This is a conversation between the school and the student on what accommodation fits both the school’s and the student’s needs. Some examples of typical accommodations include flexible schedules, taking longer to graduate, early availability of syllabus and textbooks, extended time for test taking, written assignments in lieu of oral presentations, or vice versa, and assignment assistance during hospitalization. The intent is for the school to take into account

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42 U.S.C. § 12182(b(2)(A)(ii); 34 C.F.R. § 104.44(a); Southeastern Community College v. Davis, 442 U.S. 397 (1979)

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the preference of the student, but if there are alternatives that will work equally well, then those are acceptable under the law.37 In summary, under the ADA students with psychological disabilities in postsecondary education facilities are afforded protection against discrimination. However, unlike the protections afforded students under IDEA, here the student with disabilities must be the accommodation activist. Finally, all post-secondary schools are required to have an individual who coordinates the school’s compliance with Section 504 and the ADA. The school must also have grievance procedures that include steps to ensure a student can raise concerns fully and fairly and provide for the prompt and equitable resolution of complaints. Family Education Rights and Privacy Act (FERPA) Another barrier to disclosure that the student with psychological disabilities faces is the fear that the information will be widely disseminated. For that reason it is important for students and schools to understand the laws that govern the privacy of education records. The Family Education Rights and Privacy Act (FERPA) is a federal law that protects the privacy of student education records and applies to all schools that receive federal funds.38 Until the student turns 18, the parents are the holder of this right. Once the student turns 18, however, he or she becomes the holder. Most college students are at least l8 and consequently, they have the right under FERPA to - Control the disclosure of their “education records” to others, - Inspect and review their “education records,” and - Seek amendment of their “education records.” “Education records” are defined as those records that are directly related to a student and maintained by an educational agency or institution or by a party acting for the agency or institution. In general, a record is “directly related” to a student if it contains personally identifiable information about the student.

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There is, however, no requirement that the accommodation be evaluated to determine whether or not it is effective. Responsibility is placed on the student to be proactive in monitoring his or her progress. 38 20 U.S.C. § 1232g; 34 CRF Part 99)

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The records are confidential and cannot be released without the express written consent of the student. However, there is a major exception, and that is information can be shared with school officials who have a legitimate interest in the information, but only to the extent that it is necessary for them to perform their educational function. For example, DSPS may need to share with a professor that a student has a disability and requires a certain accommodation, but the professor has no need to know the nature or extent of the disability. This is similar to the requirements under the ADA above. Certainly, other students have no need to know anything about the disability without the student’s consent. Title V of the California Code of Regulations; Disabled Student Programs and Services (DSPS) Title V of the California Code of Regulations § 56000 et seq. applies to California community college districts that offer support services or instruction through Disabled Student Programs and Services (DSPS) on or off campus to students with disabilities pursuant to Education Code §§ 67310 – 12 and 84850. The following are some of the specific provisions that govern DSPS. For students to quality for DSPS services they must be enrolled at a community college, have a verifiable disability as defined by §§ 56032 – 44, be unable to fully benefit from the regular programs and services offered by the college due to the education functional limitation of a disability, and need specialized services or instruction in order to mitigate these disability-related educational limitations.39 A psychological disability is defined as a persistent psychological or psychiatric disorder, emotional or mental illness that adversely affects educational performance.40 A critical component of DSPS services is the development of the student educational contract which is a plan designed to address specific needs of the student and should contain an outline of the specific instructional and educational goals of the student, a measurement of the student’s progress in completing the objectives and activities, and a list of the services to be provided to the student to accommodate their disability-related educational limitations. This plan needs to be reviewed and updated at least yearly.41 Sections 56026 provides an inclusive list of those specialized services available to students with disabilities which are in addition to the regular services

39§56002 40 41

§56042. §56022.

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provided to all students and enable students to participate in regular activities. Section 56027 requires each college to establish a policy and procedure for responding in a timely manner to requests for accommodation involving academic adjustments.

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Survey of California Community Colleges The California Community College system is the largest system of higher education in the country with 2.4 million students attending 112 campuses. Disability Student Programs and Services (DSPS) was established to provide services and accommodations for students with disabilities and to meet the requirements of federal and state nondiscrimination laws. During 2010-11 academic year 124,051students sought accommodations from their DSPS offices, and of that number 16% were categorized as psychologically disabled, which is a 4% increase since 2001-2002.42 The Chancellor’s Office emphasizes local autonomy for the DSPS offices at each of the 112 campuses. Each sets their own policy and answers to the Board of Trustees for the 72 Districts into which they are organized. As a result there is great variance in how the programs are run across the state. In order to better understand the policy and practice of DSPS offices in addressing the needs of students with psychological disabilities, an informal survey of these offices was conducted. A sample of 50 schools was selected, representing rural and urban as well as small and large campuses, and were spread out across the 72 community college districts. DSPS students comprised 10 – 35% of the students at the colleges surveyed. Students with psychological disabilities represented a range from 3 – 50%. It is possible that the availability of mental health services in the area may account for some of this significant variance in the population of students with psychological disabilities. Either the coordinator of the DSPS office or a DSPS counselor was interviewed directly by telephone. The following 12 questions were asked: - What documentation do students need to be accepted into DSPS? - What accommodations are available to students? - How does your center determine what kind of accommodations students will receive? - What happens if a student doesn’t come back in, does your office follow up?

California Community College Chancellor’s Office (n.d.), Effects of Reduced Funding on Disabled Student Programs and Services in California Community Colleges. Retrieved from http://www.yodisabledproud.org/organize/docs/DSPS-fund-reduc-Final-Report.pdf. 42

- Does your office do outreach/recruitment/seek students? - Tell me about the issues you see when a student with psychological disabilities transitions from high school to college? - Do you have a peer/mentor program? - What is your grievance policy for addressing disagreements with the student? - What is the number of students in the college and in DSPS with psychiatric disabilities? Two additional questions were added later in the survey process. - How have budget cuts affected the DSPS program? - In what way if at all will the Student Success Act of 2012 affect the students in your program? Findings Finding # 1: Requirements for documentation vary significantly from school to school. All schools accept a written diagnosis from a licensed physician or psychiatrist. Two schools allowed documentation from a therapist with a Masters in Family Therapy (MFT). One other school accepted documentation from a rehabilitation counselor. In addition, 9 schools wanted the doctor to specify in what way the student’s diagnosis limits his or her functioning in school. Four schools wanted specification as to the permanence of the disability and then required re-verification of the disability at regular intervals because a psychological disability is considered a temporary disability. Six schools accepted Section 504 or IEP plans as documentation of a psychological disability and had no stated time limit on the plans; one school accepted these plans so long as they were within 3 years of graduating from high school, and two schools accepted these plans but only if they included a psychological evaluation. One other school located in a small rural area accepted what was referred to as a known history. In other words the student was widely known in the community as having a psychological disability.

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One school asked for list of current medications that the student was taking while another wanted information on whether the student had been hospitalized or had been suicidal in the past year. Under the ADA neither of these questions is legal. Because there is such variation from school to school in the requirements for documentation, it is important for the student to find out as early as possible what documentation their particular school will accept. Some DSPS centers have comprehensive websites that contain this information. Others require contacting the DSPS center personally. Finding # 2: While California regulations provide an inclusive list of the kinds of services and accommodations that can be provided, the process of obtaining these services may be difficult for a student with psychological disabilities to navigate. All of the schools engage in a one-to-one intake meeting called an “interactive process” where counselors review the documentation of the disability and discuss with the student his or her history, limitations, and the accommodations that will benefit the student. These meetings varied in length from as little time as possible to over an hour. Some of the meetings sounded more exploratory with the counselor engaging in a conversation with the student while others read off a list of standard questions. Required follow up meetings vary from none to 4 per year. These meetings are used to evaluate student progress and to adjust accommodations for different classes and fluctuating symptoms. At several schools students who miss meetings become ineligible for DSPS services even though one of the impairments from a psychological disability may keep the student from attending the meeting. Some schools have a standard set of accommodations for a given disability; others have a few standard accommodations and the rest are tailored to the student’s needs. All the schools had an internal list of possible accommodations, but even though these accommodations are in the California Code of Regulations, few showed the list to the student claiming that it would give the student an “unfair advantage.” Understanding and being able to communicate the nature of one’s disability as it impairs scholastic activities is crucial. Functional limitations, such as poor social skills or high anxiety which are caused by the disability, may, in fact, impair

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the quality of the interactive process and interfere with the student’s ability to get the necessary accommodations. The training and sensitivity of the DSPS counselor to the unique nature of a psychological disability is critical in assuring that the student’s needs are met. Finding # 3: Outreach and follow up is hit and miss among the community colleges. All the colleges listed DSPS services on their college website and in their orientation packet. Five colleges did no outreach to high school students because of limited manpower and resources. A majority of the colleges sent representatives to college and high school fairs, and some made presentations to special education classes. The colleges emphasized, however, that it was the school districts’ responsibility to bring in outside partners to talk with high school students. Three colleges mentioned that they give presentations to the faculty on campus although these presentations were on disabilities in general as opposed to psychological disabilities. The number of contacts a DSPS program mandates that a student have with the program ranges from none to 4 times a year. Seven colleges mentioned that they do no student outreach either because of understaffing, or a view that students are adults and bear the responsibility for contact, or a combination of both. Three mentioned that they send email reminders to students that it is time to schedule an appointment. Five colleges had counselors who took the initiative to check up on students informally or if the student misses an appointment. Only two had an office-wide outreach and follow up program. Finding # 4: There are significant challenges for a student with psychological disabilities who is transitioning from high school to community college and few schools provide sufficient assistance. When asked, the colleges reported the following difficulties for a student with psychological disabilities who is transitioning from high school to community college: - Not being prepared for the academics; - Lack of self-discipline that is required to complete the work; this may be related to the disability itself;

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- Lack of self-advocacy and organizational skills; the student easily loses focus; again this may be related to the disability; and - Inability to navigate the college bureaucracy and the social component of community colleges. Students face unique logistical puzzles that include making and keeping DSPS appointments, completing the needed paperwork, and talking with professors about their accommodations. At the same time the responsibilities for advocacy have shifted from the school and parents onto the student. This can be a hard transition for parents as well as the student. Colleges tend to stress to the student and family that “we are talking to the student, not the parent.” It was reported that while this is a difficulty, the opportunity to learn self-advocacy and logistical skills is a benefit that can lead to greater independence and a chance to shed the stigma of being a so-called special student. The colleges were specifically asked if they had a peer mentoring program. Such programs have proven to be of great assistance to students faced with significant logistical and self-advocacy challenges at a time when parental and school support ebbs. However, in spite of the good outcomes for such programs not many now exist primarily because of the lack of resources to support them. One college reported that a group of students were starting a peer program next year. Three colleges reported that peer to peer work is done in student psychological services, not DSPS. One college reported that they had a life coaching program through DSPS. Finding # 5: There is little consistency in terms of the grievance policies except that each community college must have one. Some colleges publicize their grievance policy on their website, on social planners, or on class schedules. While not all DSPS centers take a formal complaint, they will all give instructions on how to proceed. Problems with professors not granting the accommodations to students are often mediated by DSPS counselors. One DSPS director reported that they do their best to deal with grievances “in-house.” Often counselors try to avoid any future problems by steering students away from professors they know would be unsympathetic to the students. As one counselor said, “We have folders on all the professors.”

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If a dispute cannot be resolved, it is referred to the 504/ADA compliance officer. One DSPS director shared that there had been an uptick in the number of 504 grievances filed because there is not enough money to provide services. The majority of DSPS centers want to help students resolve their conflicts with professors for the good of the student and the school. There seems to be less DSPS support when a student decides to go up the chain of command or file a grievance against the school itself. It would then be helpful for the student to have some outside support available at that time. Future Trends Towards the end of the survey process two more questions were added. These questions referred to the impact of recent budget cuts on the DSPS Program and how the Student Success Act of 2012 will affect students with disabilities. The 2009-10 State Budget imposed on certain programs including DSPS within the California Community Colleges deep funding reductions of nearly 40%, which resulted in funding levels being comparable to those from nearly a decade ago, while in the same time period DSPS student counts had increased by almost 10%. In response to these funding cuts, the DSPS offices reported that they are not replacing staff that resign or retire. They have lost the majority of their clerical staff and as a result counselors now spend more time doing clerical work and less time with students. The length of counseling appointments has been cut, and some specialized classes as well as tutoring, support groups and support staff have been eliminated. Consequently, the financial support for DSPS programs affected the quality and quantity of services available to students in spite of the fact that the college is legally mandated to provide these services and accommodations to eligible students and cannot cap the number of students served. Since this survey was conducted, the 2014-2015 budget was released which proposes a funding increase of $1 billion for community colleges. This increase is earmarked for increasing enrollment, funding the Student Success and Support Program, closing the achievement gap of poor and minority students and purchasing instructional materials. While this is good news for the community college system as a whole, it is not clear at this time how much of this this funding will go to restore and enhance the DSPS programs.

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Perhaps of more consequence to students with psychological disabilities is the passage of the Student Success Act of 2012. This Act makes some significant changes to the California Community College system. Up until now the primary goal of the Community Colleges has been to promote student access as a way of giving as many students as many opportunities as possible to participate in the community college system. The goal now will be to focus on students’ completing course work and moving on either to 4-year universities or to other career paths. Students who do not make academic progress may be put on probation or disqualified from the college. One DSPS director thought that students will be more actively monitored and advised while another thought that the increased administrative burden will tax the already skeletal staff and programs funds. Most of the directors questioned expressed a mostly negative consequence of the new law for students with psychological disabilities. These students tend to go through community college at a slower pace than other students by taking fewer units – in fact, some colleges offer fewer units as an accommodation – and by starting and stopping their education because of bouts of illness. The fear is that the Act may add to the student’s logistical burden with red tape and more paperwork and may disqualify students who do not aspire to transfer to a 4-year institution. This tension between the requirements of the School Success Act and the requirements under the ADA for reasonable accommodations needs to be closely monitored to assure that the community college system remains a viable resource for students with psychological disabilities.

Page 22 of 25

Conclusion Beginning an education at a community college can be rewarding but it is also challenging. Students with psychological disabilities who want DSPS services need to find out what their obligations are and stay on top of them in a timely manner. Self-advocacy skills are also important to develop. Becoming and remaining eligible for services requires making appointments and following up on them, filing paperwork on time, and being able to express one’s impairments and academic struggles to a counselor. It is, however, precisely these requirements that are so difficult for many students with psychological impairments. Because the law places the burden on students to request assistance from DSPS and engage in the interactive process, some students with psychological disabilities need support to be empowered to become their own advocate. In addition, some colleges have internal rules – such as penalizing a student for missing an appointment – that become a barrier for the student with psychological disabilities to continue to receive the support needed to stay in school. Most schools, however, are limited in the amount of assistance they are able to offer students. No DSPS center surveyed had a peer mentoring program although some student psychological centers do. One college reported that they had had a peer advocacy program that was suspended in 2013 due to budget cuts. Another reported that a group of students were starting a peer program. There is a wide variation in how the community colleges respond to students with psychological disabilities, and some students with psychological disabilities are not provided adequate assistance given their impairments to navigate the DSPS process. Given the appropriate treatment and supports that are mandated under the law, students with psychological disabilities can succeed in higher education.

Recommendations -

Train faculty, students and DSPS staff on mental health issues, the nature of psychological disabilities, and what accommodations are needed to meet the needs of students with psychological disabilities. It is important to create a culture on campus that understands what psychological disabilities are and that the student who discloses his or her disability is embraced as a member of the college community and not stigmatized. This requires a commitment from the Chancellor’s Office on down.

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Provide accommodations for seeking accommodations or simplify the process. This requires the recognition that the very process which is in place for a student with psychological disabilities to seek accommodations may be a barrier to receiving them. One approach is to develop peer support and mentoring services which will empower the student with psychological disabilities to be his or her own advocate.

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For those students who are still in secondary school and are receiving services under the IDEA, it is critical that the legally mandated transition planning process be followed. It is this process that will instill in the student the skills needed to navigate the campus bureaucracy. Transition plans must be developed more thoroughly to assist students with psychological disabilities to transition to being successful self-advocates and to receiving the post-secondary education to which they are entitled.

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Monitor the budget process to assure that DSPS offices are restored to their previous levels of funding

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Closely monitor the implementation of the School Success Act of 2012 to assure that it does not disadvantage those students with psychological disabilities.

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Increase research on strategies that lead to positive academic, social, and employment outcomes for students with psychological disabilities.

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Make the information about campus services more accessible and userfriendly.

We want to hear from you! After reading this report please take this short survey and give us your feedback. English version: http://fs12.formsite.com/disabilityrightsca/form54/index.html Disability Rights California is funded by a variety of sources, for a complete list of funders, go to http://www.disabilityrightsca.org/ Documents/ListofGrantsAndContracts.html. The California Mental Health Services Authority (CalMHSA) is an organization of county governments working to improve mental health outcomes for individuals, families and communities. Prevention and Early Intervention programs implemented by CalMHSA are funded by counties through the voterapproved Mental Health Services Act (Prop 63). Prop. 63 provides the funding and framework needed to expand mental health services to previously underserved populations and all of California’s diverse communities.

Examining the Unique Challenges Faced by Students with ...

18 20 U.S.C. §§ 1400 et seq.; 34 CFR Parts 300 and 301; Cal. .... 36 42 U.S.C. § 12182(b(2)(A)(ii); 34 C.F.R. § 104.44(a); Southeastern Community College v.

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