More than 1,062 identified students with disabilities enrolled at the College during the fall 2006 semester - nearly 5 percent of the total credit enrollment and twice the number enrolled in fall 1991. Most of the students have learning disabilities (55 percent), followed by attention deficit/hyperactivity disorders, and psychiatric and physical disabilities. Some disabilities are readily visible; more frequently, they are not and may be difficult to identify. Students may also have multiple disabilities.

Characteristics, considerations, instructional strategies, and possible accommodations for different disabilities:

Psychiatric disabilities refer to a wide range of behavioral and/or psychological problems characterized by anxiety, mood swings, depression, and/or a compromised assessment of reality. These behaviors persist over time; they are not in response to a particular event. Although many individuals with psychiatric disabilities are stabilized using medications and/or psychotherapy, their behavior and affect may still cycle.

Considerations and Instructional Strategies

• Students with psychiatric disabilities may not be comfortable disclosing the specifics of their disability. Instructors can help these students by providing an understanding and accepting environment in the classroom, which will encourage them to request the accommodations they need to succeed.
• If a student does disclose, be willing to discuss how the disability affects him or her academically and what accommodations would be helpful.
• With treatment and support, many students with psychiatric disabilities are able to manage their mental health and benefit from college classes.
• If students seem to need counseling for disability-related issues, encourage them to discuss their problems with a trained DSS counselor. Maintaining a clear, distinct separation of roles between instructor and counselor is critical for this population.
• Sometimes students may need to check their perceptions of a situation or information you have presented in class to be sure they are on the right track.
• Sequential memory tasks, such as spelling, math, and step-by-step instructions may be more easily understood by breaking up the tasks into smaller ones.
• Drowsiness, fatigue, memory loss, and decreased response time may result from prescription medications.
• Feel free to consult with a DSS counselor if you have any questions or need assistance.

• Extended time for exams
• Quiet, distraction-free testing area
• Exams divided into segments with rest breaks
• Notetakers, readers, or tape recorders in class
• Use of a computer or scribe for essay tests
• Extensions, incompletes, or late withdrawals in the event of prolonged illness
• Some flexibility in the attendance requirements in case of health related absences
• Modification of seating arrangement (near the door or at the back of the classroom)
• Beverages allowed in class due to medications which may cause extreme thirst
• Referral to a counselor for assistance with time management and study skills