I. The Faculty: First Line of Assistance for Students
II. Caps Overview
The frequency
and special nature of the faculty-student interaction puts faculty
in a unique position to see students and to be aware of their
needs. Students often look to faculty advisors as their first
resource for advice and support. In turn, members of faculty
and staff often question their professional roles and responsibilities
regarding academic or personal problems they observe with students.
One role of a university counseling center is to facilitate faculty
and staff with this process. Faculty will, in fact, often need
to consult with a counselor regarding specific students with
whom they are working, the significance of certain behaviors,
and the procedures for referring students for services. This
brief referral guide will explain that process, answer questions
and offer suggestions relating to the personal problems that
students may bring to faculty.
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The student may state a need for counseling
directly or indirectly. We must respond to the student's request
for help by understanding the intentions and feelings underlying
his or her message. When a student seeks advisement or help, it
is crucial that we listen and communicate clearly that we have
understood them.
A student who begins to act in an unusual or a typical fashion may be signaling
the need for individual attention. The behaviors listed below may suggest a
problem that requires assistance:
- Withdrawal
from typical social interactions or discussion patterns as
usually seen in the classroom or department
- Marked seclusion
and unwillingness to communicate
- Persistent
lying, stealing, or other grossly antisocial acts
- Obvious
shyness or lack of social skills
- Complaints
of inability to sleep or excessive sleeping
- Complaints
of loss of appetite or excessive appetite
- Dramatic
weight gain or loss
- Unexplained
crying or outbursts of anger
- Acutely
increased activity, e.g., excessive talking or extreme restlessness
- Repeated
absence from classes, with little or no work completed
- Unusual
displays of irritability
- Impaired
speech or garbled, disjointed thoughts
- Thought
disorder, that is, the student's conversation does not make
sense, sounds like incoherent rambling, disjointed thoughts,
etc.
- The student
expresses unusual suspiciousness or irrational feelings of
persecution
- Irrational
worrying or expressions of fear
- Dramatic
change in hygiene, dress and appearance
- Listlessness,
lack of energy, or frequently falling asleep in class
- Bizarre
or strange behavior which is obviously inappropriate to the
situation
- Normal emotions
that are displayed to an extreme degree or for a prolonged
period of time, e.g., fearfulness, tearfulness, and nervousness
- Behavior
which regularly disrupts classroom
To prevent
a misinterpretation or overreaction to a student's speech and
behavior, it is useful to look for clusters of the behaviors
described above as opposed to single, isolated occurrences.
Students will sometimes disclose to faculty significant life events or stressors
because of incomplete work, low test scores or poor progress in the course.
The list below provides several illustrations in which students may benefit
from a referral to aid in coping.
- Death of
a family member or a close friend
- Difficulties
in marriage or family relationships
- Dating or
relationship difficulties
- Trauma associated
with physical or sexual assault, criminal activity, natural
disasters
- Physical
illness - particularly chronic/serious medical conditions
- Acculturation
problems or difficulties adjusting to a different culture
Alcohol consumption is generally considered a normal part of college life and
tends to be taken for granted in many university traditions or cultural customs.
While some students are of legal age and are able to drink responsibly, as
a group, college students are at a significantly high risk for alcohol related
problems. Regardless of the size or location of the university, traditional
college students (ages 18-22) engage more frequently in high risk drinking
behaviors. In fact, they may spend more money on alcoholic beverages than for
their textbooks. First year students are especially vulnerable to problems
with substance abuse because of a changing environment and freedom from the
control of their parents. There is also an expectation to drink as part of
college life. Remember, substance abuse is related to lower academic performance,
a tendency to drop out of college and high-risk behaviors such as alcohol related
accidents and sexual assault. It is important to familiarize yourself with
the behavioral characteristics of substance abuse that potentially affect our
students' successful completion of their college careers.
- Change in
style of dress
- Change in
grooming
- Change in
personal hygiene
- Subtle changes
in personality
- Dramatic
mood swings
- Weight loss
or weight gain
- Erratic
sleeping and/or eating habits
- Dilated
pupils, red eyes, frequent use of eye drops and/or sunglasses
- Short-term
memory loss, blackouts
- Hangovers,
recurring headaches
- Flashbacks
- Loss of
inhibitions or poor judgment while under the influence
- Grades fall
- Skips classes
or entire days
- Sleeping
in class
- Lack of
motivation, lack of self-discipline
- Change in
study habits
- Problems
with professors
- Drops out
of activities
- Changing
attitudes toward rules and regulations
- Breaking
residence hall rules
- Isolating,
staying in room much of the time
- Lying, blaming
others for troubles
- Changes
in friendships, most friends abuse substances
- Most activities
involve use of drugs or alcohol
- Irritable
or angry at others
- Speeds or
drives recklessly, arrested for DUI
- Large expenditures
on drugs or alcohol
- Thefts,
assaults, arrests
- Drunkenness,
obvious intoxication
- Possession
of drugs/alcohol or drug paraphernalia
- Persistent
use of substances despite negative consequences
- Inability
to stop or cut down on substance use
- Direct reference
to own substance abuse problem
- Excessive
procrastination
- Uncharacteristically
poor work
- Inconsistent
work
- Repeated
requests for special consideration
- Career/Major
indecisiveness
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Over the past
four decades, suicide has become the second leading cause of
death on college campuses. The actual act of suicide is a complex
behavior that is generally not a response to a single event.
It is a series of events, feelings and thoughts that place an
individual at risk for suicidal behavior. College students at
risk for suicide appear to share a number of risk factors. Some
of the more common risk factors that are associated with suicide
include depression, loneliness, stress and hopelessness. It is
usually possible to distinguish between a theoretical discussion
of suicide in contrast to a statement of personal anguish, such
as "life is not worthwhile." If a person talks about
suicide, a referral is necessary, especially if the conversation
includes the details of how, when or where. Regardless of the
circumstances or context, any clear reference to suicide, threat
of suicide, or attempt at suicide is extremely serious. To assess
a student's suicidal comments as a bid for attention is extremely
risky. A judgment about the seriousness and the possible lethality
of a suicidal thought or gesture should not be made without consulting
with the Counseling Center. Faculty interest in or concern for
students who appear at risk should not be in reaching an accurate
assessment of suicide. Rather, it should be in recognizing any
symptoms that indicate the student is troubled, and directing
the student to seek the appropriate professional care.
At least 70 percent of all people committing suicide give some clue as to their
intentions before they make an attempt. Becoming aware of these clues and the
severity of the person's problems can help prevent such a tragedy. If a person
you know is going through a particularly stressful situation--perhaps having
difficulty maintaining a meaningful relationship, having consistent failure
in meeting present goals, or even experiencing stress at having failed an important
test watch for other signs of crisis.
Many persons
convey their intentions directly with statements such as "I
feel like killing myself" or "I don't know how much
longer I can take this." Others in crisis may hint at a
detailed suicide plan with statements such as "I've been
saving up my pills in case things get really bad," or "Lately,
I've been driving my car like I really don't care what happens." In
general, statements describing feelings of depression, helplessness,
extreme loneliness, and/or hopelessness may suggest suicidal
thoughts. It is important to listen to these "cries for
help" because they are usually desperate attempts to communicate
to others the need to be understood and helped.
Often persons
thinking about suicide show outward changes in their behavior.
They may prepare for death by giving away prized possessions,
making a will, or putting other affairs in order. They may withdraw
from those around them, change eating or sleeping patterns, or
lose interest in prior activities or relationships. A sudden,
intense lift in spirits may also be a danger signal, as it may
indicate a sense of relief knowing the problems will "soon
be ended."
Myth: "You have to
be crazy even to think about suicide."
Fact: Most people have
thought of suicide from time to time. Most suicides and
suicide attempts are made by intelligent, temporarily confused
individuals who are expecting too much of themselves, especially
in the midst of a crisis.
Myth: "Once
a person has made a serious suicide attempt, that person is unlikely
to make another."
Fact: The opposite
is often true. Persons who have made prior suicide attempts
may be at a greater risk of actually committing suicide;
for some, suicide attempts may seem easier a second or
a third time.
Myth: "If
a person is seriously considering suicide, there is nothing you
can do."
Fact: Most suicidal
crises are time-limited and based on unclear thinking.
Persons attempting suicide want to escape from their problems.
Instead, they need to confront their problems directly
in order to find other solutions--solutions that can be
found with the help of concerned individuals who support
them through the crisis period, until they are able to
think more clearly.
Myth: "Talking
about suicide may give a person the idea."
Fact: The crisis and resulting
emotional distress already have triggered the thought in a
vulnerable person. Your openness and concern in asking about
suicide will allow the person experiencing pain to talk about
the problem, which may help reduce his or her anxiety. This
may also allow the person with suicidal thoughts to feel less
lonely or isolated, and perhaps a bit relieved.
UCLA suicide
prevention experts have summarized the information to be conveyed
to a person in crisis as follows:
"The suicidal
crisis is temporary. Unbearable pain can be survived.
Help is available. You are not alone."
- Expression
of suicidal thoughts
- Expression
of homicidal thoughts
- Severe loss
of emotional control
- Significant
impairment in thinking abilities
- Bizarre
behavior
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When you recognize
that a student may benefit from counseling, referrals are important
and easy to make:
- If you are
unsure if a referral is necessary, contact the counseling center
for a consultation.
- Encourage
the student to talk to you. Invite the student to your office
to discuss work or past academic performance. Typically, students
who are in distress are aware that things are not going well
and this provides an opportunity to discuss what the student
might do.
- Encourage
the student to make an appointment with the counseling center.
- Invite the
student to call from your office or give the student the telephone
number. The counseling center will schedule an appointment
within the week of the call, and in case of emergency will
meet with the student immediately. There is an additional sense
of commitment when a faculty member is involved and the student
has agreed to follow through.
- Encourage
the student to identify you as their referral source. The student
may choose whether the counseling center can contact you regarding
the student's progress.
- Remember,
even if the student does not immediately contact the counseling
center, your expressed concern will likely be facilitative
and will heighten the student's awareness of professional help
in the future.
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When attempting
to talk with a student about a personal or emotional situation,
it is helpful to:
- Talk to
the student in a private setting
- Listen actively,
with interest and concern
- Avoid promising
secrecy
- Avoid alarm
reactions.
- Talk in
a calm, even voice, despite the student's level of emotionality
- Repeat back
the essence of what the student has told you
- Respect
the students right to their own values. Avoid making judgmental
or moralizing remarks
- Consider
Counseling & Psychological Services as a resource and discuss
a referral with the student
- Involve
yourself to the extent that you are comfortable. Extending
oneself can be a gratifying experience when kept within realistic
limits
- If the student
resists help and you are concerned, contact the Counseling
Center to discuss your concerns
- Display
openness to the student
- Provide
feedback: paraphrase or briefly summarize what you see as the
root of the person's message
- Be honest
and really listen: set aside time to talk with the student
if you are unable to at that time
- Listen for
requests and intentions
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In addition
to the behaviors and events listed above, a referral is advisable:
- When a student
presents a problem or requests information, which is outside
your range of knowledge
- When you
feel that personality differences between you and the student
will interfere with your ability to help the student
- When your
relationship with the student is other than professional (friend,
neighbor, relative, etc.)
- When the
student is reluctant to discuss his or her concern(s) with
you
- When you
do not believe your counseling with the student has been effective
- When the
student presents a serious suicide threat
- See section
on learning disabilities for information related to referring
a student for a learning disability evaluation
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When you decide
that a student might benefit from professional counseling, speak
directly to the student in a straight-forward, matter-of-fact
fashion. Show concern. Never trick or deceive. Ask them, "Are
you talking with anyone about this?" Make it clear that
your suggestion represents your best judgment based on your observations.
Be specific about the behaviors that have raised your concerns.
Avoid generalizations or attributing negatives to the individual's
personality or character.
Except in case
of emergency, the student should have the freedom to accept or
refuse counseling. If the student is skeptical or reluctant for
whatever reason, accept his or her feelings. Continue to be supportive.
Give the student room to consider the alternatives. Suggest that
you can talk about it after he or she has had some time to think
it over. If the student emphatically says "no," then
respect the decision. Leave the door open for future discussion
should he or she decide to reconsider. If you push the issue
too far, insisting, prodding, or appearing as an authoritarian
parent, you may close the door to future communication. Above
all, do not rush. Unless it is a matter of clear urgency, go
slowly.
In cases of
emergency, students can be seen on an immediate basis.
There are times
when a faculty member may wish to make counseling mandatory because
of poor performance or behavior(s) on the part of the student.
Occasionally, CAPS has worked with students in these situations.
However, students do not tend to be motivated to make gains from
counseling under these forced circumstances. It is more helpful
to the student if you state specifically which behavior changes
you want the student to make. You can write these out in the
form of a contract and sign it along with the student. Add to
the contract, in writing or verbally, a strong recommendation
that counseling at CAPS will aid the student to meet the goals
of the contract. Give the student information about CAPS. A student
approaching counseling under these circumstances is more likely
to benefit from the service and make the necessary changes to
enhance his/her academic and/or personal functioning.
If the student
agrees to a referral, help the student arrange for an appointment
at CAPS. We find that students are more likely to follow through
on a referral when they receive help in making an appointment.
Encourage the student to call CAPS (Ext. 8050) while in your
office. Our receptionist will schedule an appointment as quickly
as possible.
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Counseling
and Psychological Services (CAPS) is a counseling and assessment
facility operated by Florida Tech's School of Psychology. CAPS
has a dual mission as a service facility meeting the mental health
needs of Florida Tech's campus and secondarily as a training
site for doctoral clinical psychology students. Its purpose is
to promote the best possible academic, vocational and emotional
health. Its services are available to students, staff, faculty
and their immediate families. CAPS also provides consultation
services and educational programs to students, faculty and staff.
The counseling services offered by CAPS aid students with personal
problems that interfere with learning and academic progress.
One goal of these services is to help the entire campus community
become a more complete educational and personal growth experience
for the student. CAPS is located at 150 West University Boulevard,
at the intersection of Country Club Road and University Blvd.,
west of Babcock Street, adjacent to the Health Center. Appointments
can be arranged by calling 674-8050 or extension 8050 between
9:00 AM and 5:00 PM, Monday through Thursday and from 9:00 AM
to 4:00 PM on Friday. Summer hours may vary. Weekend and after
hours emergency services are available by calling Florida Tech
Security at extension 8111.
Services are
available at CAPS to provide help for all students and their
immediate families, as their personal needs and concerns might
relate to their academic and individual lives. All services are
strictly confidential and any limits to confidentially will be
reviewed with the client at the time of intake.
There are no
charges for services at CAPS. Services are available to all qualified
students who are carrying six credits. The number of counseling
sessions offered to each client is generally limited to 16 sessions
or four months. If additional service is required, this will
be reviewed on an individual basis.
CAPS has a
staff of one full-time Director (licensed clinical psychologist),
one full-time Assistant Director (licensed clinical psychologist),
a full-time administrative secretary, and approximately five
advanced level doctoral clinical psychology student therapists.
Students not
in crisis are scheduled for the first available intake appointment.
The intake interview is one hour. To make an appointment call
674-8050. It is generally possible to schedule an appointment
within a week of the initial call. Counseling appointments are
available from 9 A.M. to 5 P.M., Monday through Thursday, and
9 A.M. to 4 P.M. Friday. Emergency services are available 24
hours a day. During non-office hours, CAPS emergency services
are obtained by contacting FIT Security at 674-8111.
On the basis
of the information obtained in the intake session, the student
is given a recommendation as to the best way that counseling
might be used to help resolve their concerns. Recommendations
may include individual counseling or a referral to an outside
agency. If the student is interested in and receives a recommendation
of individual counseling, he or she is assigned a therapist.
If you have
any questions as to whether a situation is an emergency and requires
immediate response, call CAPS (Ext. 8050) during business hours
or Security (Ext. 8111) after hours. Ask Security to contact
the emergency on-call counselor. Crisis is defined as a situation
where the student is of potential harm to self or others. If
in doubt, it is better to err on the side of caution.
The patient
confidentiality statutes of the State of Florida and Federal
Law does not allow CAPS to provide any information about a patient
problem or the nature of treatment. If information about the
student's concern or course of treatment is necessary for academic
decision-making, the student must specifically give CAPS permission
to provide such information. In order to effectively work with
academic divisions, CAPS will make every effort to encourage
such permission to disclose. In any case, your continued expression
of interest in the student is helpful as a statement of continued
support and a willingness to be available.
The initial
contact or first appointment at CAPS is called the intake interview.
During the initial visit, a therapist listens to the student's
concerns and seeks necessary background information. While this
initial contact is most frequently in the form of an interview,
psychological testing often becomes part of the process. CAPS
uses this assessment for several purposes. First, it helps students
clarify the nature of their concerns. Second, it assists the
student in identifying options for counseling, both within and
outside of the school. Third, it aids the therapist in developing
an effective treatment plan. Finally, it is through this service
that a determination can be made as to whether an emergency or
crisis response is necessary to manage a student's concerns.
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When a student
comes in for an initial visit, the counselor may provide one
or more of the following services:
- Individual
counseling
- Referral
to private practitioner
- Group counseling
- Referral
to inpatient services
- Family counseling
- Emergency
response services
- Couples
counseling
- Crisis Intervention
- Referral
to community mental
- Referral
to a psychiatrist
Individual and relationship counseling are the most frequently used services
at Counseling and Psychological Services. Individual counseling can focus on
concerns such as anxiety and tension, anger, depression, procrastination, grief
due to the loss of a loved one, loneliness, lack of self-esteem, lack of self-confidence
and eating disorders. Relationship counseling focuses on improving or understanding
relationships and communication skills between roommates, friends, spouses,
and parents. Relationship counseling can also help a student develop better
social and living skills. This may be especially useful for students in the
residence halls.
CAPS offers
opportunities for people to better understand themselves and
to grow in their ability to be effective in relationships with
others. This may involve changing self-defeating behavior thought
patterns, understanding uncomfortable feelings, or enhancing
personal strengths and abilities.
- developing
greater independence and maturity
- attaining
greater self-understanding to better handle life situations
- accepting
self-responsibility for behavior
- managing
stress and anxiety appropriately
- living by
a personal value system
- creating
a healthy and satisfying balance in life
- developing
mature sexuality
- developing
and maintaining satisfying interpersonal relationships
- enhancing
self-esteem and self-confidence
- resolving
conflicts and improving decision-making skills
- depression
or problems with mood
- difficulties
with anger or conflict management
- bereavement
or unresolved issues
- suicidal
thoughts
- sexual concerns
or sexual harassment
- clarification
of values
- anxiety,
panic attacks or excessive stress
- social isolation
or limited social skills
- test anxiety
- academic
pressures or fear of failure
- unassertive
behaviors
- perfectionsim
- eating and
dietary behaviors
- sleep disturbances
- abusive
behaviors toward self or others
- gender differences
- cultural
issues regarding adjustment and adaptation
- communication
problems
- financial
stress
- transferring
out of Florida Tech
- de-individuation
from family
- loss due
to unemployment, divorce, custody, death, changing partners,
physical illness and life transitions
Please emphasize
to students whom you refer to CAPS that our discussions with
clients and client records are strictly confidential. In general,
information about clients is not released to any person or agency,
including Florida Tech personnel, without the client's written
permission. Extenuating circumstances regarding confidentiality
include a client who is a danger to self or others.
Relationship
counseling can help couples improve communication, self-awareness
and insight, and relationship skills. Two CAPS therapists generally
work with a couple providing a variety of interventions to assist
in problem solving. Couples may be given joint or individual
homework assignments and both partners will be given the opportunity
to explore intrapersonal as well as personal issues. Couples
counseling is available to help the student and his/her partner
cope with the unique stresses of student life.
Vocational
counseling can aid in career development. It facilitates students
in exploring realistic career options, choice of major and appropriate
fit, as well as prediction of job fit or satisfaction.
Psychological
assessment is typically conducted to aid in the assessment of
a client's concerns. It is also useful in the development of
the counseling treatment plan. Testing areas include psychological,
intellectual, vocational and learning disability evaluations.
There are no fees for testing.
CAPS can facilitate
faculty departments and students in resolving problems, questions
or concerns by helping: Define problems, assist in conflict resolution
and cooperative problem solving, goal setting, team building
and empathic listening. The staff at CAPS also offers a variety
of seminars to assist various university organizations or teams.
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Every semester
CAPS provides a number of educational or prevention programs
for students, faculty and staff. Topics may vary, but typically
include presentations on any of the following:
- Substance/Drug
Abuse
- Sexually
Transmitted Diseases
- Stress/
Anxiety/ Anger Management
- Assertiveness
Training
- College
Dating and Sex
- Date Rape
- Eating Disorders
- Parenting
Skills
- Time Management
- Study Skills
- Women's
Issues
- Men's Issues
- Coping with
Elderly Parents
- Suicide
Prevention
- Freshman
Issues: Leaving home, individuation, making friends, transitioning
to College
- Adult Children
of Alcoholics/ Co-Dependency
- Relationship/
Communication Enhancement
In addition
to these topics, CAPS takes requests for other programs. These
presentations are important because they provide information
on timely issues that students may not learn elsewhere. Additionally,
it has been demonstrated on a national level that these types
of programs improve freshman retention. These programs aim to
provide support for the campus population and aim to prevent
future problems.
The law as
it relates to learning disabilities and other disabilities:
Section 504
of the Rehabilitation Act of 1973 and the Americans with Disabilities
Act of 1990 require colleges and universities to make facilities
and programs accessible to students with disabilities.
These laws
are designed to ensure equity in postsecondary education by mandating
modifications and reasonable accommodations for students with
disabilities.
Reasonable
accommodations are established on an individual basis by the
counselor, academic support center, faculty member and student
to meet the challenges of the specific disability.
Services are
designed to eliminate competitive disadvantage in an academic
environment while preserving academic integrity.
To become eligible
for instructional and support services, students must provide
documentation of the disability from a physician or licensed
professional. Learning disability evaluations and documentation
is the responsibility of CAPS.
Disabilities
may include such diseases and conditions as:
- speech impairment
- cancer
- muscular
dystrophy
- epilepsy
- hearing
impairment
- diabetes
- multiple
sclerosis
- emotional
illness
- vision impairment
- HIV/AIDS
- head and/or
spinal cord injury
- cerebral
palsy
- specific
learning disability
- psychological
issues (ADHD, depression, anxiety, bipolar disorder, schizophrenia)
As the result
of a diagnosed learning disability or other eligible ADA disability,
the following reasonable accommodations may be available to the
student:
- calculators
for science and math
- course substitutions
in specific documented circumstances
- extended
test time
- alternative
testing
- tutors
- notetakers
- spellcheckers
- recorded
textbooks
- taping class
lectures
- text enlargers
Students with
documented disabilities have both rights and responsibilities.
Florida Tech will provide reasonable accommodations to facilitate
the successful completion of a student's academic goals.
- Access academic
facilities and programs at Florida Tech if they meet the standard
criteria for the programs.
- identify
the disability and any functional limitations.
- apply, test,
register, receive educational advising and scheduling assistance
and any special accommodations EARLY!
- satisfy
all course requirements
- maintain
contact with instructors and counselors
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Faculty are
in a strategic position to identify students who are having problems
academically. In some cases, the causes may be psychological,
or related to time management and/or study skills problems. At
other times, the student may require an evaluation for a learning
disability. A learning disability is a permanent disorder, which
affects the manner in which individuals take in, retain, and
express information. Similar to interference on the radio or
a fuzzy T.V. picture, incoming or outgoing information may become
scrambled as it travels between the eye, ear, skin and/or the
brain. As such, a learning disability affects an individual on
a number of different levels. Scholastically it can affect reading,
oral and written language skills, math skills, organization skills,
and social skills.
Common characteristics
of such difficulties include slow reading rate, poor comprehension
and retention, spelling errors, poor handwriting, inability to
concentrate or comprehend oral language, difficulty speaking
grammatically correct English, reversals of numbers, confusion
of operational symbols (especially the "+" and the "x"),
difficulty following oral and written instructions, difficulty
reading facial expressions and body language, and problems interpreting
subtle messages such as sarcasm. In general, you will likely
perceive that the student is intelligent enough to perform well
academically and is making adequate or better efforts, but for
unknown reasons is unable to perform well. Testing, provided
at CAPS, can determine whether a learning disability exists.
Following such a diagnosis, recommendations are made for possible
accommodations to aid learning disabled students, as well as
individual counseling, if needed. If you have any specific questions
on learning disabilities, feel free to contact CAPS, ext. 8050.
College students
with learning disabilities are generally a very diverse group
with disabling conditions that can produce significant challenges
to daily living or cause minor inconveniences. While many students
report and are accommodated for their learning disabilities,
others may be reluctant due to independence, embarrassment or
fear of sabotaging future opportunities. In addition, some students
are unaware that they have a learning disability or what kind
of services are available to them. Unless a student directly
tells you of his or her learning disability, it is helpful to
familiarize yourself with the various problems students may encounter
so you can direct them to the appropriate services.
Myth: If
a student comes to me with a learning disability, it is my responsibility
to determine whether the disability is valid, warrants any classroom
modifications, and what kind of adjustments should be made.
Fact: The Academic
Support Center and CAPS work collaboratively to evaluate
and document requests for learning disability, as well
as to provide psychological assessment to delineate current
needs. While some disabilities are overt and apparent to
the faculty, other learning disabilities such as attention
deficit-hyperactivity disorder may have a more subtle quality
and require the expertise of disability professionals.
The best practice is to maintain an open mind with regard
to a student's request and to work with programs on campus
that are designed to accommodate these students.
Myth: Students
with learning disabilities have special conditions under which
they were admitted to the university.
Fact: A student's disability
is not considered as part of an admission decision. Learning
disabled students are admitted through the same admission
process as other students.
Myth: I
have to make my course easier to accommodate learning disabled
students.
Fact: The Rehabilitation
Act and Americans with Disabilities Act require that college
and universities make reasonable adjustments that do not
interfere with meeting course requirements or alter academic
integrity. It is the students' responsibility to make their
needs known and the instructors' to accommodate them without
altering previously set standards for course completion.
Myth: Students
with learning disabilities or attention deficit-hyperactivity
disorder are generally lazy, not putting their best effort forward
or are disinterested in the course.
Fact: Learning disabilities
and attention deficit-hyperactivity disorder are both neurological
conditions that lead to impairment in learning new material
and optimal functioning in the academic environment.
Myth: Working
with students with learning disabilities will significantly increase
the amount of time I need to devote to teaching.
Fact: Many accommodations
require minimal effort on the part of the instructor. For
example, a student who has difficulties with expressive
writing or note taking will benefit from copies of overheads,
lecture notes or other students notes. Such accommodations
are considered 'reasonable accommodations'.
Learning
Disability Characteristics (From College Students with Learning
Disabilities 1983, Association on Higher Education and Disability)
- Slow reading
rate and/or difficulty in modifying reading rate in accordance
with material's level of difficulty.
- Uneven comprehension
and retention of material read.
- Difficulty
identifying important points and themes.
- Incomplete
mastery of phonics, confusion of similar words, difficulty
integrating new vocabulary.
- Skips words
or lines of printed material.
- Difficulty
reading for long periods of time.
- Difficulty
planning a topic and organizing thoughts on paper.
- Difficulty
with sentence structure (e.g., incomplete sentences, run-ons,
poor use of grammar, missing inflectional endings).
- Frequent
spelling errors (e.g., omissions, substitutions, transpositions),
especially in specialized and foreign vocabulary.
- Difficulty
effectively proofreading written work and making revisions.
- Compositions
are often limited in length.
- Slow written
production.
- Poor penmanship
(e.g., poorly formed letters, incorrect use of capitalization,
trouble with spacing, verly large handwriting).
- Inability
to copy correctly from a book or the blackboard.
- Inability
to concentrate on and to comprehend spoken language when presented
rapidly.
- Difficulty
in orally expressing concepts that they seem to understand.
- Difficulty
speaking grammatically correct English.
- Difficulty
following or having a conversation about an unfamiliar idea.
- Trouble
telling a story in the proper sequence.
- Difficulty
following oral or written directions.
- Incomplete
mastery of basic facts (e.g., mathematical tables).
- Reverse
numbers (e.g., 123 to 321 or 231).
- Confuses
operational symbols, especially + and x.
- Copies problems
incorrectly from one line to another.
- Difficulty
recalling the sequence of operational concepts.
- Difficulty
comprehending word problems.
- Difficulty
understanding key concepts and applications to aid problem
solving.
- Difficulty
with organization skills.
- Time management
difficulties.
- Slow to
start and to complete tasks.
- Repeated
inability, on a day-to-day basis, to recall what has been taught.
- Lack of
overall organization in taking notes.
- Difficulty
interpreting charts and graphs.
- Inefficient
use of library and reference materials.
- Difficulty
preparing for and taking tests.
- Trouble
focusing and sustaining attention on academic tasks.
- Fluctuating
attention span during lectures.
- Easily distractible
by outside stimuli.
- Difficulty
juggling multiple task demands and overloads quickly.
- Hyperactivity
and excessive movements may accompany the inability to focus
attention.
Some adults with learning disabilities have social skills
problems due to their inconsistent perceptual abilities.
These individuals may be unable to detect
the difference between sincere and sarcastic comments or be unable to recognize
other subtle changes in tone of voice for the same reason that a person with
a visual perceptual problem may have trouble discriminating between the letters "b" and "d".
Difficulties in interpreting nonverbal messages may result in lowered self-esteem
and may cause some adults with learning disabilities to have trouble meeting
people or working cooperatively with others.
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