Disability

A memo from

Disabled Student Programs and Services

DSPS

In This DSPS Memo

Students with Psychological Disabilities

Distant Education

What is a Service or Therapy Animal?

8 points to remember when meeting with students with disabilities

Quad 2 on the Main Campus

Hours: 7:30 AM – 5:00 PM

Monday – Friday

895.2455 [voice]

895.2308 [TDD]

dsps@butte.cc.ca.us

March 2003

Number 4

Students with Psychological Disabilities

The number of college students with mental health problems increased dramatically from 1988 through the end of the 2000-2001 school year, according to an American Psychological Association report published in the February issue of Professional Psychology: Research and Practice. Three times as many Kansas State University students had suicidal tendencies and twice as many were depressed in 2001 as were in the late 1980s, the study determined.

The Butte College DSPS office currently serves 104 students with documented psychological disabilities.

As health care costs skyrocket, students increasingly are relying on campus DSPS offices, counseling and advising and student health centers for help, creating dilemmas for those staff, the report notes. "Although we have not adopted a session limit, we have worked from a brief model, which, at times, can feel incongruent with client needs. On the other hand, working with clients long term is impractical. As the number of sessions per client increases, students can quickly reach the point where they are receiving, dollar for dollar, more in psychological services than they paid in tuition and fees," states the report, which was written by Sherry Benton, Kansas State's assistant director for training at the university's counseling center, and several colleagues.

Distance Learning

Distance learning programs must remove barriers to persons with disabilities, noted the American Council on Education in a report called Barriers to Distance Education. Barriers may include a streaming video lecture without closed caption displays and unlabeled graphics on an online course's Web site, according to the council. Online education courses should provide "Web sites that work with students' adaptive technology or, in some cases, furnish appropriate auxiliary aids and services to ensure equal opportunity," the report states. For more information, visit: www.acenet.edu.

What is a Service or Therapy Animal?

The definition of service animal in the Americans with Disabilities Act (ADA) is:

"Any animal individually trained to do work or perform tasks for the benefit of an individual with a disability including, but not limited to, guiding individuals with impaired vision, alerting individuals who are hearing impaired to intruders or pulling a wheelchair, or fetching dropped items."

If an animal meets this definition it is considered a service animal regardless of whether or not it has been certified by a training program.

Service animals must be permitted to accompany a person with a disability everywhere on campus. If there is any question about whether an animal is a service animal, the DSPS Coordinator will resolve the question after consulting with the student and the District 504/ADA Compliance Officer.

The definition of therapy animal is:

A therapy animal is one that has reliable, predictable behavior, and is selected to visit with people with disabilities or people who are experiencing the frailties of aging as a therapy tool. A therapy animal may be an integral part of therapy treatment. The therapy animal does not accompany a person with a disability all the time. Thus, laws protecting service animals do not cover therapy animals.

Requirements for the use of a service or therapy animal at Butte College

· Dogs must be licensed in accordance with county regulations and wear a current vaccination tag. Other types of animals must have current vaccinations appropriate for that type of animal.

· All service/therapy animals must be on a leash at all times.

· The Handler/Partner must be in full control of the animal at all times.

· The partner/handler of a disruptive or aggressive animal may be asked to remove the animal from the activity, facility, or program. If the improper behavior occurs repeatedly, the partner/handler may be told not to bring the animal to the activity, facility, or program until the partner/handler takes significant steps to mitigate the disruptive behavior. This mitigation may include, but not limited to, muzzling a barking dog, or refresher training for animal and partner/handler.

8 Points to Remember

When Meeting with Students with Disabilities

1. Ask the student

While DSPS encourages students to discuss their needs with their instructors and staff, this is not always done. If you have questions about whether or not a student needs an accommodation, the first person to ask is the student.

2. Be aware of your language

Using terms such as "student with disabilities" rather than "disabled students" puts the emphasis on the person rather than their disability.

3. Relax

Don't be afraid to approach a person with a disability. Don't worry about using words like "walk" with a person using a wheelchair. As with anyone else, just treat them as you would like to be treated – with respect.

4. Speak directly to the student

Don't consider a companion to be a conversation go-between. Even if the student has an interpreter present, speak directly to the student, not to the interpreter.

5. Give your full attention to the person

Be considerate of the extra time it might take for a person with a disability to get things said or done. Don't talk for the person who has difficulty speaking. Keep your manner encouraging rather than correcting or patronizing.

6. Speak slowly and distinctly

When talking to a person who is hard of hearing or has difficulty understanding speech, speak slowly without exaggerating your lip movement. Stand in front of the person and use gestures to aid communication. Many students who are deaf or hard of hearing rely on being able to read your lips, face, and gestures. When full understanding is doubtful, write notes.

7. Appreciate abilities

Students with disabilities, like those without disabilities, do some things well and others not as well. By focusing on what they can do, instead of what they can't, you will help build confidence and promote success.

8. Use common sense

Although some students with disabilities may require significant adaptation, accommodation, and adjustments in the classroom, more often common sense approaches can be applied to ensure that students have comparable access to course content.

Disabled Student Programs and Services

Quad 2, Main Campus

895.2455 [voice]

895.2308 [TTY]

895.2235 [FAX]

895.2246 [CARLO Center]

dsps@butte.ca.cc.us [email]

Richard Dunn Coordinator

Susan Thorsell Disability Specialist (Learning Disability, ADD, ADHD)

Kathi Olausen Disability Specialist (Physical, Developmental, & Psychological Disability)

Myra Lerch Assistive Technology & Alternate Media

Linda Galloway Special Programs Assistant (American Sign Language Interpreters)

Bambi Mayfield Alternate Media Assistant