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Full and Flexible Participation of Students with Psychological Disabilities

Thank you

Disability resource offices are seeing a rapid expansion of students requesting services based on psychological conditions. The impact requires service professionals to innovate processes, adjust communication strategies, and consider standards for determining reasonable modifications that do not fundamentally alter courses. Existing frameworks inform best practices for communication with faculty and campus stakeholders and center the intersection of course design and disability as both social justice priorities and an ADA mandate. However, differentiating between qualifying for complex accommodation and implementing them and oppositional attitudes can strain our capacity to ensure access. In this webinar, we will discuss the characteristics often associated with psychological conditions that may warrant participation modification, accommodation decision-making, and the balance between reasonable accommodation and fundamental alteration.

If you missed the live presentation of this webinar, a recording is available for purchase.

Description

Disability resource offices are seeing a rapid expansion of students requesting services based on psychological conditions. The impact requires service professionals to innovate processes, adjust communication strategies, and consider standards for determining reasonable modifications that do not fundamentally alter courses. Existing frameworks inform best practices for communication with faculty and campus stakeholders and center the intersection of course design and disability as both social justice priorities and an ADA mandate. However, differentiating between qualifying for complex accommodation and implementing them and oppositional attitudes can strain our capacity to ensure access. In this webinar, we will discuss the characteristics often associated with psychological conditions that may warrant participation modification, accommodation decision-making, and the balance between reasonable accommodation and fundamental alteration.

If you missed the live presentation of this webinar, a recording is available for purchase.

Contributors

  • Jane M. Castillón

    Jane M. Castillón, M.A. is the Associate Director for the Disabled Students Program at the University of California Santa Barbara. Jane has served AHEAD on the board of the Racial and Ethnic Diversity and Disability (REDD) Knowledge & Practice Community and as a conference presenter. With graduate training in Counseling Psychology, she works primarily with students affected by psychological conditions. As adjunct faculty at a neighboring graduate program, Jane has taught Psychological Assessment, Psychopathology, Psychopharmacology, Human Sexuality, and Career Development. She is passionate about strengths-based approaches to advocacy, learning, and teaching.

  • Jennifer Lofthus

    Jennifer Lofthus, J.D. serves as the Deputy ADA Compliance Officer for the University of California at Santa Barbara where she works to ensure compliance with the ADA and Section 504 in all aspects of campus life: access to services and programs, removal of physical access barriers, and academic and employment accommodations. Jennifer is an active collaborator with the Disabled Students Program, a valued stakeholder of the campus community, and integral to effective communication with faculty, Chairs, and University Deans. Her legal training affords expertise in risk analysis centered on compliance mandates. In 2019, she became a certified ADA Coordinator prioritizing transparency around grievance procedure protocols, active engagement, and education of faculty. Jennifer seeks to streamline appropriate use of resources through campus policy. Prior to her work at UC Santa Barbara, Ms. Lofthus practiced civil litigation in Santa Barbara, CA.

April 22, 2021
Thu 3:00 PM EDT

Duration 1H 30M

This live web event has ended.

Support Contact
elearning@ahead.org
704-947-7779