Accommodations for a College Student who has a Psychological Disability
Laker Turf Stadium kick-off ceremony
Prior to the men's soccer game, SUNY Oswego President Deborah F. Stanley will officially open the facility together with Vice President for Student Affairs Jerald Woolfolk, Director of Athletics Sue Viscomi and esteemed alumnus and member of the 1966 SUNYAC men's soccer championship squad Dan Scaia, a 1968 Oswego graduate. The first 200 students in attendance will receive a free "Laker Turf Stadium Kickoff" T-shirt and a free soft pretzel. Free. 312-3056.
Location: Laker Turf Stadiium
Tuesday, Sept 1, 3:30 p.m. - 4 p.m.
Concert: Bach cello suites by Matt Haimovitz
Renowned Israeli-born soloist Matt Haimovitz performs all six Bach cello suites, while visiting four Central New York locations. (The “moveable feast” begins with a Tuesday live-at-noon broadcast from the studios of WCNY FM (91.3), followed by a 3 p.m. appearance at the River’s End Bookstore. The musical tour resumes at 5 p.m. Wednesday at Tyler Gallery in Penfield Library.) The remaining suites at 7:30 p.m. Sheldon Hall: $15 ($5 for SUNY Oswego students), including parking in lots adjacent to and across Washington Boulevard from Sheldon Hall. http://www.oswego.edu/arts. 312-2141.
Location: Ballroom, Sheldon Hall
Wednesday, Sept 16, 7:30 p.m. - 9:30 p.m.
Field Hockey Scrimmage vs. Union
Location: Oswego, NY, Laker Turf Stadium
Friday, Aug 28, 3 p.m. - 5 p.m.
Women's Soccer Scrimmage vs. Lemoyne
Location: Oswego, NY- Laker Soccer Field
Saturday, Aug 29, 2 p.m. - 4 p.m.
2015 New Jersey Event
Find out more and register: http://bit.ly/1T3Y0iT
Location: Ridgewood Country Club 96 W. Midland Ave., Paramus, N.J.
Thursday, Sept 17, 6 p.m. - 9 p.m.
GOLD Third Thursdays
Visit http://www.facebook.com/events/453070221388940 for the latest locations or suggest your own!
Location: Various Cities
Thursday, Sept 17, 6 p.m. - 8 p.m.
(Used with permission from DO IT:Disabilities, Opportunities, Internetworking & Technology firstname.lastname@example.org University of Washington)
Sally and College Studies
My name is Sally and I'm a 22-year-old student with Major Depression and Anorexia Nervosa. I attend college full-time and need disability accommodations to help compensate for low mood, fatigue, bouts of anxiety ranging from mild to severe, and very low energy and motivation. I want to excel in my classes but my illnesses interfere.
I am stabilized on my psychiatric medications, which help my mood and eliminate thoughts of self-harm, but I experience morning fatigue as a side effect so early morning classes are difficult for me. Depression and eating disorders also affect my cognition by decreasing concentration, short-term memory, and problem-solving skills. I am very critical of myself and often don't have enough confidence to talk in class. If I do speak in class, I always feel I'm being judged so I withdraw.
I don't have an obvious disability like some people, and maybe it would be easier to see I need help if I did. Teachers don't usually know how to help people with mental illnesses because they don't understand them. Sometimes I even feel that getting special accommodations is cheating in some way. I get frustrated because I really want to succeed in college and I know I'm not stupid.
The staff at the Disabilities Services Office helped me to see that getting accommodations is not cheating-that I need them to compensate for my mental illness disability. I usually do as well as other students when I am in a positive, encouraging environment and receive the accommodations of extended time on tests, and notetaking assistance (to make sure I don't space out and miss anything), as well as Support Services such as communication opportunities via e-mail and class electronic discussion lists, and tutoring-especially for math and science work.
This case study illustrates that:
Mental illness is a disability and students with mental illness can benefit from a range of accommodations.
The disabled student services office can help students with mental illness determine specific accommodations that are appropriate for them.
It is sometimes important that the student effectively communicate the functional limitations of a psychological disorder in order for the instructor to understand access issues.