Navigating a Challenging Ethical, Legal, and Student Service Responsibility: Students who Present with Self-Injurious Behaviors and Psychiatric Disabilities
September 27, 2018, Thursday; 3:00-4:30 Eastern Time
Presenters: Paul Grossman, J.D., Hasting College of Law & Retired Chief Regional Attorney, Office of Civil Rights and Richard Yao, Ph.D., California State University Channel Islands
The number of postsecondary students who commit suicide each year has been estimated at 1,000, with many more attempts and self-injurious acts. With a greater presence on campus of students who report experiencing high levels of depression and anxiety, the prevalence of suicide among veterans, and increasing enrollment of students who identify with psychiatric conditions, this number is not likely to decrease. Many colleges and universities mandate medical leave, long-term suspension, or permanent dismissal of students who survive a suicide attempt or engage in significant self-injurious behavior. These responses, frequently taken to avoid liability, are often not in the student’s best interest and are likely to violate disability antidiscrimination laws, including the Americans with Disability Act (ADA). Fortunately, there are other ways of responding to suicide attempts and other types of self-injurious behaviors that are both lawful and in students’ best interest.
We will cover legal, prophylactic, and therapeutic practices in working with students who present with self-injurious behaviors and/or psychiatric disabilities on college campuses. We will address the complexity involved with providing institutional support and the promotion of student success while addressing misconduct and threats through student conduct procedures calculated to comply with federal disability laws.
Managing Attendance Accommodations: Individualizing Conversations
October 18, 2018, Thursday; 3:00-4:30 Eastern Time
Presenters: Jamie Axelrod, M.S., Northern Arizona University
In addressing requests for modifications to class attendance policies, OCR findings make it clear that we should not send students to negotiate reasonable accommodations with their faculty members. Faculty understanding of disability and the law and the power differential make that a determination that needs to be handled by professionals in the disability resource office. But, how do we manage the need for individual consideration with so many students and the unique nature of each class? Join us for a practical guide to implementing best practices in addressing requests for attendance modification and anticipating and responding to faculty questions and student expectations.
Disability Compliance and Disability as Social Justice: Two Coins or One?
November 8, 2018, Thursday; 3:00-4:30 Eastern Time
Presenters: Scott Lissner, The Ohio State University and Adam Meyer, Ph.D., Central Florida University
As disability resource professionals we often say that we want to operate from a “social justice perspective” and to move our campuses “beyond a compliance narrative,” revealing a perspective that compliance and social justice are different goals. But are they? Is social justice inherently different than compliance, and compliance distinct from social justice? Many of us work with limited budgets, increasing demands, and a perceived lack of influence on campus. While we dream of universally designed environments and a culture that anticipates and embraces difference, we may simultaneously perceive that the “practical side” of our work limits opportunities to pursue social justice goals. We may be driven to focus on what is legally required when pursuing social justice may be exactly the conversation that will excite institutional action. This session will explore compliance and social justice in the context of disability and access. Practical office operational considerations will be explored.
Learning Disability Diagnostic Testing Reports: What Does It All Mean?
December 6, 2018, Thursday; 3:00-4:30 Eastern Time
Presenters: Rhonda Rapp, Ph.D., St Mary’s University
While learning disability diagnostic testing reports can be widely varied, they all still share basic commonalities. This webinar will provide a guided journey through the commonalities of a “typical” learning disability diagnostic testing report. Information about the various components of the report and each component’s use and significance will be covered. In addition, barriers to learning highlighted by the information harvested from the various tests and subtests, background information, behavioral observation information, and the conclusions drawn will be included. Finally, a case study will be utilized as the webinar capstone.
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