The U.S. Department of Education's Tenth Annual Report to Congress on the Implementation of the Education of the Handicapped Act reported that over 42 percent of high school special education graduates are categorized as having emotional disabilities. It is logical to assume that a percentage of these students will continue their education in a post-secondary facility.

The term "psychological disorder" is broad and ranges from relatively mild depression over issues such as grades or interpersonal relationships to chronic disorders such as personality disorders, schizophrenia or manic-depressive disorder. With treatment such as medication, psychotherapy and ongoing counseling, the majority of psychological disorders can be cured or controlled. 

Probably one of the most serious barriers faced by students with psychological disorders is the stigma and misconceptions surrounding the illness. Societal stereotypes of people with psychological disorders as violent, unpredictable and fragile can directly feed into unconscious fears. In reality, people with psychological disorders do not commit more violent crimes than people without diagnosed psychological disorders.

Although most students will never exhibit symptoms of their disorder in the classroom, there are times when students with persistent or cyclical symptoms may find it difficult not to draw attention to their disorder. The majority of the time these periods can be predicted and if not prevented, addressed quickly to minimize any disruption to the class or the student's academic program. 

It is important to note that all students, regardless of disability, have the responsibility to meet the terms of Simpson College's Student Code of Conduct. If persistent disruptive behavior occurs, the issue should be treated as any other disciplinary issue within individual departments.

Instructional strategies and potential accommodations

• Allow the use of notetakers, notebook computers and tape recorders.
• Modify seating arrangements when needed to decrease anxiety associated with large groups, maximize use of a tape recorder, allow for frequent trips to the rest room, etc.
• Allow beverages in class (some medications create extreme thirst as a side effect).
• Allow for periodic appointments outside of class to discuss progress, provide support and feedback, etc.
• Demonstrate flexibility in attendance requirements in case of hospitalization or crises.
• Allow incomplete or late withdrawals rather than failures in case of prolonged absences due to symptoms or hospitalization.
• Extend the time allowed to complete assignments if appropriate.

Test adaptation and administration alternatives

• Allow extended time for exams to compensate for anxiety or medication side effects.
• Provide a quiet separate location to take exams to reduce test related anxiety.
• Consider changes in exam format in cases where medication or symptoms inhibit a student's ability to perform well on a specific type of exam, such as one heavily weighted cumulative final vs. a series of shorter noncumulative exams.

Communication suggestions

• Discuss inappropriate classroom behavior with the student privately, directly and forthrightly. If necessary, provide specific guidelines of unacceptable conduct.
• Do not attempt to diagnose or treat the psychological disorder, but do deal directly with the student's behavior in class.
• Document any incidents and provide the student with specific written directions or communication when possible.