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Accomodating mental

They may manage well for months or for years, then suddenly will have difficulty with their studies.

This includes other students who may also be experiencing difficulties, even though they don’t have a diagnosed disability.

This brings into the discussion the whole notion of Universal Instructional Design (UID),2 so that a more inclusive learning environment benefits all students.

Students with psychiatric disabilities typically experience periods of wellness and periods of relapse while they’re at university.

Their academic performance often mirrors this pattern.

She was expected to do an oral presentation as part of her thesis course, but because of her severe panic attacks, this seemed impossible for her to face.

A creative approach to the problem resulted in a friend videotaping the student’s presentation, then the student showing the video in class.

As well, students may not know what on-campus policies or resources are in place to assist them with their studies.

I would encourage all students with psychiatric disabilities to contact the office on their campus that provides services for students with disabilities.

At first the instructor didn’t like the video idea, because she felt the oral presentation was an important requirement for honours students in that particular discipline.

She believed that a grade in her course should reflect similar forms of evaluation for everyone.

Instructors need to understand how the disability affects the student’s learning—that, for example, it can affect concentration, memory, speed of performance on tasks, and participation level.