Accommodations may include:

• extended time for exams, quiet testing area with a proctor
• note takers, readers, or tape recorders in class
• seating arrangements that enhance the learning experience of the student
• "incompletes" or late withdrawals in place of course failures in the event of prolonged illness
• assistance with time management and study skills
• extra time spent with student, assisting student with planning projects
• encouragement to use relaxation and stress reducing techniques during exams
• flexibility in the attendance requirements in case of health-related absences
• reduced course load

Descriptions of some common psychological disabilities:

• Depression is a major disorder that can begin at any age. Major depression may be characterized by a depressed mood most of each day, a lack of pleasure in most activities, thoughts of suicide, sleep problems, and feelings of worthlessness or guilt.
• Bipolar disorder (manic depressive disorder) causes a person to experience periods of mania and depression. In the manic phase, a person might experience inflated self-esteem and a decreased need to sleep.
• Anxiety disorders can disrupt a person’s ability to concentrate and cause hyperventilation, a racing heart, chest pains, dizziness, panic, and extreme fear.
• Schizophrenia can cause a person to experience, at some point in the illness, delusions and hallucinations.

• Spend extra time with the student. When necessary, assist the student with planning and time management.
• Allow the student to tape-record lectures.
• Assist the student with finding an effective note taker.
• Clearly define course requirements, the dates of exams, and when assignments are due; provide advance notice of any changes.
• Written exercises or other out-of-class assignments may be necessary for the student to best demonstrate their grasp of the required knowledge.
• A student may need to go into the hospital for a week for a medication check or brief emergency; extra time on a due date might be all that is needed for the student to pass the course. The delay should be specified; a new due date should be negotiated and formalized, not be left open-ended.
• Be willing to clarify assignment and class performance expectations, several times, if necessary.
• Establish clear boundaries regarding your relationship with students. Refer them for counseling, if necessary.
• Pre-arranged breaks help the student anticipate and manage anxiety, stress, or extreme restlessness caused by medication.
• If behavior is a concern:
• Discuss classroom behavior with the student privately and candidly. Be specific.
• Do not attempt to diagnose or treat the psychological disorder; focus on the student’s behavior.
• If is seems appropriate, refer the student to the Counseling Center, located in SC-108, (480) 423-6524.
• If the student’s behavior is abusive or threatening, contact the College Safety Office, LB-152, (480) 423-6175.
• If you have any questions or concerns, contact the Disability Resources & Services, SC-144, (480) 423-6517.