1. A Supported College Course for Credit More Than Just Academics
Maria, Douglas College
Jenny, Fraser Health
Reef, Student
Chrystal, Student
February 10, 2017

2. Agenda Description of Supported Education Course
Douglas College and Fraser Health Partnership
Referrals, Supports, and Preparation
Instructional Approach
Supports from Fraser Health
Student Experiences
Support and Roles after the Course
Questions

3. Learning Goals
Identify elements of collaboration and support from post-secondary and mental health settings that are essential for a well-supported academic post-secondary course.
Discuss successes and challenges of collaboration.
Identify examples of rehabilitation principles within the context of a supported academic college course.
Learn about the perspectives and lived experiences of students who have taken the course.

4. Partnership Douglas College Coordinator
Instructor
Coordinator
Fraser Health Mental Health Teams
Occupational Therapists
Case Managers
Client/Student

5. What is supported education?
“Supported education is the process of helping people with psychiatric disabilities return to school by providing supports and services to them so they can enroll and remain in an educational program…
Mental health clients returning to school are more apt to succeed if they have some preparation and someone to whom they can turn to for personal coaching and support…
New students especially need encouragement and support.”
Unger, K. 2013

6. Elements of Supported Education
Supported Education Coordinated with Mental Health Services
Specialized Instructor
Financial Support
Support with Skills Needed in Academic Environment
Personal Support and Follow-along Supports
Strength-based, Promotes Growth and Hope

7. A Supported Education Course for College Credit STAC 1101 Essential Skills for College
3 Credit Semester Course
Supportive Classroom Environment
Students Referred by Fraser Health
Course Syllabus
Academic Learning Outcomes

8. Preparation Before the Course Starts
Partnership
Preparation Before the Course Starts

9. Fraser Health Funding Promotion Communication
Meeting with Clients to Explore
Completing Referrals and Learning Plans

10. Douglas College Value of Referrals Value of Learning Plans
Value of Financial Supports
Function of Student Interviews
Role of Student and Instructor
Onsite Coordination

11. Elements of Course Design and Delivery
Individualized Support
Adjust Content & Pace
Focus on Learning
Small Class Size
Instructor Office Hours
Flexible Curriculum
Mastery Grading
Skill Development
Midday Schedule
Credit Course Onsite

12. Partnership
During the Semester

13. Mental Health Supports
Team Approach
Liaising
Support for emerging issues
Regular Check-ins
Coaching
Skill-building

14. Douglas College Benefits of Partnership
Key Differences in Course Delivery
Key Differences in Role of Instructor
Access to College Services

15. Instructional Approach
Individualized Instruction
Positive Expectations
Flexible Curriculum
Social/Emotional Support
Graduated Skill Development in Class
Attention to Impacts of Mental Health Disability

16. Student Learning and Experiences
Metacognition
Time Planning
Benefits of Studying and Learning
Visual Spatial Strategies

17. Student Learning and Experiences
Gave me motivation to thrive. Despite my challenges, I am capable. Class was a doorway to follow my dreams.

18. Beyond Academics Developing Friendships
Feeling Connected and Understood by Peers
Feeling Proud: Answering Question “What are you doing?”
Stepping out of Comfort Zone
Making Decisions about Life Goals

19. Partnership
After the Course Ends

20. Mental Health Teams Academic Student Outcomes Shared with Teams
Support Clients on Educational Path
Observations on Overall Benefits

21. Douglas College Centre for Students with Disabilities References
Annual Report to Fraser Health Mental Health Services
Annual Review Meeting
Presentations

22. Questions ???

23. Thank you

24. Supported Education
Ellison, M.L., Rogers, E.S., Costa, A. (2013). Supporting the education goals of young adults with psychiatric disabilities. In M. Davis (Ed.) Tools for system transformation for young adults with psychiatric disabilities. State of the science papers. Worcester, MA: University of Massachusetts Medical School, Department of Psychiatry, Center for Mental Health Services Research, Transitions RTC. Unger, K. (2013). Supported Education. Retrieved February 2, 2017, From from