1. Special Populations in College Counseling Lippincott & Lippincott Physical Disabilities Presented by: Karen Cooper Samuel Lopez Allison Subasic

2. Introduction & Learning Objectives  Importance  Learning Objectives –Effectively assist students with disabilities –Know campus resources –Practice skills through scenarios

3. Mobility Impairments  Key Points –What Is Section 504?  Section 504 of the Rehabilitation Act of 1973 is a national law that protects qualified individuals from discrimination based on their disability. The nondiscrimination requirements of the law apply to employers and organizations that receive financial assistance from any Federal department or agency, including the U.S. Department of Health and Human Services (DHHS). These organizations and employers include many hospitals, nursing homes, mental health centers and human service programs. –What is the American with Disabilities Act of 1990 (ADA)?  Title I of the Americans with Disabilities Act of 1990 prohibits private employers, state and local governments, employment agencies and labor unions from discriminating against qualified individuals with disabilities in job application procedures, hiring, firing, advancement, compensation, job training, and other terms, conditions, and privileges of employment. The ADA covers employers with 15 or more employees, including state and local governments. It also applies to employment agencies and to labor organizations. The ADA's nondiscrimination standards also apply to federal sector employees under section 501 of the Rehabilitation Act, as amended, and its implementing rules. Americans with Disabilities Act of 1990Americans with Disabilities Act of 1990  Assessment Issues –When we look at assessment issues there are three questions that we should ask as college counselors:  What is the extent of the patient’s disease or injury?  What is the magnitude of the illness- i.e. to what extent is the patient suffering, disabled and unable to enjoy activities?  Does the patient’s behavior during his or her interactions with the physician seem to reflect the nature and extent of the physical disease or injury, or is there evidence that symptoms are amplified for psychological or social reasons?

4. Mobility Impairments  Counseling Implications –A mobility impairment has the potential to affect every aspect of a student’s life. We look at four general areas of impact: physical, academic, social, and clinical.  Physical Impacts  Academic Impacts  Social Impacts  Clinical Impacts  Campus Considerations –Collaboration –We as counselors can best meet the needs of students with mobility impairments by working with other offices on campus. –We as counselors can best meet the needs of students with mobility impairments by working with other offices on campus.  Future Trends –With new legislation and continued advancements in technology and medical treatment, colleges can expect to see increasing numbers of students with mobility impairments on their campuses. –Often the success of counseling with students with mobility impairments, as with most students, will rely on counselor’s ability to create an open, respectful, and understanding relationship.  PSU Campus Resources –http://www.equity.psu.edu/ods/main.asp http://www.equity.psu.edu/ods/main.asp –Office for Disability Services 116 Boucke Building Phone: 814 863-1807 (V/TTY)

5. Visual Impairment  Key Points –Eye… primary organ to access data –Many causes and varying degrees of visual impairment and blindness –Rehabilitation and legislation for programs and services  Assessment Issues –Visual Impairment/low vision - ability can improve –Blindness – medical v. rehab v. legal definitions  Rehabilitation Model for VIB = functional capacity  Counseling Implications –Congenital Onset v. Acquired Disability –Adjustment to VIB & Adaptation –Negative Compensatory Strategies

6. Visual Impairment  Campus Considerations –Collaboration/Coordination –Demographics/Diabetes –Assistive technology  PSU Campus Resources –http://www.equity.psu.edu/ods/main.asp http://www.equity.psu.edu/ods/main.asp –Office for Disability Services 116 Boucke Building Phone: 814 863-1807 (V/TTY)

7. Hearing Impairments  Key Points  Assessment Issues –Extremely complex –Refer client to trained clinician –Incidents of mental illness with deaf mirrors those without hearing impairments –Misinterpreting facial/emotional expressions –Ask about family of origin-hearing or hearing impaired  Counseling Implications –Identity development –Discrimination –Isolation –interpreters

8. Hearing Impairments  Campus Considerations –Programs and services –Accommodations  PSU Campus Resources –http://www.equity.psu.edu/ods/main.asp http://www.equity.psu.edu/ods/main.asp –Office for Disability Services 116 Boucke Building Phone: 814 863-1807 (V/TTY)

9. Chronic, Progressive, or Life Threatening Impairments  Key Points –Broad spectrum of illnesses –Increasing incidents of medical diagnosis  Assessment Issues –Comprehensive evaluation –Become familiar with side effects of medications –Obtaining enough information to help manage illness for clients  Counseling Implications –Loneliness –Connections to support systems –Know consequences of chronic health issues –Types of therapy recommended  Cognitive-behavioral  Mindfulness cognitive bases theory  Biopsychosocial

10. Chronic, Progressive, or Life Threatening Impairments  Campus Considerations –Accessibility –Balancing over-responsiveness with passivity  PSU Campus Resources –http://www.equity.psu.edu/ods/main.asp http://www.equity.psu.edu/ods/main.asp –Office for Disability Services 116 Boucke Building Phone: 814 863-1807 (V/TTY)

11. Scenarios  Group 1: Mobility Impairments  Group 2: Visual Impairments  Group 3: Hearing Impairments  Instructions: –Divide into 3 groups of 6-7 to discuss the scenarios. Convene as group to discuss scenarios and responses.

12. Scenario:  A first year student emails you to set up an advising appointment to discuss what classes she should register for next semester. In her email, she lets you know that she is setting up the appointment through email because she is deaf and wants to let you know. She does not read lips and you do not know ASL, which she says she uses to communicate. She also mentions that she is having a hard time at Penn State University, does not feel like she fits in and has not been able to make friends here. As an academic advisor, it is not uncommon for your students to share more than just their class schedules with you. –How do you respond to her email and what services might you recommend for her? –How will you set up a meeting to cover the topics she has listed?