Working with Students
with
Psychiatric Disabilities
A Teaching Resource
© TAFE NSW – Access Division 2002
December 2001
1
Acknowledgements
Project Manager
Ian Fegent
Project Officers
Jean McGuiness
Anna Mungovan
Additional Material
Jan Wortley
Leonie Manns
Technical Edit
Jeanette Abouhamad
Desktop Publishing
Cynthia Magtibay
This publication has been produced in consultation with and with the support
of NSW Department of Education and Training Disabilities Programs.
TAFE NSW – Access Division
Learner Support Programs
68 South Street
Granville NSW 2142
Phone: (02) 9846 8120
Fax: (02) 9846 8119
First Published 2002
 2002 TAFE NSW – Access Division
Copyright of this material is reserved to, TAFE NSW – Access Division. Reproduction or transmittal in
whole or in part, subject to the provisions of the Copyright Act, is prohibited without the written authority
of TAFE NSW – Access Division.
© TAFE NSW – Access Division 2002
December 2001
2
Index
Introduction
Page 4
General Information
- The Nature of Mental Illness and Psychiatric Disability
Page 6
- Myths and Realities
Page 13
- Medication and its Effects
Page 19
Education
- Education Overview
Page 23
- Psychiatric Disability and the Effects on Learning
Page 25
- Teaching and Learning Strategies
Page 30
- Disclosure
Page 48
- Confidentiality and Privacy
Page 49
- Confrontation and Conflict
Page 50
- Case Studies
Page 54
Policy and Legislation
- Disability Discrimination Legislation
Page 59
- TAFE NSW Policy
Page 62
Support
- TAFE NSW Support Services
Page 64
- Mental Health Services
Page 65
- Resources
Page 69
© TAFE NSW – Access Division 2002
December 2001
3
Introduction
Mental illness affects approximately 1 in 5 Australians - about 1 million Australiansi.
Awareness about people with psychiatric disabilities is particularly important for
staff in post-secondary education. This is because the highest prevalence of
mental illness in Australia is within the 18-25 year old bracket, when many people
tend to be involved in post secondary education.ii As a consequence, some
students may just be coming to terms with a psychiatric disability that they may
have to manage for life.
This guide has been developed as a resource for teachers in vocational education
and training settings. It aims to increase awareness of psychiatric disability and
offers effective ideas and strategies for assisting students with psychiatric
disabilities.
Psychiatric disabilities can affect anyone:
 From any social background.
 With any intelligence level.
 At any age.
 Of any race or ethnic origin.
First and foremost, people with psychiatric disability are people.
They are not reduced to a label:

Schizophrenics

Paranoid schizophrenics

Manic

Depressed

Crazy
While students with a psychiatric disability can operate effectively in a post
secondary setting and succeed academically, an awareness of the disability and
appropriate support can make the difference between success and failure.
Like all students, students with a psychiatric disability may have particular learning
or support needs.
Psychiatric disabilities are not always visible. Psychiatric disability will present
differently for each person and may occur, stop and re-occur over many years.
i
The Commonwealth Department of Health and Aged Care report "National Mental Health Report
2000", Commonwealth of Australia, AGPS, Canberra 2000 reveals that 18% of Australians surveyed
had experienced symptoms of a mental disorder in the past 12 months. Similar results emerged in the
Australian National Survey of Mental Health and Wellbeing Social Psychiatry and Psychiatric
Epidemiology 12/1/00, Australian Bureau of Statistics and reported in the Good Weekend Magazine 12
May 2001.
ii (Housal & Hickey 1993) and Commonwealth Department of Health and Family Services, Mental
Health and Wellbeing Profile of Adults, 1997.
© TAFE NSW – Access Division 2002
December 2001
4
General Information Section
© TAFE NSW – Access Division 2002
December 2001
5
The Nature Of Mental Illness And Psychiatric Disability
Terminology:
The terms mental illness and psychiatric disability are sometimes used
interchangeably. More precisely:


Mental illness refers to the actual diagnosable psychiatric illness, while
Psychiatric disability refers to the impairment experienced by the
individual as a result of mental illness
Mental illness is a broad term used to describe a range of diagnosable
psychiatric illnesses that interfere with a person’s ability to think, feel and
behave in everyday life.
Psychiatric disability is used when a mental illness significantly interferes
with the performance of life activities such as learning, thinking,
communicating, controlling impulses, sleeping.
Not everyone with a mental illness will experience a disability. People with a
mental illness may have symptoms that are not disabling, have symptoms that
come and go, or from which they recover completely.
Common Forms Of Mental Illness
Some common forms of mental illness are:
Anxiety disorders
Eating disorders
Mood disorders
Personality and disruptive disorders
Psychotic disorders
Dissociative disorders
© TAFE NSW – Access Division 2002
December 2001
6
1. Anxiety disorders
Are characterised by extreme anxiety that significantly impairs a person's
ability to function. This may be a specific phobia to particular situations, places
or things or a general anxiety.
They can include:

Panic Disorder (PD): A sudden feeling of terror or impending doom and the
symptoms are said to resemble a heart attack

Phobias: An irrational fear of certain objects, activity, situations, or the
judgement of others

Obsessive-compulsive disorder (OCD): Experiences obsessive thoughts
leading to a compulsion to perform certain, often repetitive, acts or
ritualistic behaviours (such as hand-washing, repetitive checking about
locked doors for example)

Post-traumatic stress disorder (PTSD): Psychological disorder following an
experience of violence or life threatening trauma. Symptoms include
nightmares, avoidance behaviour, sleep disturbance, irritability,
concentration problems and flashbacks.
While most anxiety disorders respond well to treatment, students with an
anxiety disorder may find it difficult to concentrate and may be triggered by the
additional pressures of study and examinations.
© TAFE NSW – Access Division 2002
December 2001
7
2. Mood disorders
Mood disorders relate to the severe swings in mood and include depressive
disorders or bipolar disorders. The person may swing between being
overactive, talkative, and impulsive (manic) to being morose, withdrawn, and
even suicidal (depressive).
Judgement is also often affected and the person may say or do things that
they would not normally do. A common result is that they may make
unrealistic plans, which never get carried out. Some people may get
aggressive. Sleep patterns are disturbed, and in the manic phase, sufferers
may not sleep for several days at a time.
 Depressive Disorders range from mild to severe forms with extreme cases
resulting in hospitalisation. They experience a prolonged period of sadness
during which the person loses interest or pleasure in previously enjoyed
activities, slows down and is negative in their thoughts
A person may:
 Be unable to concentrate normally
 Show lack of interest in friends, family, work or hobbies
 Appear unusually lethargic and lacking in energy
 Need more sleep
 Lose or gain weight
 Have feelings of hopelessness and despair
 Feel suicidal or have self-harming tendencies
 Appear unusually slow to get moving

Bi-polar disorder means that the person experiences alternating episodes
of depression and elation.
Characteristics of the elated phase include:
 High energy levels
 Lack of inhibition
 Loss of appetite
 Rapid thought and speech
 Exaggerated beliefs and ideas
 Being disruptive
 Setting grandiose goals or making commitments, which may not be
met.
Characteristics of the depressive phase include:
 Sleep disturbances
 Inability to enjoy life
 Concentration difficulties
 Suicidal thoughts
 Despair and hopelessness
 Appetite changes
 Weight gain or loss
© TAFE NSW – Access Division 2002
December 2001
8
3. Psychotic Disorders
Psychotic disorders include schizophrenia and delusional disorder. In acute
phases people lose touch with reality. A person may act and feel strange and
experience delusions, paranoia and hallucinations, hypomania, dementia, delirium
or manic depression. Most episodes of psychosis are short lived and respond well
to medication.
Some Symptoms of Psychoses are:
Delusions:
A fixed false belief
Paranoia:
Being scared and suspicious of people
Hallucinations:
Visual, auditory and sometimes smell, taste and touch can be
perceived when there is nothing there.
Depression:
A patient may be so depressed that they see no reason for
living and may attempt suicide.
Thought Disorder: Thoughts are disjointed, jumbled, racing and going off in all
directions, illogical.
Mania:
Over-excitement (may work at a task for 3 or 4 days without
stopping to eat or drink), a tendency to talk a lot, frantic
pointless activities. (See below)
Mania
In this state, a person may:
 Feel that they suddenly have no problems at all in their life.
 Be very sociable and the life of the party.
 Appear boisterous and loud.
 Appear to know everything and to deny ever being wrong.
 Talk excessively or loudly.
 Have limitless energy.
 Be domineering over others.
 Be unusually creative or productive in work or play.
 Start ringing many people on the telephone.
 Lack awareness that something appears to be wrong.
 Appear very irritable and prone to explode.
 Go on wild spending sprees, spending large sums of money.
 Have an unusually high sex drive and appear unusually brazen in sexual
behaviour.
 Dress inappropriately and particularly flamboyantly and seductively.
 Talk very rapidly and be very difficult to follow, with thoughts rushing from topic
to topic.
 Have euphoric mood with extraordinary elation.
 Have poor concentration and great difficulty holding to any task.
 Sleep for very limited periods (2-3 hours) and then waken feeling very
energetic; never feeling tired.
 Abuse alcohol, particularly when this seems out of character.
 Be physically very active and undertake physically demanding jobs that seem
not to cause tiredness.
 Get up in the middle of the night and begin activities that are noisy and
disruptive to the neighbourhood, but seem unaware of the problem.
© TAFE NSW – Access Division 2002
December 2001
9
4. Schizophrenia
Schizophrenia is one form of psychotic illness and usually occurs between
adolescence and the mid twenties. It affects approximately one percent of the
population.
Schizophrenia is highly complex and unique to each person.
Characteristics of schizophrenia can include:
 A desire for social isolation or withdrawal
 Loss of motivation
 Loss of emotions
 Inappropriate emotions or behaviours
 Hallucinations
 Delusions
 Thought disorder
 Lack of insight or profound confusion.
 Disorganised speech or delays in responding verbally.
As the illness progresses, the person may start to think they are being
followed, or watched. Sometimes they begin to see or hear things that are not
really there, and often this feels very frightening. Often the voices will
comment on the person’s life, behaviour, or thoughts, or they will tell the
person to do or say things. With some support for their condition from
medication, most people with schizophrenia are able to lead relatively normal
lives.
5. Personality and Disruptive disorders
These disorders are characterised by significant impairment in social,
educational or occupational functioning. The person has significant difficulty
interacting and accommodating to group needs.



Oppositional defiant disorder is a pattern of antagonistic, deliberately
disobedient and hostile behaviour. The person often blames others for
their own mistakes and is easily annoyed by others.
Conduct disorder means the person may bully, intimidate, or coerce others
and can be cruel.
Anti-social personality is a generalised failure to conform to rules. The
person may be impulsive, reckless, and may show a disregard for others.
The person often displays deceptiveness, irritability and indifference to the
plight of others.
© TAFE NSW – Access Division 2002
December 2001
10
6. Dissociative Disorders
This disorder involves a significant disruption to the functions of
consciousness, memory, identity and perception. The dissociative identity
disorder, formerly multiple personality, is characterised by having two or more
distinct identities that take control of the person's behaviour.
Causes Of Psychiatric Disability
Anyone can experience a mental illness. The causes of mental illness are
uncertain although a variety of factors appear to contribute to its development.
These may be environmental and/or inherited.
Environmental factors
 Repeated exposure to loss
 Stress
 Threatening situations
 Abuse or isolation
Hereditary factors
Heredity may play a part in some types of mental illness. The chances of
developing a mental illness are increased if a person’s family has a history of
mental illness. In some cases an imbalance in certain brain substances may
cause mental illness.
An interaction between the inherited characteristics and the environment
seems likely. What appears to be inherited is a vulnerability to the disorder,
but whether it actually appears or not will depend on life experiences.
© TAFE NSW – Access Division 2002
December 2001
11
Myths and Realities
Myth
Reality
Mental illnesses are incurable
and life-long
No. Medication and other forms of treatment, such as counselling and support, do have a
positive impact on mental illnesses.
People with a mental illness may have symptoms that come and go or they recover
completely. For others, it can recur and require ongoing treatment.
(Refer to ‘General Information’ for further information)
All people with a mental illness
are dangerous
No, this is a damaging stereotype. This false perception has been depicted throughout history
via movies, books, legends and folklore
Only a small number of people are violent and this tends to be when they are experiencing an
untreated psychotic episode. This behaviour is easily managed through the use of medication iii
(Refer to ‘General Information’ for further information)
iii
Barret, J, 2001 Suceeding with a Psychiatric Disability in the University Environment, Powerpoint, Presentation, University of Tasmania p 8
© TAFE NSW – Access Division 2002
December 2001
12
Myth
Reality
People with a mental illness
should be kept in hospital
It is estimated that 1,500 million people worldwide have a mental illness at any one time, and of
those, 1 million Australians suffer from a mental illnessiv. These figures demonstrate the
common nature of the illness and that it is unrealistic to consider hospitalisation for all people
with a mental illness.
Only 1 in 1000 people with a mental illness need hospital care and often for a brief period of
time. Treatment is commonly received from GP’s, Psychiatrists and mental health agencies in
the local community area.v
People with a mental illness have A common misconception is to confuse psychiatric disability with intellectual ability Having a
psychiatric disability does not necessarily imply any loss of intellectual functioning. Some
poor intellectual ability
symptoms associated with psychiatric disability may however interfere with the ease of
absorbing and integrating information. As with the general public, some students with a mental
illness may also have an intellectual disability.
Psychiatric disability is not the same as an intellectual disability, nor an acquired brain injury or
learning disability.
As a result of this myth, students frequently need the assurance that others believe in them so
they come to believe in themselves and can successfully complete their studies.
(Refer to ‘Education section: Effects on Learning’ for further information)
iv
v
Sydney Morning Herald, Statistics Information page, May 12 2001 Good Weekend
Barret, J, 2001 Suceeding with a Psychiatric Disability in the University Environment, University of Tasmania p 8
© TAFE NSW – Access Division 2002
December 2001
13
Students with a Psychiatric
disability should not be studying
at TAFE
Students with a mental illness do study at TAFE and do succeed and fail at TAFE, just like any
other student. The highest prevalence of mental illness in Australia is young males, aged
between 18 – 24 yearsvi, this also being the most common group within the TAFE population.
‘A person with a disability has a right to study at any educational institution in the same way as
any other student. The Disability Discrimination Act makes it against the law for an educational
authority to discriminate against someone because that person has a disability’ vii
It is therefore unreasonable and discriminatory to expect students with a mental illness to be
restricted from accessing TAFE.
(Refer to ‘Education section and Policy and Legislation sections for further information)
People with schizophrenia have
multiple personalities
No. Schizophrenia is mistakenly confused with multiple or split personalities. Schizophrenia
refers to the change in the person’s mental function, where thoughts and perceptions become
disordered
(Refer to ‘General Information’ for further information)
vi
vii
Dept of Health and Aged Care (2000) National mental health Report 2000, p 10
Human Rights and Equal Opportunity Commission, website: http://www.hreoc.gov.au/disability_rights/dda_guide
© TAFE NSW – Access Division 2002
December 2001
14
Accommodating the needs of
students with a psychiatric
disability is too difficult, time
consuming and requiring expert
knowledge
The implementation of teaching and learning strategies is not a difficult process. The strategies
presented are to address the effects of a person’s disability and provide the opportunity to
equally participate and compete in their chosen area of study. The strategies to accommodate
people with a psychiatric disability are considered good teaching practice and will therefore be
of benefit not just to students with psychiatric disabilities but ALL students.
Accommodating the needs of a student with a mental illness does NOT usually require
experience or qualifications in mental health. A student with a psychiatric disability does not
require a specialist teacher, doctor, nurse, bodyguard or social worker to be actively involved in
study.
Accommodating the needs of a student with a mental illness requires recognition of the
disabling affects of mental illness, the focus on ability rather than disability and the treatment of
people as individuals with specific educational needs.
(Refer to ‘Education section: Teaching and Learning Strategies for further information)
© TAFE NSW – Access Division 2002
December 2001
15
Students with a psychiatric
disability should choose career
paths that do not require
interaction and liaison with the
general public
Prominent people who have a mental illness have disproved this myth viii.
Su Cruickshank - Entertainer
Rachel Griffiths - Actor
Syd Barrett from Pink Floyd band
Garry MacDonald - Actor
Buzz Aldrin - Astronaut
Lord Byron - Poet
Adriana Xenides - Game Show Presenter
Winston Churchill - English Prime Minister
Ludwig von Beethoven - composer
Charles Dickens - Author
Michelangelo - Artist
Spike Milligan - Actor / Comedian
Jefferson Davis - President of the Confederate States of America
Ernest Hemingway - 1954 Nobel Laureate in Literature
viii
DepressioNet website: http://www.depressionet.com.au/
© TAFE NSW – Access Division 2002
December 2001
16
Abraham Lincoln - American President
Isaac Newton - Physicist
Vincent Van Gogh - painter
John Nash - Mathematician / Nobel Prize Winner
Virginia Woolf - major British novelist, essayist, and critic
© TAFE NSW – Access Division 2002
December 2001
17
Medication and its Effects
Neuroleptics (Antipsychotic Drugs, Major Tranquillisers)
Neuroleptic medications have two main uses:
1. They can control acute psychosis.
2. They can prevent relapse of psychosis.
The commonly used neuroleptic medications are listed below. (The trade names for these drugs are alongside in brackets):

Chlorpromazine
(Largactil, Promacid, Protan)

Haloperidol
(Serenace)

Thioridazine
(Melleril)

Fluphenazine HC1
(Anatensol)

Trifluoperazine
(Stelazine, lmazine, Terfluzin)

Pimozide
(Orap)

Fluphenazine
Decanoate
(Modecate) - his is a slow release, long-acting injection.
Neuroleptics are not addictive. However these medications have a number of side effects. The common side effects are listed
below. Other side effects may occur but are rare.
© TAFE NSW – Access Division 2002
December 2001
18
Neuroleptics: Common Side Effects
Dry mouth
Blurred vision
Difficulty passing urine
Constipation
Sedation
Rash
Sensitivity to sun
Drowsiness
Easy intoxication with alcohol
Muscle stiffness or spasm (dystonia)
Impotence, ejaculatory problems
Rapid heart rate
Abnormal heart rhythm (mainly blood Dizziness (decreased blood pressure)
pressure)
Tremor (like
disease)
that
of
Parkinson’s Agitation
and
(akathesia)
restless
movement
These side effects are reversible by reducing the dose or stopping the medication. Stiffness, spasm, tremor and restless
movement may also be counteracted by another type of drug, e.g. Benztropine (Cogentin), Benzhexol (Artane). These drugs
however cause or make worse dry mouth, blurred vision, difficulty urinating and constipation. Benztropine (Cogentin) and similar
drugs should not be used routinely.
Tardive dyskinesia (TD) is a serious and sometimes irreversible side effect after long term use of neuroleptics (usually years). TD
consists of abnormal, uncontrollable movements of the tongue, cheeks and mouth. More rarely TD causes uncontrollable restless
or writhing movements of the limbs. If detected early TD may be reversible.
© TAFE NSW – Access Division 2002
December 2001
19
Clonazepam (Rivotril)
Clonazepam is a medication that is increasingly used in the management of mood disorders. It is a very safe drug, which was
originally devised for the treatment of epilepsy and has only more recently become used in mood disorders and particularly mood
mania.
It has a number of advantages including its safety, its useful effect upon excited behaviour, and its long duration of action after each
dose, allowing a simple regime of treatment.
Clonazepam is closely related to drugs such as Diazepam (Valium) and does have some of their problems.
Clonazepam: Side effects include:



Sedation (often used as part of treatment);
A muscle relaxation effect (also often used in some chronic pain disorders); and
Difficulty with co-ordination and walking.
Drinking alcohol whilst on this drug produces a marked increase in sedation and impairment of co-ordination. For this reason
Clonazepan should not be combined with alcohol except in small quantities and never when a person is driving a motor vehicle or
operating machinery.
© TAFE NSW – Access Division 2002
December 2001
20
Education Section
© TAFE NSW – Access Division 2002
December 2001
21
Education: Overview
You may never need to know about your student’s mental illness and it may
not ever affect a student’s ability to participate in vocational education. Some
students however may require a range of strategies to maximise their chances
of success.
Medical vs. Education Model
There are two main models for working with a student with a mental illness:
A Medical Model or an Education Model:
Medical Model
Education Model
Focuses on

Recognises disabling effects of
mental illness

Focuses on ability rather than
disability
Treats people as individuals with
specific educational needs



Illness
Incapacity
The treatment of people as
‘patients’

An Education Model is the model adopted by TAFE NSW. To work with a
student with a mental illness does NOT necessarily require experience or
qualifications in mental health. A student with a psychiatric disability does not
require a specialist teacher, doctor, nurse, bodyguard or social worker to be
actively involved in study.
© TAFE NSW – Access Division 2002
December 2001
22
To implement an Education Model, it is important to:








Relate to each person as an individual with rights. Respect
confidentiality and privacy in accordance with TAFE NSW Equal
Opportunity Policy.
Look for what each person can do rather that what they can’t do.
See the person rather than the disabilities.
Show respect as an equal, rather than sympathy.
Recognise that the person is managing his/her own life and should not
be stereotyped and segregated.
Give the opportunity to maximise their achievements.
Consult with each person about individual needs.
Recognise that each person has come to the college for education and
not ‘treatment’.
© TAFE NSW – Access Division 2002
December 2001
23
Psychiatric Disability and the Effects on Learning
A student with a Psychiatric disability is:
A student who is able to learn
and
A student who is able to succeed
Certain symptoms associated with psychiatric disability can affect the learning
process or impact on the learning situation. These symptoms may arise directly
from the mental illness or may result from the side effects of medication.
With the implementation of inclusive teaching and learning strategies, students
with a psychiatric disability are not only able to learn but are also able to
demonstrate their understanding and competence in the learning environment
The symptoms associated with psychiatric disability generally involve problems
with:

Perception

Self-awareness

Attention

Social interactions

Organisation and planning

Behaviour

Thinking

Physical and physiological functions.

Emotions
© TAFE NSW – Access Division 2002
December 2001
24
Perception:
Some students may experience perception problems such as:



Experiencing hallucinations or hearing voices which can cause
distraction and confusion, as well as making it difficult to attempt or
complete certain tasks.
Experiencing reduced tactile sensation, which can make it difficult to
perform manual tasks.
Experiencing blurred vision, as a result of medication, which can make
reading or writing difficult.
Attention:
Some students may experience attention problems, such as:





Being disoriented (being confused where they are and the time of day)
Being distracted resulting in tasks not being attempted or completed.
Concentration levels may fluctuate which can inhibit the ability to
understand or process information.
Fluctuations in processing information can inhibit or delay student
responses
Medication can make the person very tired and therefore participating
in class can be very difficult.
Organisation and Planning:
Some students may experience difficulties with organisation and planning
such as:






Structuring and sequencing activities either in the short term or in the
long term.
Organising studies, completing assignments and preparing for exams
Adjusting their thinking, learning from mistakes or monitoring their
performance.
Identifying important points, priorities or goals. This can result in the
student studying the wrong material or irrelevant material.
Time management.
Lack of study skills
© TAFE NSW – Access Division 2002
December 2001
25
Thinking
Some students may experience difficulties with their thinking processes such
as:













Problems in thinking in a clear, logical sequenced way and therefore
may appear confused.
Using language and thought unrelated to the current topic (Tangential
thoughts)
Difficulties forming clear thoughts.
Problems linking thoughts logically.
If concentration or memory is poor this can affect thought processes.
If the brain is not functioning well, then the stream or flow of thoughts
will be slow or impaired.
Alternatively, in a manic disorder, the output of thoughts will speed up
and so will the flow of thoughts. This can create an overload of
thoughts.
Difficulty with recalling or recognising information.
Delays in processing information.
Difficulties speaking clearly, or holding a meaningful conversation.
Delusions (unrealistic or false belief).
Hallucinations (listening to or talking to “voices”, and talking to oneself).
Difficulties in decision making.
Emotions
Some students may experience problems with their emotions such as:






Profound sadness. This can limit motivation and ability to join in with
group activities.
Students who experience anxiety or phobias may have difficulty
complying with certain aspects of a course or may want to avoid certain
topics or situations.
Feelings of panic. This can make controlling stress levels difficult and
can limit functioning in some situations.
Students who experience euphoria may over-commit themselves or
their resources or may over-estimate their abilities or level of success.
Experiencing anger. This can make it difficult to avoid conflict in the
training setting.
Paranoia. This can result in the student personalising information or
misinterpreting information.
© TAFE NSW – Access Division 2002
December 2001
26
Self-Awareness
Some students may experience self-awareness problems such as:


Students, who experience low self-esteem, may become overly
sensitive to the manner or content of feedback about their
performance.
Some students may lack awareness of their learning needs. They
therefore have difficulty realistically assessing their learning needs and
this can mean they are overly dependent on feedback or do not seek
direction when necessary.
Social Interactions
Some students may experience problems with social interactions such as:






Fear of social situations may mean that the student withdraws from
interactions or avoids interactive situations.
A student may display unusual behaviours or gestures that are
counterproductive to open communication.
A student may become overly-dependant on others.
Unassertive behaviour can mean that the student does not seek
support or does so in an aggressive manner.
Occasionally a student may display unacceptable behaviour that
precludes their participation in training.
Some students may have difficulty coping with change and may over
react thereby reducing their ability to participate in training.
Behaviour
Some students may experience problems with behaviour such as being:







Withdrawn and therefore not involved in study.
Overactive.
Agitated, aggressive, disruptive behaviours.
Affected by compulsive rituals, hallucinations or delusions. This can
reduce the ability to attempt, continue and/or complete tasks.
Inappropriate or embarrassing in behaviour.
Manipulative.
Unable to adapt to change. This can undermine the student’s
confidence, destabilise and lead to academic confusion and poor
performance (eg a TPC class had four different teachers in one
semester). These situations necessitate increased education support.
© TAFE NSW – Access Division 2002
December 2001
27
Physical and Psychological Functions
Some students may experience problems with physical and physiological
functions such as:





Some students with psychiatric disorders function best at certain times
of the day. They may also have disrupted sleep patterns. These issues
can affect their attendance and their ability to benefit from lessons.
There are side effects as a result of the medication that may affect the
student’s ability to learn. Some students may experience extreme thirst,
which can distract them and affect concentration. They may also have
symptoms of a racing heart or headaches.
A student may experience pain, tremors or stiffness and this can affect
motor performance.
Experiencing shortness of breath can make speaking difficult and
impede communication in groups.
Certain students may be overly sensitive to sunlight. This can make it
difficult to participate in outdoor activities.
© TAFE NSW – Access Division 2002
December 2001
28
Teaching and Learning Strategies
A student with a psychiatric disability may experience difficulties that are not
visible or apparent at first. While not necessarily visible, these can inhibit
successful study.
The implementation of appropriate teaching and learning strategies for students
with a psychiatric disability is not a difficult process. The strategies presented
are to address the effects of a person’s disability and provide the opportunity to
equally participate and compete in their chosen area of study. The strategies
suggested in this section are considered good teaching practice and will be of
benefit not just to students with psychiatric disabilities but ALL students.
It is important to remember that the types of support will vary from student to
student.
Teaching: Some General Considerations:
1. Appropriate Interaction
When interacting with people with a psychiatric disability, it is important to be
clear and honest. Try to avoid counselling, judging or advising the student
about non-educational matters. It is important to maintain a distinction between
the roles of teacher and counsellor and to ensure that the student is aware of
the distinction.
Appropriate interaction includes:




Using appropriate language
Speaking to the person as you yourself would like to be spoken to
Asking the person if they require assistance before providing it.
Respecting the person, not fearing them
Appropriate interaction does not include:



Using derogatory terms (eg spastic, loony)
Speaking down to the person
Treating the person as an invalid
© TAFE NSW – Access Division 2002
December 2001
29
2. Communication
‘The establishment of good communication is the foundation to student
success’ (Hodge & Preston-Sabin, 1997)ix
Communication is one of the areas most affected by a psychiatric disability. It
is important for teachers to be aware of their own communication. A teacher
should:
 Accept that people relate to things in different ways. These differences
affect communication.
 Set ground rules from the beginning.
 Provide clear information and feedback in a calm, encouraging manner.
 Repeat or rephrase information.
 Accept that some students will have a very short attention/concentration
span.
 Allow time for the student to talk to them. Employ active listening to
encourage this. The best solutions for maximising participation occur
when the teacher and student work together to develop creative
alternatives.x
3. Flexible Teaching and Learning Environment
A flexible teaching and learning environment is the most effective way to
promote inclusive practices. It ensures students, including students with a
psychiatric disability, are best able to participate fully in a learning environment.
Flexible practices may include:
1. Letting the class know in advance all set tasks, order of topics to be
covered, examination timetables, etc.
2. Using alternative teaching resources, strategies, methods of
presentation and assessment. For examples:
 Overheads
 Printed material that has been adjusted to meet students’ needs
 Sequential formatting of material
 Providing written notes of lessons
 Using audiovisuals to advantage (clear, bold, large)
 Flexible and individual assessment strategies based on student
needs (eg be aware that many students with psychiatric disability
have difficulty doing presentations in front of the class). Also, many
of these students may intensely dislike being videotaped.
3. Providing regular lesson breaks.
4. Allowing time after the lecture for students to ask questions.
5. Allowing sufficient time for assignments and provision for extensions
where appropriate, but not that any ‘rules’ are compromised.
6. Organising class structures and activities to ensure full participation,
including students with disabilities.
ix
x
Barrett, J. (1999) Inclusive Practice is Good Practice, University of Tasmania, p4
Barrett, J. (1999) Inclusive Practice is Good Practice, University of Tasmania, p 4
© TAFE NSW – Access Division 2002
December 2001
30
7. Using small group discussion/exercises to enable students to ask
questions.
4. Appropriate Classroom Behaviour
Establishing clear ground rules that delineate between acceptable and
unacceptable behaviour is important for promoting a cooperative, learning
environment.
5. Teacher Support
Effective teaching is enhanced through utilising appropriate support such as:



Having peer and team discussions about teaching strategies and
problems experienced.
Making appropriate use of support and specialist staff.
Identifying appropriate contact people within and/or outside TAFE
NSW who could assist with the needs of particular students.
© TAFE NSW – Access Division 2002
December 2001
31
The tables presented below outline a range of inclusive teaching and learning strategies to address the range of symptoms
associated with psychiatric disability as outlined in the Education section: ‘Psychiatric Disability and the Effects on Study’.
Perception
Issue
Inclusive Teaching and Learning Strategies
Hear voices or experience hallucinations, which cause distraction or confusion (listening to or talking to “voices”, and talking to themselves):
Students may:
 Act calm
 Have difficulty attempting or completing tasks
 Distract the student if you can by involving them in the class activity
 Engage them in conversation
 Encourage them to be with other people
 Don’t panic and assume that another breakdown is occurring
 Don’t try and figure out who they are talking to or about
 Don’t let others laugh about this
 Don’t tell them to try to force the voices to stop
Have reduced tactile sensation:
Students may:
 Have difficulty performing manual tasks
© TAFE NSW – Access Division 2002







Shorten the task or chunk tasks
Provide ongoing monitoring of tasks
Link the student into a study skills program
Work with the student to set up task deadlines
Try to provide extra monitoring of the student
Discuss with Teacher/Consultant to provide a mentor in class to help with prompting
Talk with the Teacher/Consultant to arrange a part-time teacher or counsellor to support the student to stay
organised with tasks and in meeting deadlines

Alter class tasks and assessments so that the student can display his/her competence in a different way or
at a different time, such as
- Allow the student to verbally explain the task
- Allow flexibility in timelines with assessment tasks and assessments
December 2001
32
Have blurred vision
Students may:
 Have difficulty reading and writing
Be disoriented
Students may:
 Be unable to attempt or complete a task









Allow the student to tape record the lesson to reduce notetaking
Provide a hard copy of overheads/lesson notes in point form
Use 14 point font instead of 10
Use diagrams to explain concepts
Allow the student to complete tasks/assessments in a different format
Allow flexible timing for assessments
Discuss any concerns with the student in private
Contact the Teacher/Consultant and organise for books to be put on tape, disk or CD ROM
Contact the Teacher/Consultant to introduce assistive technology programs e.g. Dragon Naturally Speaking
software

Allow the lesson to be recorded so that the student can review the lesson at a later date
Be easily distracted
Students may:
 Have difficulty continuing with tasks due to lack of 

focus






© TAFE NSW – Access Division 2002
December 2001
Provide plain English and logically sequenced notes before class
Allow extra time for the student to complete tasks
Allow flexible breaks
Establish ground rules at the beginning of the module and if necessary discuss these with the student in
private
Minimise distractions (eg small work groups, strategically place student in front of class)
Ask the student to stay on task
If necessary organise a behaviour contract with the student, with the help of the Teacher/Consultant
Contact the delegated Teacher/Consultant to arrange a support person to assist in strategically organising
tasks.
33
Fluctuating levels of concentration
Students may:
 Have difficulty understanding and processing
information
 Have difficulty following complicated instructions







Break the tasks and information into small steps and chunks
Tackle one problem at a time
Allow extra time to complete tasks and assessments
Allow frequent breaks or rest periods
Encourage student to ask questions
Repeat important points throughout the lesson
Allow sufficient time for the student to work at their own pace


Allow extra time
Provide a checklist of steps



Allow flexible breaks
Allow the student to record the lesson
Allow alternative assessment format or varied timing of the assessment
Fluctuating ability to process information
Students may:
 Have difficulty responding to requests
Sleepy or groggy
Students may:
 Have difficulty staying alert or participating in
class
© TAFE NSW – Access Division 2002
December 2001
34
Organisation and Planning
Difficulties with sequencing
Students may:
 Have difficulty adjusting or shaping thinking



Lay two words out and write down steps in sequence for carrying out tasks
Contact the Teacher/Consultant to arrange tutorial support
Contact the Teacher/Consultant or counsellor to organise study skills and training in adult learning skills
 Have difficulty monitoring progress


Negotiate with the student a process for monitoring his/her progress
Allow extra time
 Appear confused over where/when to begin or
what to do



Provide a checklist of task steps
Provide logical clear written instructions, in plain English
Break tasks into smaller achievable components



Provide prompts
Provide a checklist of task steps
State clearly that the behaviour is not acceptable




Encourage student to use coloured dividers for various subjects
Make tasks or assignments as concrete as possible
Highlight important information and themes
Contact the Teacher/Consultant to arrange a coach to help student get organised




Provide prompts
Encourage student to use diary or notebook to help keep track of assignments or exams
Provide written information about deadlines
Negotiate additional time for student to complete work


Investigate introductory courses or workshops in study skills
Arrange study skills Training conducted by the Counselling Unit
 Have an inappropriate/persistent approach or
form of communication
Unable to organise or structure activities
Students may:
 Have difficulty identifying important points,
priorities, goals
 Have difficulty meeting deadlines
 Lack study skills
(this is seen to be a major contributing factor in
students withdrawing from study)
© TAFE NSW – Access Division 2002
December 2001
35
Thinking
Have tangential thoughts
Students may
 Have ideas that are not related to topic or task
 Have ideas that are not organised in a cohesive,
coherent way
Have an overload of thoughts
Students may have:
 Interrupted concentration
 Difficulty discerning meaning
 Difficulty assimilating information


Provide checklist of task steps
Reframe and/or rephrase questions



Allow extra time
Additional or alternative assessment format
Refer student to ABE



Allow flexible breaks
Provide task analysis
Use memory strategies
Experience fluctuating levels of language
Students may have:
 Difficulty reading, writing, using or understanding 

language ability

Contact the Teacher/Consultant to organise in class help
Contact the Teacher/Consultant to arrange reading and writing software
Record lesson
Hold delusional ideas
Students may have:
 Difficulty assessing tasks or situations adequately 

Provide clear directions and task analysis
Allow the lesson to be recorded
Experience memory problems
Students may have:
 Difficulty perceiving, recalling or recognising
lesson content
© TAFE NSW – Access Division 2002









December 2001
Use a range of memory aids such as:
Colour coding or highlighting
Reinforce verbal information with visual prompts (eg overheads, diagrams)
Get the student to ‘rehearse’ information in their head to assist in retaining information
Provide repetition
Allow short sessions
Allow the student to attend more than one session of the class to provide repetition
Record the lesson
Contact the Teacher/Consultant to arrange tutorial support
36
Be unable to solve problems or make a decision
Students may have:

 Difficulty considering a range of strategies



 Difficulty transferring skills to new situation
Take a long time to process information
Students may have:
 Difficulty with timed events
 Difficulty with group participation
© TAFE NSW – Access Division 2002
Provide checklist of task steps and provide extra monitoring and prompting
Practice problem solving with student
Provide extra guided practice in the task or in solving problems
Use concrete experiences or materials familiar to the student




Provide training in context
Allow extra time
Reframe the problem
Prompt with range of options



Allow extra time for tasks or negotiate with the student to reduce the number of tasks so they can finish in
the allocated time
Slow down the pace of class presentation and repeat key points or ideas at regular intervals
Analyse the skills and learning outcomes in the modules to determine those that are essential for the
student

Allow an alternative format for displaying competencies and for assessments
December 2001
37
Emotions
Phobias
Students may have:
 Difficulty complying with aspects of a course
Profound sadness
Students may have:
 Difficulty maintaining motivation
Anxiety
Students may have:
 Difficulty participating
 Difficulty considering certain topics
Panic
Students may have:
 Difficulty controlling stress reactions
 Inability to function in certain situations
Euphoria
Students may:
 Over commit time or resources
 Overestimate own capabilities
© TAFE NSW – Access Division 2002


Allow competencies to be displayed in an alternative format
Provide the option of simulated assessments



Help set priorities
Task analysis with very small achievable steps
Discuss with student about talking to a counsellor


Alternative assessments
Discuss with the student in private and try to avoid distressing topics



Allow varied breaks
Contact the Teacher/Consultant or counsellor so they can arrange a quiet area for the student to go if
necessary
Refer to counsellor for stress management


Allow simulation of situations
Allow extra time to complete tasks and assessments

Contact the Teacher/Consultant to arrange support to help the student determine priorities and capabilities


Explain the nature of the tasks and set clear guidelines about tasks and assessments
Assist student to set realistic goals
December 2001
38
Anger
Students may have:
 Difficulty avoiding conflict
Paranoia
Students may:
 Personalise information or situations
 Assume ulterior motives
Hallucinations
Students may have:
 Listening to or talking to ‘voices’, talking to
themselves
© TAFE NSW – Access Division 2002



Use open communication strategies and avoid being drawn into arguments
Remind student of basic class rules of participation
Allow flexible timing of breaks





Use open communication strategies
Provide information in writing if possible
Take time to discuss any concerns the student may have
Seek advice from the Teacher/Consultant or counsellor
Allow flexible breaks

Allow time for discussion





Act calm and distract the student by involving him/her in doing something
Offer something to look at (eg article, newspaper)
Engage the student in pleasant, simple conversation
Encourage him/her to be with other people
Ask the student to search for something (eg article)
December 2001
39
Self Awareness
Low self esteem
Students may:
 Have low expectations of success


Increased level of positive feedback and encouragement
Reinforce positive behaviours
 Be lacking in confidence

In the introductory lecture, give verbal, visual and written information about skills and assistance available
from you or your college
 Be sensitive to feedback


Try to couch feedback in positive terms and discuss negative feedback in private
Discuss referral to counsellor

Contact a Teacher/Consultant or counsellor to arrange support to clarify educational issues and learner
needs
Have compromised insight into learning needs
Students may:
 Be unable to identify needs
© TAFE NSW – Access Division 2002
December 2001
40
Social Interactions
Be overly dependent
Students may:
 Have difficulty being independent and constantly
need support
 Need affirming messages
Fear social situations
Students may:
 Avoid interactive situations and/or withdrawal
from social situations
© TAFE NSW – Access Division 2002





Provide a checklist of task steps
Provide notes prior to class
Set small achievable steps with the student
Contact the Teacher/Consultant to arrange a mentor/coach for support in class
Set ground rules and remind the student of the rules in private

Increase level of positive feedback and encouragement






Allow simulated or altered assessments
Allow the student to choose their preferred seating
Provide altered assessments
Contact the Teacher/Consultant to arrange a mentor/coach
Allow flexible breaks
Allow extra time to complete tasks and assessments
December 2001
41
Display unusual mannerisms or behaviours
Students may:
 Demonstrate odd or embarrassing behaviours
 Strange talk or beliefs
© TAFE NSW – Access Division 2002
Positive interactions:
 Remember you are not responsible for this behaviour
 Ignore it if you can, especially if it’s not serious
 If you can’t ignore it, ask the person not to do it
 State clearly that the behaviour is not acceptable to others
 If you can, rearrange or change the environment so as to lessen the behaviour, (eg remove mirror)
 Find times to praise the student
 Say you don’t understand and you would like them to talk clearly.
 Say when you think something is not real (eg the voices or someone persecuting him/her) while
acknowledging they seem real to the student.
 Help the student tell the difference between reality and ‘fantasy’ by pointing out when you think ‘its your brain
playing a trick on you just now, its not really out there’.
 Tell your student that if they feel they must talk about the strange ideas, to do this only to certain people who
are not worried by it, (eg therapist or doctor).
 If the behaviour seems to be set off by stress, see if the stress can be reduced.
 Don’t get into long discussions
 Don’t let the class pay attention to it or laugh about it
 Don’t keep looking at the student if they are speaking strangely
 Don’t keep up a conversation that you feel is distressing or too confusing to you – its OK to say, for example
‘I will talk to you later’.
 Don’t look horrified or embarrassed by strange talk (it is better to say clearly that you do not like it).
 If your student seems relieved by talking about delusions, etc. you can listen for a while, then gradually
change the subject. Don’t argue or interrupt in this case.
 If your student is distressed and talking a lot about delusions, etc. change the subject, try to involve him/her
in doing something distracting. If this happens, often, check if he/she is taking the medication prescribed.
Don’t encourage this kind of talk if it is upsetting.






December 2001
Gently and matter-of-factly disagree with strange ideas.
Show some understanding of the students feelings at the time (eg they may be frightened by the voices)
Encourage the student to talk normally or ‘sensibly’.
Change the subject to something routine, simple or pleasant in real life.
Never argue about the strange ideas – it never changes them and only upsets both of you.
Don’t pretend to agree with strange ideas or talk you can’t understand.
42

 Be counterproductive or self defeating in their
choices
© TAFE NSW – Access Division 2002

December 2001
Discuss with the student and try to ignore the less than typical behaviour if it is not dangerous, illegal or
destructive
Contact the Teacher/Consultant to discuss the situation if necessary
43
Be unassertive
Students may
 Be unable to express needs

Try to prompt the student to discuss needs
Be aggressive
Students may
 Be passive aggressive

Use open communication strategies and discuss issues and concerns in private

 Display challenging behaviours

(Also refer to ‘Confrontation and Conflict’ section of

Resource)





 Have difficulty working in groups
Be resistant to change
Students may
 Be over reactive




Allow simulations
Use small groups
Allow sufficient time for student to work at their own pace
Altered assessments/or presentation



Explain change privately and allow discussion
Explain what is occurring before initiating any activity as surprises may be distressing
When tackling new problems or where change is inevitable, allow sufficient time to discuss the plans with the
student
Tackle change in small increments, and incorporate gradually
Provide information in writing
Provide time to adjust



© TAFE NSW – Access Division 2002
State clearly that the behaviour is not acceptable
Give a firm command such as ‘stop please’
Check what triggers the aggression and stop or avoid it (eg over-crowding or criticism)
Leave the student alone until they have calmed down
Organise a behaviour contract with the assistance from the counsellor
Assertively and calmly remind the student of classroom rules, and do so consistently
Stay calm, consistent and remind student of classroom rules
Give praise and positive feedback when student follows instructions and is helpful
December 2001
44
Behaviour
Be over active
Students may
 Have difficulties continuing tasks
Be under active
Students may have:
 Difficulty completing tasks
Need to perform a competing behaviour
Students may have
 Difficulty completing task
© TAFE NSW – Access Division 2002



Allow short frequent breaks
Set ground rules and remind the student
Ask the student to continue task


Allow extra time
Provide flexible delivery


Allow extra time
Provide flexible delivery
December 2001
45
Physical and Physiological Functions
Function best at certain times of the day
Students may have
 Difficulty attending classes
 Difficulty benefiting from information
Be sensitive to the sun
Students may have
 Difficulty attending training outside
Experience constant thirst
Students may have
 Decreased concentration
Experience tremors/ pain or stiffness
Students may have
 Difficulty with manual tasks
Shortness of breath
Students may have
 Difficulty speaking
© TAFE NSW – Access Division 2002



Provide flexible delivery
Record the lesson
Provide written notes of lesson



Allow simulations of tasks and assessments
Alternative assessments
Schedule lesson under shelter or provide other means of shelter


Waive rules or allow water in non-spillable container
Allow frequent breaks



Contact the Teacher/Consultant to arrange support in class
Allow extra time
Provide alternative assessments


Allow alternative assessments
Allow flexible breaks
December 2001
46
Disclosure
Some students with psychiatric disability may not seek educational support for
fear that disclosing the nature of their disability will result in discrimination or
stereotyping. Others may not realise they need assistance and so do not
seek support.
With appropriate supports and an accepting, supportive environment, many
students are able to manage the features of their disability and benefit from
their course of study.
What if someone discloses to you?
Students disclose their disability so that their educational needs can be
addressed. The purpose of disclosure is therefore to assist them in their
learning. Have a direct discussion about the student's educational needs.
What should you do?:
 Believe the student.
 Be willing to listen and to discuss the ways that their learning needs
can be addressed.
 Respect that the student has told you something personal.
 Discuss confidentiality with the student. Agree on what you will and
won't do with the information. And gain the student’s permission before
disclosing your knowledge to anyone else.
 Address the educational need.
 Accept alternative methods of reporting and assessment if necessary.
 Ensure the student demonstrates the skills required for the certification
granted.
 Check whether the student is aware and understands the role of the
Disability Teacher/Consultant
What shouldn’t you do?:
 Demand to see written proof.
 Talk about this personal issue to others.
 Assume that the student cannot complete the course (due to their
disability).xi
xi
Succeeding With A Psychiatric Disability In The University Environment Information And Advice
For Students And Staff http://www.tedca.org/ncet/archives/tipd/TIPDPSYC.HTM
© TAFE NSW – Access Division 2002
December 2001
47
Confidentiality and Privacy
An important consideration in dealing with students with a psychiatric disability
is Privacy. Privacy principles are not only critical for developing and
maintaining trust but are essential when handling sensitive personal
information.
Education providers must comply with Privacy principles in accordance with
the Privacy and Personal Information Protection Act 1998 (NSW). Important
privacy principles include:
 Only using/disclosing personal information for the purpose that the
information was collected for or for health and safety reasons.
 Taking reasonable steps to ensure information collected is accurate
and up to date.
 Only collecting sensitive information where the individual has
consented.
The student has the right to have their privacy, dignity and confidentiality
recognised and respected. In particular:
 It is important to discuss what you and the student mean by
confidentiality.
 Do not repeat information shared in confidence to other lecturers
without the person’s permission.
 Ideally, the student should be encouraged to mention information to
their lecturers, which may be relevant to assisting their current study.
This information should only be used to implement strategies to assist
study and should be handled sensitively.
 Encourage TAFE counsellors and other agencies involved with the
student to also respect confidentiality and a person’s right to privacy.
.
Negotiating Students’ Confidentiality and Privacy
 Obtain student’s permission to pass the information to other staff.
 Discuss whether the student feels comfortable with nominated staff
knowing about their disability or medical condition.
 The student may refuse to have disability specific information
communicated to other staff. In this instance, information specific to the
teaching and learning adjustments required for the student can only be
forwarded on, not specific disability information.
 If you believe that a person may harm themselves or others, it is
appropriate to contact the health or counselling staff at your institute to
discuss whether referral may be appropriate.
 Remember also, staff are available to discuss situations on a
hypothetical basis.xii
xii
Succeeding With A Psychiatric Disability In The University Environment Information And Advice
For Students And Staff http://www.tedca.org/ncet/archives/tipd/TIPDPSYC.HTM
© TAFE NSW – Access Division 2002
December 2001
48
Confrontation and Conflict
It is very rare that a student will display completely unacceptable or
challenging behaviour. If a student with a psychiatric disability exhibits
behaviour that is in breach of the TAFE NSW discipline code, that student is
subject to the same kind of disciplinary action as any other student,
regardless of their disability.
It is important to:
 Discuss inappropriate behaviour privately and honestly with the student.
 Follow TAFE NSW guidelines regarding disciplinary action.
Handling Confrontation Positively







Outline clear boundaries of acceptable and non-acceptable behaviour to
the student.
Be clear and precise in what you ask the student to do.
Where possible, take the student aside and deal with the confrontational
behaviour in a confidential setting.
Plan what you want to say.
Prepare for their reaction and your possible reactions.
Remain calm and logical.
Practice your message.
Remember, aggressive or threatening behaviour is not acceptable and does
not have to be tolerated. Staff should contact TAFE NSW security staff or
police when confrontation becomes threatening or violent.
Some guidelines for coping with potential violence
 Try not to over react.
 Encourage the student to leave the classroom or public area to reduce the
risk to other students and staff.
 Do not argue.
 Speak in a calm and clear manner.
 Do not try to be a ‘hero’. Your safety and the safety of others is paramount.
 Do not make promises you may not be able to keep.
 Do not say things like, ‘now don’t do anything silly’.
 Do not attempt to remove a weapon.
 Do not hesitate to contact security staff or the police, especially if people
are being threatened.
Debriefing
 Prepare a report with information about the student/incident causing
concern and provide to your supervisor or other nominated senior position
at your Institute.
© TAFE NSW – Access Division 2002
December 2001
49
 Make use of college personnel such as a Counsellor, Disabilities
Consultant and/or Senior member of staff who will share your
confidentiality.
 In some situations, it may be important to enable students in the class to
debrief as a result of the impact of the confrontational incident.
Unacceptable Behaviour
Don’t
Do
 State clearly that this behaviour is not
acceptable to others.
 Give a firm command eg ‘stop please’.
 Help the student tell the difference between
reality and ‘fantasy’
 Determine what triggers the aggression to
attempt to stop or avoid it (eg Overcrowding, criticism).
 If the behaviour seems to be set off by
stress, see if the stress can be reduced.
 At first, try activities that are passive or not
too demanding.
 Gently and matter-of-factly disagree with
strange ideas.
 Remember you are not responsible for this
behaviour.
 If all else fails, in the last resort it’s OK to
call security or the police, if you need
protection.











Overwhelm the student with too many
suggestions at once.
Suggest activities that are too complicated.
Let the class pay attention to or laugh about
the student’s behaviour
Tell the student inappropriate suggestions eg,
‘All you have to do is pull your socks up, Pull
yourself together’.
Get into long discussions or argue with the
student.
Look horrified or embarrassed by strange talk
(it is better to say clearly that you do not like it).
Spend time listening to talk that makes no
sense.
Pretend to agree with strange ideas or talk you
can’t understand.
Tolerate aggression or violence.
Say angry, critical things that will lead to more
aggression.
Ignore verbal threats or warnings of violence
made to you or about others.
If a student tells you negative things about other people:
Do
Don’t
 Check out any negative ‘stories’.
 Ask why he/she feels/thinks that way.
Remember that your student may be
confused and misinterpret what people
say.
 Have open problem-solving discussion if
some behaviour is bothering the class.
 Ask their therapist/doctor (if disclosed) to
resolve any misunderstanding or need to
change treatment. Contact the Disability
Consultant if you do not have contact
details.
 Make accusations against others unless there is
a formal complaint based on reasonable grounds.
© TAFE NSW – Access Division 2002
December 2001
50
Aggressive Behaviour
People with a mental illness are usually shy and withdrawn. Aggression is no more common
amongst these people than in the general community. If you are dealing with someone who tends to
be aggressive, however, you need to know what to do at such times .
Do
Don’t
 Give a firm command – such as ‘stop
 Say angry, critical things which will provide more








please’
If he/she does not stop, leave the room
quickly
Leave the student alone until they have
calmed down
Call their therapist if available
Take any threats or warnings seriously
and contact the therapist or doctor
Afterwards you can say, ‘I know you were
upset, but we do not put up with violence,
ever’. You can tell us what you are angry
about, but you can’t hit anybody.
Discuss all threats and violence openly
with the therapist.
Try to see what triggers the aggression
and stop or avoid it, (eg over-crowding,
criticism).
If all else fails, in the last resort it’s OK to
call security or the police, if you need
protection.





aggression
Argue
Stay around if the student does not calm down
Ignore verbal threats or warnings of violence
made to you or about others
Tolerate aggression or violence
Try to battle it out on your own – ask for help.
Manipulative Behaviours
Some strategies to use if you feel a student is trying to:
 manipulate you into doing things you can’t or don’t want to do
 Attempt to get others to do everything they, themselves, should be doing
 set one against another
 get attention at any cost.
Do
Don’t
 Be firm in saying ‘NO’, this is something
you can do yourself.
 Be firm in saying, ‘I don’t like this
behaviour’.
 Do things for your student that he/she can do, or
which you feel are too much for you.
 Let yourself give in through feelings of guilt –
there is nothing you have to do.
© TAFE NSW – Access Division 2002
December 2001
51
Fear of Suicide
Don’t
Do
 Show appreciation of their feelings and the
fact that they have confided in you.
 Contact the therapist or doctor if suicidal
ideas persist.
 Distract the student by involving them in
pleasant, low key activities with someone.
 Help the student to be with someone they
feel accepted by, so they don’t feel too
isolated.
 Let the student know you accept and care
about him/her.
 Consider whether any stresses can be
removed which might be contributing to the
student’s depression.
© TAFE NSW – Access Division 2002
 Let yourself panic if the student talks about
suicide, but do take the feelings seriously
 Tell the student inappropriate suggestions (eg ‘All
you have to do is pull your socks up’, ‘Pull
yourself together’.
December 2001
52
Case Studies
Case Study 1: Jay
Jay is a 30 year old whose ambition is to be a computer analyst.
Studies:
Currently, Jay is enrolled in a Tertiary Preparation Certificate (TPC) course. His teachers note
that he is very motivated and adds much to class participation. They also note that his
obvious study efforts have helped him become one of the most competent of the students.
He is helpful to and caring of other students and is seen as important by the other students.
Nature of the psychiatric disability:
Jay informed his teacher that he has experienced Obsessive Compulsive Disorder (OCD)
since he can remember although his obsessions have changed, as he has grown older. He
notes that the characteristics of his OCD tend to get worse when he feels stressed.
Effects on Study
Jay’s Obsessive Compulsive Disorder (OCD) was beginning to impact on his studies, such as
 Reluctance to submit assignments
 The need to check and recheck facts and figures and materials frequently in class.
 In lab subjects, Jay would position the materials perfectly in order before he would
begin his experiments. This often meant that he did not have time to complete the
experiments.
 Jay was experiencing difficulty in his computer subjects because he was reluctant to
use the computers in the library due to his fear of germs.
 On a recent field trip for Environmental Science, Jay was unable to complete an
assessment because he was not able to wade through wetlands.
Strategies Implemented






Jay’s teachers (with permission from Jay) contacted the Teacher/Consultant for
students with psychiatric disabilities
The Teacher/Consultant obtained permission from Jay to arrange a meeting between
Jay and his teachers.
Together it was decided that Jay would be given extra time to set up and complete
lab activities.
During this meeting it was also decided to task analyse activities and provide a
checklist so that Jay could indicate the completion of a step and reduce the amount of
rechecking needed.
The Teacher/Consultant was also able to provide a laptop computer for Jay to use in
the library.
Finally, a range of options for alternative assessment of Environmental Science
competencies was developed.
© TAFE NSW – Access Division 2002
December 2001
53
Case Study 2: Meagan
Meagan is a 27 year old who is gifted in music and is therefore pursuing a career in the music
industry.
Studies
Meagan is enrolled in a Music Industry course. The teachers note how bright Meagan is but
throughout her schooling teachers have remarked that she seemed capable of much more.
Nature of the psychiatric disability:
Meagan experiences Oppositional Defiant Disorder (ODD).
Effects on Study
Meagan finds it difficult to comply with rules such as class times, group work, assignment
schedules and class communication rules.
The teachers remark that attendance is a problem and that Meagan causes disruption when
she comes in late. In class, Meagan is very demanding and becomes agitated and stares
down the teacher or repeats the request over and over until demands are met. Often, when
other students are contributing remarks to discussion, Meagan ridicules either the student or
their remarks.
Strategies Implemented
A meeting was organised with Meagan and her teachers. Together a behaviour intervention
and support plan was developed. The responsibilities, rules and limits were discussed. The
plan spelled out several behaviours that Meagan agreed not to display in class.
An electronic organiser was provided to assist Meagan to remember appointments and
commitments.
The Teacher/Consultant was able to offer the subject Individual Education Plan (IEP) which
provided a way to monitor the behaviour intervention and support plan, to help Meagan to
discuss career plans, and provide motivational coaching.
© TAFE NSW – Access Division 2002
December 2001
54
Case Study 3: Derrick
Derrick is 44 years old and has worked his way up as an engineer in a large company. He
has taken many work based training courses and is involved in community services.
Studies
Three months ago Derrick decided to leave work and study full time at TAFE NSW. He
enrolled in a flexible delivery Welding course. The teachers found him to be rather quiet and
reserved.
Nature of the psychiatric disability:
Five years ago Derrick began to experience bi-polar disorder.
Effects on Study
Since diagnosis, Derrick often felt hopeless and his concentration has been difficult. It was
during these times that Derrick felt that life seemed meaningless and had considered suicide.
At other times Derrick experienced periods when he had many, almost impossible ideas and
very high energy levels when it was impossible to sleep for days at a time. During those
times, Derrick would get very upset at others for not understanding his ideas.
His attendance was not consistent and so Derrick was proceeding very slowly. When he did
attend he seemed on the verge of tears due to frustration about being confused.
Strategies Implemented
o
o
o
Derrick received tutorial assistance and support for getting and staying organised
about his study and attendance.
Learning materials were scanned onto a disc to enable Derrick to use text to voice
software to aid his study.
Practical demonstrations were videotaped. These provided endless opportunity to
review.
The above strategies worked until near the end of term two when Derrick’s behaviour (and
consequent needs) seemed to change quite dramatically. He became quite bossy and
argumentative with other students. He seemed to have a strong opinion about everything and
to become somewhat agitated if any of his work was corrected. He began to pace restlessly
about the workshop and began to think he might re-write the learning materials so they would
be much more clear to people.
Derrick and his teacher contacted the Teacher/Consultant and a meeting was organised. The
outcomes were:
o
o
o
o
The Teacher/Consultant and Derrick designed a behaviour contract and limits and
rules were developed.
An in-class assistant was decided upon by the student instead of the
tutorial/organisational support previously used. This was helpful in providing
behaviour management in class.
Derrick was encouraged to develop a report, which outlined his ideas about the
learning material.
Derrick was offered the module: Skills for Local Needs due to the time limits applied
to the completion of his mainstream subjects. This allowed additional time for Derrick
to develop competencies and allowed a more timely assessment.
© TAFE NSW – Access Division 2002
December 2001
55
Case Study 4: Sue
Sue is 24 years old and has been working in the drug and alcohol area. She wishes to obtain
qualifications to assist her in the community sector.
Studies
Sue is enrolled in a Community Welfare course.
Nature of the psychiatric disability:
Sue experiences schizophrenia. Sue says she experiences hallucinations, delusions and
often feels paranoid.
Effects on Study





Sue gets very confused at times and then has trouble dealing with more than one person
at a time.
Her thoughts can be so scattered that she cannot think logically.
She can also have difficulty distinguishing reality from fantasy. Sometimes the voices in
Sue’s head tell her not to attend class or they interrupt her train of thought, whilst in class.
Sue can find it very difficult to think how to write and can later realise her writing was
unintelligible.
Sue can feel paralysed with fear and think that others can read her mind. This makes her
have difficulties with public speaking and participating in class discussions, which had
adversely affected her marks.
Strategies Implemented




Teachers presented their notes in plain English and in a clear and sequenced order
at least one week before the class.
An electronic whiteboard was allocated to the section to enable Sue’s teachers to
provide notes on impromptu class information. The notes were distributed to the
whole class. (An alternative strategy would be to have a notetaker to assist Sue in
class).
When Sue was unable to attend class, the lessons were either audiotaped or
videotaped. These copies were available from closed reserve in the library for
review. This assisted Sue to decipher and revise her class notes.
Alternative assessment was organised for Sue to demonstrate her understanding of
the topics by discussion with the teacher during a tutorial session.
© TAFE NSW – Access Division 2002
December 2001
56
Policy & Legislation
© TAFE NSW – Access Division 2002
December 2001
57
Disability Discrimination Legislation
All education providers are covered by the obligations in the Disability
Discrimination Act (Commonwealth) 1992 and the NSW Anti Discrimination Act
1977.
These Acts make it illegal for anyone to discriminate, either directly or
indirectly, in the provision of education services or employment on the basis of
someone’s past current or future disability, including psychiatric disability.
Education providers are obliged to make reasonable accommodations or
adjustments to ensure that people with disabilities are able to participate and
have the same opportunities for success in education as other people. These
adjustments are made within the realms of what is reasonable in the overall
circumstances.
What this means for people with psychiatric disabilities in the education
environment is:


For staff to be sensitive to the possibility of students having a psychiatric
disability and
If a disability is identified, to provide reasonable assistance and responses
to assist the person with that disability to have fair access to education.
The obligations are summarised in the Human rights and Equal Opportunity
Commission Website:
http://www.hreoc.gov.au/disability_rights/dda_guide
‘A person with a disability has a right to study at any educational
institution in the same way as any other student.’
The Disability Discrimination Act makes it against the law for an
educational authority to discriminate against someone because that
person has a disability.
This includes all public and private educational institutions, primary and
secondary schools, and tertiary institutions such as TAFE, private
colleges and universities.
What should educators do?
Educators must offer a person with a disability the same educational
opportunities as everyone else. This means that if a person with a disability
meets the necessary entry requirements of a school or college he or she
should have just as much chance to study there as anyone else.
© TAFE NSW – Access Division 2002
December 2001
58
Educators must base their decisions on a person's ability to meet the
essential requirements of the course. They should not make assumptions
about what a person can or cannot do because of a disability.
The Disability Discrimination Act protects people with a disability against
discrimination in education in the following areas:
Admission:
Refusal or failure to accept an application for admission from a person with a
disability
Accepting a person with a disability as a student on less favourable terms or
conditions than others.
Access
Denying or limiting access to people with a disability. For example, not
allowing a person to attend excursions or join in school sports, delivering
lectures in an inaccessible format, inaccessible student common rooms.
Expelling a person because of a disability, or
Subjecting a person with a disability to any other detriment.
Harassment
Humiliating comments or actions about a person's disability, such as insults,
or comments or actions which create a hostile environment.
What about course changes?
If a person with a disability meets the essential entry requirements, then
educators must make changes or ‘reasonable adjustments’ if that person
needs them to perform essential coursework.
In most situations the person with a disability will be able to tell educators
what he or she needs to be able to study. If necessary, educators should also
seek advice from government agencies or organisations, which represent or
provide services to people with a disability.
Adjustments could include:

Modifying educational premises. For example, making ramps, modifying
toilets and ensuring that classes are in rooms accessible to the person
with a disability.

Modifying or providing equipment. For example, lowering lab benches,
enlarging computer screens, providing specific computer software or an
audio loop system.
© TAFE NSW – Access Division 2002
December 2001
59

Changing assessment procedures. For example, allowing for alternative
examination methods such as oral exams, or allowing additional time for
someone else to write an exam for a person with a disability.

Changing course delivery. For example, providing study notes or research
materials in different formats or providing a sign language interpreter for a
deaf person.
What if changes are too difficult for educators?
The DDA does not require changes to be made if this will cause major
difficulties or unreasonable costs to a person or organisation. This is called
‘unjustifiable hardship’. Before considering to claim adjustments are
unjustified, educators need to:
o Thoroughly consider how an adjustment might be made
o Discuss this directly with the person involved, and
o Consult relevant sources of advice.
If adjustments cause hardship it is up to the education authority to show that
they are ‘unjustified.’
© TAFE NSW – Access Division 2002
December 2001
60
TAFE NSW Policy
TAFE NSW has a policy aimed at ensuring that the needs of students with
disabilities are met in all aspects of vocational education and training offered
by the NSW TAFE Commission through:

Inclusive management practices.

Provision of TAFE NSW Disability Services.

The ability to develop
teacher/consultant.

Access to a Disabilities Appeals Committee.

Implementation of legislative requirements.

Implementation of the TAFE NSW Disability Strategic Plan.

Equitable enrolment application and selection procedures and possible
priority access (92.07.G03 Policy - eligible People - Enrolment Priorities).

Provision of reasonable adjustment by providing resources to assist
students with a disability to enable equitable participation in TAFE NSW
and vocational education and training facilities. This reasonable
adjustment is provided in response to the specific educational disability
and functional needs of the individual within reasonable resource
constraints. See the TAFE NSW policy: Reasonable Adjustment
Procedures for Students with Disabilities in Category A and B
Examinations (99.44.G5) which also applies to Category C and D
examinations.

Provision of Staff Training using ‘ResponseAbility’, accredited as 4101 and
4100 - Certificates III and IV Vocational Education and Training
(Disabilities).
an
individual
education
plan
with
the
TAFE NSW Guiding Principles include
1. Valuing the pluralism of the community and supporting this diversity in the
student population and focusing on the achievement of positive outcomes
for students with disabilities.
2. Providing services to students with disabilities in the spirit of empowerment
and respect.
3. Ensuring that staff, processes, curricula, teaching and learning are
inclusive.
4. Providing disability related expertise.
5. Providing reasonable adjustment to meet student educational
requirements so that students achieve their vocational education and
training objectives.
© TAFE NSW – Access Division 2002
December 2001
61
Support
© TAFE NSW – Access Division 2002
December 2001
62
TAFE NSW Support Services
TAFE NSW has a network of Teacher/Consultants and a network of
Counsellors who provide relevant support for working with students with
psychiatric disabilities.
Teacher/Consultants and Counsellors often work together as a team to
provide support to teachers and students. Teacher/Consultants often involve
Counsellors in the process of devising an Individual Education Plan for
students with disabilities. Counsellors help to identify educational difficulties,
which in turn helps Teacher/Consultants to build relevant vocational education
plans with the students and teachers.
TAFE Teacher/Consultants
The TAFE NSW Handbook lists the Teacher/Consultants who can provide
education and training, advice and support for students with psychiatric
disability. The nominated Teacher/Consultant can help with a range of
supports such as:
 Motivation and goal setting
 Special subjects to assist study
 Pre-course vocational counselling
 Self-awareness and coping strategies
 Memory and new learning
 Information about psychiatric disability
 Provision of assistive technology or notetakers
 Provision of reasonable adjustments/accommodations
 Help with developing flexible curriculum
 Provide support to teachers
 Referral to other relevant supports.
TAFE Counsellors
The TAFE NSW Handbook lists the Counselling Units for each Institute.
TAFE Counsellors can provide support such as:
 Educational choices and planning
 Addressing educational problems
 Vocational choices and guidance
 Career choices and counselling
 Study skills
 Time management skills
 Psychometric/educational assessments
 Short term counselling
 Referral to other support services
 Stress management
 Conflict resolution
 Crisis management
 Welfare advice
 Budgeting advice.
© TAFE NSW – Access Division 2002
December 2001
63
Mental Health Services
Government
Centrelink
The Commonwealth Government network of Centrelink offices provide
assistance and support for people with disabilities to participate in vocational
training and obtain employment.
Consult the Telstra White Pages for the Centrelink office nearest your service.
Commonwealth Department of Health and Aged Care
The Commonwealth Department of Health and Aged Care provides a range of
support services. The Department's web site provides links to a range of
support services for people with psychiatric disability.
Consult the Telstra White Pages.
Web: http://www.health.gov.au/hsdd/mentalhe/supp/index.htm
Human Rights and Equal Opportunity Commission (HREOC)
The Human Rights and Equal Opportunity Commission provides information
and a complaints mechanism for issues of social justice, disabilities,
discrimination, human rights and privacy.
133 Castlereagh Street
Sydney, NSW 2001
Phone: (02) 9284 9600
Fax: (02) 9284 9611
TTY: 1-800-620-241
Web: http://www.hreoc.gov.au
NSW Anti-Discrimination Board
The NSW Anti-Discrimination Board provides information and complaints
mechanism regarding disability discrimination in NSW.
Sydney
Wollongong
Newcastle
Level 17/201 Elizabeth St
84 Crown Street
Level 1, 414 Hunter Street
SYDNEY NSW 2000
WOLLONGONG 2500
Newcastle West 2302
Phone (02) 9268 5544
Phone: (02) 4226 8190
Phone: (02) 4926 4300
Fax:
(02) 9268 5500
Fax:
(02) 4226 1190
Fax:
(02) 4926 1376
TTY:
(02) 9268 5522
TTY:
(02) 4229 4143
TTY:
(02) 4949 1489
Freecall (statewide):
Freecall (statewide):
1800 670 812
Freecall (statewide):
1800 670 812
1800 670 812
Website: www.lawlink.nsw.gov.au/adb
© TAFE NSW – Access Division 2002
December 2001
64
NSW Department of Ageing, Disability and Home Care
The NSW Department of Ageing, Disability and Home Care provides
information about services for people with disabilities.
Consult the Teltra White Pages.
Web: http://www.dadhc.nsw.gov.au/
NSW Health
NSW Heath has a network of Area Health Services. They provide a range of
community services for people with psychiatric disability. The services can
include counselling, crisis intervention, residential therapy and information
about psychiatric disability. Contact NSW Health for the Area Health Services
in your Institute.
Web: http://www.health.nsw.gov.au/
Mental Health Organisations
Mental Illness Education Australia (MIEA)
Mental Illness Education Australia provides facilitated discussion of
psychiatric disability issues by trained consumer volunteers based on
personal experiences.
PO Box 496
Drummoyne, NSW 1470
Phone: (02) 9879 7602
Fax: (02) 9879 7573
E-mail: miea@ihug.com.au
Mental Health Coordinating Council
The Mental Health Coordinating Council facilitates interagency links and is a
clearinghouse for information for consumers, service providers and carers.
The website offers a list of member organisations which comprise a network
of support services throughout New South Wales.
PO Box 668
Rozelle, NSW 2039
Phone: (02) 9555 8388
Fax: (02) 9810 8145
E-mail: info@mhcc.org.au
Web: http://www.mhcc.org.au
Mental Health Information Service
The Mental Health Information Service is sponsored by the NSW Association
of Mental Health. The website provides links to support services such as:
accommodation, community health centres, self help groups, rehabilitation,
employment and training, psychiatric hospitals as well as professional
development and training.
© TAFE NSW – Access Division 2002
December 2001
65
Phone: (02) 9816 5688 OR 1 800 674 200
Web: http://nswamh.org
Neuroscience Institute of Schizophrenia and Allied Disorders (NISAD)
The Neuroscience Institute provides a register for people with schizophrenia
and related disabilities as well as information and a research data base.
The Garvan Institute
384 Victoria Street
Darlinghurst, NSW 2010
Phone: (02) 9295 8407
Web: http://www.nisad.org.au/sitemap/sitemap.html
NSW Association for Mental Health Inc
The NSW Association for Mental Health Inc provides information about mental
health and support services for people with psychiatric disability. The
Association sponsors a variety of support activities.
62 Victoria Road
Gladesville, NSW 2111
Phone: (02) 9816-1611
Web: http://www.nswamh.org/indexright.htm
NSW OCD Support Group
This support group provides information about OCD (Obsessive Compulsive
Disorder) and other anxiety disorders. The group facilitates access to a
support network for people with OCD, their families and their friends.
Contact the NSW Association for Mental Health for the branch in your
Institute.
Phone: (02) 9816 1611
Web: http://www.nswamh.org/indexright.htm
SANE Australia (formerly Schizophrenia Australia)
SANE provides information about schizophrenia and related psychiatric
disabilities. The organisation provides online fact sheets and guides and has
produced videos and software.
PO Box 226
South Melbourne, Victoria 3205
Phone: (03) 9682 5933
Fax: (03) 9682 5944
Helpline: 1 800 688 382
Helpline On-line: http://avoca.vicnet.net.au/~sane/
E-mail: sane@sane.org
© TAFE NSW – Access Division 2002
December 2001
66
Schizophrenic Fellowship of NSW, Inc
The Schizophrenic Fellowship of NSW Inc. seeks to raise community
awareness and influence government policy relating to people with
schizophrenia. They provide links to other services and information about
schizophrenia and facilitate support programs for consumers, carers and
clinicians.
Gladesville Hospital
Victoria Road
Gladesville, NSW 2111
Phone: (02) 9879 2600
Fax: (02) 9879 2699
E-mail: admin@sfnsw.webcentral.com.au
Web: www.sfnsw.webcentral.com.au
Triumph Over OCD and Phobias
This is a self-treatment plan for people with OCD and related disorders.
Contact the NSW Association for Mental Health for the branch in your
Institute.
Phone: (02) 9816 1611
Web: http://www.nswamh.org/indexright.htm
Research
CRUfAD (Clinical Research Unit for Anxiety Disorders)
CRUfAD conducts research into best clinical practices in treatments for
people with anxiety disorders. They provide a web site with information about
anxiety disorders and relevant links and resources.
CRUfAD (Clinical Research Unit for Anxiety Disorders)
University of New South Wales
St. Vincent’s Hospital
299 Forbes St.
Darlinghurst, NSW 2010
Phone: (02) 9332 1013
Web: http://www.crufad.unsw.edu.au/welcome.htm
NSW Institute of Psychiatry
The NSW Institute of Psychiatry provides online research papers and
information about psychiatric disability and mental illness.
Phone: (02) 9840 3833
Fax: (02) 9840 3838
Web: http://www.nswiop.nsw.edu.au
© TAFE NSW – Access Division 2002
December 2001
67
Resources
UniAbility
This is a Project by South Australian universities for students with disabilities,
including psychiatric disability, in higher education. Their website includes a
range of useful references and publications.
Website: http://www.unisa.edu.au/eqo/pubs/uainits
Disability Information and Resource Centre Inc.
This South Australian center has a useful website with a number of disability
fact sheets such as mental illness, depression, anxiety, agoraphobia,
dissociative identity, obsessive compulsive disorder
Phone: (08) 8223 7522
Fax:
(08) 8223 5082
Website: http://www.dircsa.org.au
Inclusive Practice is Good Practice, Barrett, J, (1999) University of
Tasmania
This resource provides concise information and guidelines for staff working
with students with disabilities across post secondary education. It provides
ideas for practical inclusive strategies which can be readily applied in your
teaching environment.
http://www.tased.edu.au/tasonline/gateways/pubs/ipigp.htm
Disability Information Communication Exchange
This website provides up-to-date information specific to the area of ‘disability’
such as political issues, media news, peak bodies, and information of interest.
http://www.dice.org.au/
Australian Transcultural Mental health Network
ATMHN is a national body that links State and Territory transcultural mental
health centres and networks with the goal of improving mental health
outcomes for Australia’s diverse communities. The website provides a
national, coordinated and cohesive approach to policy, research and service
development, implementation and evaluation.
http://www.atmhn.unimelb.edu.au/
Alternative Assessment Strategies and Guidelines, University of
Tasmania
This is an indepth guide that can assist in the provision of alternative
strategies for students with disabilities, including students with a psychiatric
disability.
http://student.admin.utas.edu.au/student_services/disability_service/publications_reso
urces/alternate_assessment.html#Anchor-DISABILITY-43793
© TAFE NSW – Access Division 2002
December 2001
68
Mental Health and Wellbeing, Special Program Branch, Commonwealth
of Australia Department of Health and Aged Care
This website has an extensive listing of information, resources and links for
consumers with a psychiatric disability, carers and families, health
professionals and education providers.
http://www.mentalhealth.gov.au/
Uniability: Keys To Success: Strategies For Managing University Study
With A Psychiatric Disability (2000)
A useful booklet compiled from information provided by students/graduates
with a mental illness and counsellors who worked with them.
http://www.unisa.edu.au/eqo/pubs/uabooks.htm
NCET On-Line, National Clearinghouse on Education & Training for
people with disabilities
This website provides an extensive listing of resources and information
regarding learning access in tertiary education and training for people with
disabilities.
http://www.tedca.org/ncet/
Towards Success in Tertiary Study, University of Melbourne and the
Australian Catholic University
Towards Success in Tertiary Study is a series of resources that present study
skills and resources for students with a range of disabilities, who are currently
studying, or intending to study in higher education.
http://www.services.unimelb.edu.au/towardssuccess/
DepressioNet
DepressioNet provides a comprehensive resource for Australians with
depression and their families and friends. The website provides
comprehensive information, help & support for depression and related issues.
http://www.depressionet.com.au/
Succeeding With A Psychiatric Disability In The University Environment
Information And Advice For Students And Staff
This resource, although written for university, is very relevant to a TAFE
environment for both students and staff. The resource highlights the common
issues confronted by students with a psychiatric disability, the level of
assistance students who may be experiencing a psychiatric disability require
to achieve their full academic potential and offers practical guidelines to staff
seeking to assist students with a psychiatric disability.
http://www.tedca.org/ncet/archives/tipd/TIPDPSYC.HTM
VicServe
VicServe is the peak body for Psychiatric Disability Support Services of
Victoria. It has a website with useful contacts and resources
http://www.vicserv.org.au
© TAFE NSW – Access Division 2002
December 2001
69