ERIC Number: ED480773
Record Type: Non-Journal
Publication Date: 2003-Mar
Reference Count: N/A
Community Partnerships Increase Services and Outcomes for Students with Psychological Disabilities.
iJournal, n4 Mar 2003
Discusses the increasing number of students with psychological disabilities attending community colleges. In efforts to meet these students' extended support needs during times of budget cuts, the College of San Mateo, a community college, has organized partnerships within the local mental heath, rehabilitation, and consumer groups. Since 1991, the college has been working with these groups and agencies in the Entitled Transition to College (ETC) program, which helps these students adjust and cope with the college experience. These agencies contribute to the partnership by providing staff to serve and support students on the college campus as managers, co-instructors, consultants, trainers, and supervisors. They also assist in student recruitment, intake, registration, orientation, and help provide educational supplies. The college supplies a part time counselor/specialist, a part-time coordinator/career instructor, and office space for community providers. Results indicate increased student retention and success without an increase in commitment of staff time by the college. Attrition rates for students with psychological disabilities prior to the ETC program were about 95 percent. Since the program's implementation, the attrition rates have decreased to approximately 20 percent. Discusses how to create such programs and partnerships at other institutions. Contains an outline/summary of the program, and a list of community agencies and their contributions. (JS)
Descriptors: Academic Accommodations (Disabilities), Accessibility (for Disabled), Community Colleges, Community Involvement, Disabilities, Disability Identification, Equal Education, Equal Opportunities (Jobs), Intervention, Mental Disorders, Psychological Services, Psychology, Rehabilitation, Two Year Colleges
For full text: http://www.ijournal.us/issue_04/ij_issue04_TimStringari_01.htm.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A