Stress

Overview

The term 'stress' is used widely in our society and can mean a number of different things. People will feel 'stressed' when they are working towards exams or anticipating change in their life. They can also feel stressed when they are feeling overloaded or out of control. Stress in itself is not a bad thing. It is a fundamental part of life because it is the response of the body to any demand. We all need a certain amount of stress in our lives to drive us and keep us alive.

Most people will not use the term "stress", however, when describing a positive pressure in their lives. Words such as 'stimulation' or 'challenged' tend to be used in these situations. Stress is more commonly the term used to describe the reaction we have to those pressures which are harmful, unpleasant or disabling. In other words, stress occurs when the pressure upon us exceeds our resources to cope with those pressures.

Stress in itself is not a disability. However, many effects of stressful situations can be serious and disabling. It is essential to clarify the effects of the stress on the student to know how to best assist them. The student may need to consider reducing their workload or look at employing other stress reducing strategies. The effects may be serious enough to need either medical or counselling support.

If the student does not have documentation from a doctor or specialist, they should return to their doctor or be referred to the University Counselling Service or the University Health Service for assistance. It important to note that the University Counselling Service and the University Health Service are not in a position to simply provide a certificate or letter. Referrals should only be made where the services offered by the Counselling and Health Service may benefit the student.

Documentation

Documentation from a doctor, specialist or counsellor will need to be submitted if a student requires accommodations or 'Special Consideration'. The documentation should outline the impact the condition has on the student's study obligations and make suggestions for appropriate accommodations. A letter simply stating that 'the student is suffering the effects of stress', would not be sufficient to be able to assess how best to assist the student.

Effects of the condition

The effects of stress may mean that the student will have difficulty with:

Concentrating;
Working to deadlines and keeping prearranged commitments;
Participating in class discussions;
Attending all lectures;
Completing assessment tasks in allocated timeframes;
Short term memory;
Motivation levels;

Appropriate Adjustments in the Tertiary Education Environment

As each student will have different needs, it is important to negotiate these needs on an individual basis. The following is a list of adjustments that may assist the student:

General

Make book and reading lists available prior to the commencement of lectures (preferably at least two weeks prior to the commencement of the semester);
Provide students with chapter outlines or study guides. These should also be available at least two weeks prior to the commencement of semester;
Where possible, provide any written work in electronic format - either in an accessible format on the web, or on disk. This allows the student to reproduce the material in alternative formats (i.e., large print, alternative colour print and background, via screen readers);
If possible, meet with the student prior to, or early in the semester. Discuss the students needs and attempt to accommodate these needs in lectures and assessment criteria

Lecture / class room adjustments

Use a variety of teaching methods (e.g., use overheads, videos, handouts, study sheets, group participation, Q&A);
Have print copies of overheads available for students prior to the commencement of lectures;
Repeat and rephrase important points;
Speak clearly and face the students whenever talking;
Always verbalise any points that are either written on the board or put up on overheads;
Use a microphone whenever the equipment is provided;
Tape lectures and place in the library so students are able to copy;
Use simple language and stay on topic;
Whenever new processes or procedures are introduced, or whenever directions are given, ensure that stages or sequences are made clear and are explained verbally as well as in written format;
Present information on a range of formats - handouts, worksheets, overheads, videos, using diagrams, lists, flow charts, etc;
Have regular breaks in long lectures - this will assist to prevent 'information overload';
Avoid putting the student on the spot by targeting them for questions or reading aloud in class - unless the student has indicated their willingness to participate (i.e. raised hand etc);
Be flexible in relation to 'participation' in tutorials. The student be feel fatigued and may avoid participating in discussions during tutorials;
Supply comprehensive lecture notes;
At the beginning of each lecture, outline the key points that will be raised in the lecture reiterate these and at the conclusion of the lecture;
Try and make sure there is good lighting in the lecture theatre/class room. If possible adjust blinds to ensure there is no glare on the board or where overheads are being projected;
Attempt to keep extraneous sound and visual stimuli to a minimum;
If the student's behaviour in class is not acceptable, then speak to them in private about this. It is your responsibility to ensure that other students are not disadvantaged due to inappropriate behaviour. If you wish to discuss this with someone before you discuss the issue with the student, you can contact the Universities Counselling Service, or the Disability Liaison Officer.

Assignments

Be flexible with deadlines and extensions;
Provide clear feed back to the student both verbally and in writing;
Consider negotiating an individual learning program for students who are experiencing extreme negative effects of 'Stress”. This can include:
- Flexible deadlines for assignments to take into account the effects of their disability and the requirements of other subjects;
- Alternative marking arrangements such as allowing the student to hand in a 'draft' for comment prior to submitting their final paper;
- Consider setting alternative assignments (of commensurate level) where a student can work on a few selected texts rather than having to read copious amounts of text.

Examinations

Allow extra time in formal exams, school based exams and class tests;
Allow the student to complete oral exams;
Avoid multiple choice questions - particularly when there are only slight variations in the answer options;
Allow the student to use a PC;
If the student requires natural or non fluorescent lighting, make sure there is an appropriate room available;
The student may need a private room;
The student may require a split exam;
Keep examination instructions clear and short. Use simple language. Avoid jargon unless it is crucial to the inherent requirements of the exam;
Allow time for rest breaks;
Allow the student to take in food, drink and medication if required;
The student may need to leave the room - allow this and if necessary have an invigilator accompany them.

* Remember: Alternative Adjustments, is about providing the opportunity for equality, not the attainment of a particular outcome. A student with a disability is still required to present work that is of a recognised standard. Providing flexibility in the process of learning does not mean that the subject standards are lowered.

Stress

Disability Support Services

Stress

Overview

Documentation

Effects of the condition

Appropriate Adjustments in the Tertiary Education Environment

General

Lecture / class room adjustments

Assignments

Examinations

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