Indicators linked to the success of students with psychological disabilities in urban community college allied health sciences programs

The purpose of this study was to identify what climate indicators (attitudinal, support provision, student interaction) found in allied health sciences classroom and clinical settings at a northwest community college contribute to the success of students with psychological disabilities. Three climate assessments and a series of interviews revealed crucial information regarding academic support necessary to assist students with psychological disabilities within the allied health sciences. Utilizing mixed methodologies, the researcher collected and analyzed data during the Fall 2005 academic quarter from 177 climate assessments and facilitated 33 interviews, five student focus groups, and five follow-up interviews with students with psychological disabilities. The study revealed allied health sciences faculty and staff who implement universal design principles, take time to meet with students, build trusting relationships, and work as allies may dramatically influence a student's perception of their academic potential therefore, influencing academic success. The research also indicated allied health sciences programs require additional professional development opportunities for faculty and staff to enhance the climate for students with psychological disabilities. Positive attitudinal indicators, increased support provisions, and frequent student interactions between faculty, staff, and students were found to be key indicators for student academic success. Recommendations are provided for faculty and staff to support the success of students with psychological disabilities.