ABSTRACT

Understanding the challenges of inclusion that students with severe mental illness experience are essential for developing inclusive environments in universities. Therefore, a study was conducted among students with mental illness participating in Supported Education programs in universities. A structured instrument was implemented with 79 students in Israel and 59 students in Denmark. Inclusion in a university was divided into social inclusion and academic inclusion. The findings indicate that the two subscales ranked the highest in both samples were ‘Difficulties With Learning Skills and Management of Academic Tasks’ and ‘Social Inclusion Difficulties’, ‘Barriers to Academic Inclusion’ and ‘Accessibility Barriers’ were ranked lower. These findings indicate that there are common functional difficulties in fulfilling the academic requirements which students experience in both countries as a result of their mental illness. However, it also indicates that their difficulties could stem from the social and environmental response in universities to students with mental illness. Therefore, to develop an inclusive academic environment, a bio-psycho-social perspective is necessary which can enable focusing on individual difficulties as well as broadening the focus of service delivery to adapt a broader social and environmental perspective which will enable persons with SMI to advance within inclusive academic environments.

摘要

了解患有严重精神疾病的学生所面临的包容性挑战对于在大学中发展包容性环境至关重要。因此，对参加大学支持教育计划的精神疾病学生进行了一项研究。对以色列的 79 名学生和丹麦的 59 名学生实施了结构化工具。大学的包容性分为社会包容性和学术包容性。研究结果表明，在两个样本中排名最高的两个子量表是“学习技能和学术任务管理方面的困难”和“社会包容困难”，“学术包容障碍”和“无障碍障碍”排名较低。这些调查结果表明，由于精神疾病，两国学生在满足学术要求方面存在共同的功能性困难。然而，这也表明他们的困难可能源于大学对精神疾病学生的社会和环境反应。因此，为了营造一个包容的学术环境，生物心理社会视角是必要的，它可以关注个人困难，并扩大服务提供的重点，以适应更广泛的社会和环境视角，这将使 SMI 的人能够进步在包容的学术环境中。它还表明，他们的困难可能源于大学对患有精神疾病的学生的社会和环境反应。因此，为了营造一个包容的学术环境，生物心理社会视角是必要的，它可以关注个人困难，并扩大服务提供的重点，以适应更广泛的社会和环境视角，这将使 SMI 的人能够进步在包容的学术环境中。它还表明，他们的困难可能源于大学对患有精神疾病的学生的社会和环境反应。因此，为了营造一个包容的学术环境，生物心理社会视角是必要的，它可以关注个人困难，并扩大服务提供的重点，以适应更广泛的社会和环境视角，这将使 SMI 的人能够进步在包容的学术环境中。