Distance Learning as a gateway for the mentally ill to improve job qualifications. By: Austin A. Mardon, CM, BA, MSc, MEd, PhD; Board Member Premier¢s Council on the Status of Persons with Disabilities and Catherine A. Mardon, BSc, JD In the fall of 2005, the senior author presented a poster at the Alberta Mental Health Research Showcase in Banff on the topic of using qualitative analysis to examine how distance learning at the post-secondary level impacts on the lives of those with serious mental illness. It had several case studies and the conclusion that distance learning can result in successful completion of degree qualifications. There were two individuals in the study who had the same number of unutilized credit hours. One of these individuals applied for a Bachelor of General Studies (BGS) degree from Athabasca University . The one who applied received a fully accredited recognized degree within three months for the total cost of $300. This fee covered transcript requests, fees for the cost of special assessment and graduation costs. He eventually gained unsupported part time employment, while the second individual who did not apply for a degree did not achieve employment. The first consumer talked about the confidence that he gained from tying up unused credits. Both these subjects had a previous degree and had taken a diploma as Library Technicians from Grant MacEwan College . This meant that they had unallocated credits amounting to over 60 credit hours. The requirements for a BGS degree include completing 90 credit hours if you do not have a degree (the equivalent of 30 semester courses). If you already have a degree, then only 60 unused credit hours (20 semester courses) are required. There are no residency requirements of any sort at Athabasca University . They have distribution requirements for courses at various levels. One of the authors, Austin Mardon, completed a PhD from an unaccredited university in Australia in 2000 and was very satisfied. With the advent of the internet distance learning is becoming much more common, and available. Other case studies examined in this poster demonstrated this as well. The authors believe that distance learning is suited to the mentally ill primarily because it can be less regimented in terms of sitting in classrooms for allocated periods of time. Given the cyclical nature of serious mental illnesses such as bi polar and schizophrenia, those consumers who go to traditional bricks and mortar post secondary institutions are often set up for failure because they can not perform classroom tasks at predestined regimented class times. Distance learning still requires that the students be disciplined but in a different way. They have to be self disciplined enough to complete the assignments and tests within the allotted time. Common behavioral problems experienced as a result of the mental illness involved or as a result of the medication would often result in a student failing at a traditional bricks and mortar university. These problems are often mitigated when pursuing a distance education. The author was present at a speech given by a University of Alberta disability counselor, where she claimed that mentally ill students especially those with schizophrenia should not be at university because they were not smart enough. It is not that the mentally ill are not smart enough in many cases, but rather that they need different forms of adaptive teaching techniques. They need institutions that understand and are willing to adapt to the specific needs of the cyclical nature of their mental illness. With the proper support to the student, there could be a much greater completion and success rate. It is only through education and the achievement of the resulting qualifications that a mentally ill student can place themselves into a situation where there is a greater likelihood of attaining gainful employment. Being able to realize a better job because of the upgrade of education and qualifications can make a world of difference in a disabled person¢s life. In one case study, a person on AISH received a degree in business from Athabasca University , and they were able to get gainful employment at a professional level. That individual is now no longer receiving AISH benefits and owns a car and his own condominium. The self confidence that this person experienced after receiving a university degree, gave him the psychic push he needed to get off of AISH and enter the workforce permanently. In Austin Mardon¢s case, while his PhD does not allow him to teach at a regular university, it has allowed him the opportunity to get ever increasingly more important positions, such as an adjunct faculty member and has galvanized him in his life. Many accredited distance learning institutions exist that are affordable. In addition to Athabasca University , there are international institutions such as the University of South Africa which has over 100,000 students currently, and has existed for almost 100 years. It is our opinion that consumers with the proper desire and internal disciple can complete a distance learning degree or qualification at the post secondary level with much greater frequency than compared with completion of a degree or diploma in a more traditional bricks and mortar institution. Distance learning is better suited towards the specific needs of a mentally ill student. Counselors who deal with the mentally ill should be prepared to suggest distance education to their clients who express a desire to upgrade their education- they might thank you. Austin Mardon has had schizophrenia for the last 14 years and has completed 4 degrees including a PhD by distance learning from the former Greenwich University . In 2007 it was announced that he will receive the Order of Canada for his advocacy for schizophrenics. aamardon@yahoo.ca Catherine Mardon is a retired attorney who had specialized training in representing the physically and mentally disabled. They both live in Edmonton . ccmardon@yahoo.ca