THE DISABILITY RESOUCE CENTER
DRC SERVICES
DISABILITY LAW
ACCOMMODATION
REQUESTS
INSTRUCTOR
RESPONSIBILITIES
ACCESSIBLE
INSTRUCTIONAL
MATERIALS
CLASSROOM
ACCOMMODATIONS
STUDENT
RESPONSIBILITIES
FACULTY
AND
STAFF
RESOURCE
GUIDE
VIDEO AND MEDIA
ACCESSIBILITY
TESTING
ACCOMMODATIONS
ADDITIONAL
CONTACTS
THE DISABILITY RESOUCE CENTER
Mission
The Disability Resource Center (DRC), in collaboration with the campus community, promotes equal access
and opportunity for individuals with disabilities in all aspects of university life by enhancing personal, academic,
and career development. The DRC further seeks to empower students to fulfill their potential through selfknowledge, life-long learning, and growth.
Vision
The DRC dedication to the promotion of equal access and opportunity for students with disabilities will be
realized by our commitment to student success.
DRC Information:
Building 9 Room 103
3801 West Temple Ave
Pomona, CA 91738
Phone: (909) 869-3333
Fax: (909) 869-3271
Website: www.cpp.edu/~drc
Email: drc@cpp.edu
DRC Operating Hours
Regular
office
hours
Monday through Friday 8 a.m. to 5 p.m.
Summer
hours
Monday through Thursday 7 a.m. to 6 p.m.
Regular
testing
hours
Monday through Friday 8 a.m. to 4:30 p.m.
Finals
week office
hours &
testing
hours
Monday through Thursday 7 a.m. to 6:30
p.m. Friday 7 a.m. to 4:30 p.m.
The DRC offers the following services:
Learning
Disability &
Mental Health
Specialist
Physical &
Sensory
Services
Testing &
Support
Services
Alternate Media
Services
Assistive
Technology
Lab
D IS A BILIT Y LAW
DRC’s Commitment
The DRC at Cal Poly Pomona (CPP) is committed to providing services that facilitate the academic and
personal goals of the students it serves. Students with documented disabilities are entitled to reasonable and
appropriate academic accommodations in accordance with Federal laws including Section 504 of the 1973
Rehabilitation Act and the 1990 Americans with Disabilities Act. CPP is committed to equal opportunity for
persons with disabilities without regard to disability in the recruitment of, admission to, participation in,
treatment in or employment in the programs and activities operated and sponsored by CPP.
Services from the DRC are open to any student with a documented learning, physical, or psychological
disability. The office provides the services necessary to provide equal access to educational opportunities and
experiences.
Federal, State, and California State University (CSU) System-Wide Legislation
As part of the CSU, CPP is committed to ensuring equitable access to educational
opportunities to qualified students with disabilities. In both practice and policy, CPP
fully complies with the requirements of the Americans with Disabilities Act of 1990,
as amended 2008 (ADAAA); Sections 504 and 508 of the Rehabilitation Act of 1973,
as amended; and all other federal and state laws and regulations prohibiting
discrimination on the basis of disability.
In order to meet the legal requirements of these laws, the CSU established the Policy
for Provision of Accommodations and Support Services to Students with Disabilities
[Coded Memorandum AA-2014-08].
Under the provisions of this legislation, CPP may not exclude a qualified individual
with a disability from participation in the services, programs, or activities offered on
its campus. Appropriate accommodations and services will be provided to ensure
equitable access unless it is demonstrated that providing such services would fundamentally alter the nature of
the program, or would create undue financial or administrative burden. To read more detailed information
about laws, rules and guidelines, visit: http://www.cpp.edu/~accessibility/rules.shtml
DRC Confidentiality Policy
The DRC places a high priority on privacy and confidentiality. Our policy on disclosure of information conforms
to the University’s policies and state and federal laws.
The DRC complies with the Family Education Rights and Privacy Act (FERPA, 2001), which protects students’
educational records and prevents their improper disclosure. DRC students must sign a Release of Information
specifying the individual(s) to whom they are authorizing the release of disability-related information.
Except as noted below, no information regarding a student’s disability or use of accommodations and services
can be released to parties outside of the DRC without prior written consent:
•
For the purpose of providing and coordinating appropriate disability accommodations or services;
•
To provide academic adaptation of curricula;
•
When required by state and federal laws (e.g., in the event that I might pose a serious risk of harm to
themselves or others, or to comply with a lawfully issued subpoena).
STUDENT RESPONSIBILITIES
As defined by the CSU Policy for Provision of Accommodations and Support Services to Student with
Disabilities, a disability is defined as a physical or mental impairment of an individual that limits one or more of
the major life activities and requires either a record of such an impairment, or documentation of having been
regarded as having such impairment. In order to receive accommodations and support services, the student
must self-identify and provide appropriate disability documentation to the DRC. All accommodations are
approved on a case by case basis, and will be determined by a DRC disability specialist based on the
documentation provided.
For students who suspect they have a disability, DRC has a list of qualified professionals who conduct learning
disability evaluations. This is available in the DRC office.
Apply for services
Students can apply for services through the DRC webpage or in person. All students needing accommodations
are required to register with the DRC and provide documentation. All forms and documents can be sent by
mail, in person, email or fax. All documentation submitted is considered confidential. Registration process
information and forms are available to download on the DRC website, under the ‘getting started’ tab.
DRC Website Link: How to apply for services
Documentation
Documentation of a disability is the basis for providing accommodations. Understanding the impact of the
disability and determining how to address it in the postsecondary setting are the keys to providing support
services.
Notify Faculty
Students registered with the DRC are automatically provided with Faculty Notification Letters via email.
Students then provide their instructors with the letter, which outline the academic accommodation they have
been approved for. It is the student’s responsibility to provide the faculty notification letter and discuss their
accommodation needs with each of their instructors.
Request Accommodations

Testing Accommodations: Students with approved testing accommodations will be accommodated by
their professor OR the DRC. All students being accommodated by their professor must be provided
their accommodation as prescribed by DRC. If the student’s exam is being accommodated by DRC it
must be scheduled with DRC. To do so, students must fill out a test request form online and send it to
the DRC and their instructor at least 3 working days in advance. If the student wants to take the exam
at a different date/time than the class, he/she must receive the instructor’s signature of approval to do
so. The DRC will work with the instructor to get the test and testing instructions prior to the scheduled
exam time.

Other Accommodations: Once registered to receive services from DRC, each quarter the student is
also responsible for requesting services and or accommodations; such as, requesting course materials
to be in alternative format, interpreters, real time captioning, and note taker services as applicable.
INSTRUCTOR RESPONSIBILITIES
Confidentiality
When discussing a student’s disability and status with the department, the instructor must do so privately as
information is confidential. Under no circumstances should discussions about a student’s disability take place
in front of the class, in front of other students, or discussed with other faculty and/or staff unless there is
absolute need to share this information.
Sample Syllabus statement
All instructors are encouraged to include in their syllabus a statement inviting students with disabilities to meet
with them in a confidential environment to discuss making arrangements for accommodations. This statement
helps to normalize the accommodations process and foster a positive and welcoming environment for students
with disabilities. The following example statement can be used or adapted for your course syllabus:
If you are a student with a documented disability and anticipate needing accommodations in
this course, please contact me as soon as possible so that we can discuss your specific
needs. You will need to bring your Faculty Notification Letter issued by the DRC which verifies
the specific accommodations you have been approved to use.
Faculty notification letter
The instructor is asked to carefully review the information detailed on the Notification of a Classroom or Test
Accommodation letter. If there is concern regarding an approved accommodations, the instructor should
contact the office to discuss the situation.
INSTRUCTOR RESPONSIBILITIES
Here is a list of the common course accommodations that you may see on Faculty Notification Letters from the
DRC. The purpose of academic accommodations is to provide an equal opportunity and equal access.
Accommodations are not to provide an unfair advantage or guarantee academic success. If you have concerns
about how the approved accommodation might affect the integrity of your course, contact DRC.
Classroom accommodations
Audio Recording: The student has agreed to the
following: (1) Recorded lecture material will be
specifically and solely used for educational purposes
and will not be reproduced or shared in any way.
(2) Recorded material is protected under federal and
international copyright legislation and may not be
published or quoted without the instructor's explicit
consent. (3) All recordings will be destroyed at the end
of the term.
Assistive Listening Device: The student will request for
you to wear a microphone during your class lecture in
order to amplify the sound through the headphones
he/she will be wearing.
Flexible Attendance: The student is responsible for
informing the instructor as soon as reasonably
possible if he/she will be absent from class due to
functional limitations and acute symptoms directly
related to the documented disability, and to make
specific arrangements with the instructor to access
lecture notes, assignments, or tests that occur during
their absence.
Laptop Use: The student is informed that laptop use in
the classroom is restricted for note taking purposes.
Notetaker Services: The student may ask for your
assistance in identifying a student enrolled in the class
to serve as a paid notetaker. Please consider the
student's need for confidentiality when discussing their
accommodation needs in the classroom.
Preferential Seating: Please provide assistance as
necessary to allow the student to reserve a particular
seat in your classroom for the duration of the term.
This will usually be in the front of the class or near an
exit.
Short Breaks as Necessary: The student may need to
step out periodically during your class. He/she is
expected to do so with minimal disruption to the class.
Service Animal: A “service animal” is legally defined
as any dog individually trained to do work or perform
tasks for the benefit of an individual with a disability,
including a physical, sensory, psychiatric, intellectual,
or other mental disability. In compliance with
applicable law, CPP generally allows service animals
in its classrooms when the dog is accompanied by a
student with a disability. CPP cannot require handlers
to identify the nature or extent of their disability or
require proof that the dog has been certified, trained,
or licensed as a service animal. Handlers are required
to have full control of the animal at all times, ensure
animal etiquette, and clean up after the animal.
Time Extensions for Projects/Assignments: It is the
student’s responsibility to arrange specific extended
deadlines with the instructor at the beginning of the
quarter or as soon as reasonably possible
Testing Accommodations
Additional Time: 50% more time, double time or
breaks during exam (5 minutes per hour).
Alternate format: Such as braille, text to speech
software, enlarged format, speech to text software,
screen reader.
Environment: Limited distraction free (quiet room with
minimal visual or auditory distractions) or Distraction
free (a private room away from other students with no
significant visual or auditory distractions).
Special Equipment: Such as a word processor,
calculator, music/white noise, CCTV
Other: Memory aid (TBD by professor), scribe for
scantron exams, scribe, reader, math formula sheet.
INSTRUCTOR RESPONSIBILITIES
Testing Accommodations (two options)
1) If the instructor elects to accommodate the student, he/she is expected to provide all accommodations as
prescribed by the DRC.
2) If the instructor elects to have the DRC provide the accommodations:
To schedule a quiz, exam, or final at DRC the student is required to submit a Test Request to both the
professor and to the DRC. If the student wants to take the exam at a different date/time than the class, he/she
must receive the instructor’s approval to do so. If the instructor gives pop quizzes, he/she should contact the
DRC office prior to each pop quiz regarding its scheduled date, time, and delivery method.
When providing an exam to DRC, the instructor should state how he/she
would like the test to be administered by completing a Test Proctor Form,
available in DRC and on the department website: www.cpp.edu/~drc
If this form is not provided with each exam, the Testing Coordinator or proctor,
in consultation with the student, will use good faith judgment regarding which
materials will be allowed for the exam. In this event, a list of materials used
will be returned to the instructor with the completed exam.
To ensure that the student’s accommodative needs are met, the DRC asks
that the instructor provide all exams no less than 48 hours in advance of any
scheduled exam or final. Exceptions may be made for pop quizzes at the
discretion of the Testing Coordinator.
The DRC prefers to receive exams using one of the following methods:
 The instructor can deliver the exam directly to DRC in 9/103
 The exam can be e-mailed to drc@cpp.edu
INSTRUCTOR RESPONSIBILITIES
It is expected that the instructor will provide the same exam that is administered to the class. If, for any
reason, it is not the same exam, please discuss with the Testing Coordinator prior to the exam’s scheduled
date. If there are corrections, clarifications, and/or additional information shared with the class during the
administration of the exam, it is expected that the instructor will contact the DRC (x3333) at the time at which
the information is shared with the class.
The instructor has the option to approve or not to approve a student to take a test at a different time than the
scheduled class time for non-disability reasons. Decisions should be made in accordance with standards of
practice with non-disabled students in the course (e.g., if a student wants to reschedule an exam due to an
illness, the same consideration should be made for a student with a disability as would be made for a student
without a disability.)
Blackboard exams: For Blackboard exams taken outside of the classroom, DRC students are not required to
take their exams in our office to access their extended time. Instead, the student coordinates directly with
their instructor to request the extended time. The instructor, as the blackboard exam administrator, is
responsible for adjusting the time for the DRC student. To do this, go to the Test Options page and use the
‘Test Availability Exceptions’ feature. Technical assistance information can be found here: eLearning
Homepage
Designing with accessibility in mind
When designing a course and creating course materials, ensure they are accessible from the beginning. It is
always easier to make instructional material accessible when creating a document, instead of editing it after
the fact. There are many strategies to enhance the accessibility of course design, instruction, and materials. If
more information is needed, contact the DRC.
Textbooks and printed course material
 Provide copies of any digitally projected course materials such as power points.
 Have syllabus available before the first day of class so students could begin their readings early and/or
obtain alternative materials in time for the start of classes.
 If the textbook has study guide or computer tutorials, suggest that students use it.
 Double space printed documents and choose a clear, easy to read font.
 Ensure materials posted digitally (such as on blackboard or via email) can be accessible to all students.
 To review the accessibility of a Microsoft Word or PowerPoint document, open the file, click on File,
click on Info, click on Inspect Document: Check for issues and click on Check Accessibility.
Labs, Field trips and Transportation
 Verify that field trip sites are accessible to your students.
 Some students could require assistance using tools, lab equipment and/or chemicals. Consider an
assistant or lab partner who functions merely as the student’s hands or legs. Contact DRC if this is
needed.
In the classroom
 Face the class as much as possible and speak clearly.
 Use classroom microphone systems.
 Videos and other audiovisual materials must be captioned or subtitled.
 Blind/Low vision: Reserve front seats for students who are low-vision. Make sure they are not near or facing
a window, the glare from the lights can make it difficult to see the instructor or white board. Verbalize content
written on the board or projected on screen.
 Deaf/Hard of Hearing (DHH): keep a minimum amount of lighting on when presenting audiovisual material,
so the instructor and interpreter could be seen at all times. Consider providing interpreters/captioners or
students a written explanation of a demonstration in advance. Turn closed captioning on when showing a
video in class or posting online.
INSTRUCTOR RESPONSIBILITIES
Access to video and media
Instructional materials include a wide variety of tools. DVDs, streaming web videos on the web (You Tube),
films, and VHS are popular media tools to include in your course content; however, it is important to ensure
these tools will be accessible by all students. While many videos are captioned, not all videos contain
captions. Check to see if your instructional videos have captioning by turning the captioning or subtitle
function on. If they do not, contact Media Vision.
What is Captioning?
Captioning is the synchronizing of text with audio content of a video presentation. It is verbatim and also
includes other auditory information.


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
Closed Captioning is very similar to captioning; however, it contains the
captions in another file and offers the viewer an option to turn on/off the file.
This is most commonly the option you will see on your videos. You will need
to turn it on each time you show a video in class.
Open Captioning is also very similar to captioning. The captions will be
embedded into the video.
Subtitles is a secondary option if your video does not have captioning, but
has an English subtitles option. It is verbatim, however, it does not
communicate any other auditory cues.
Realtime Captioning is live captioning. It requires a trained professional to
type all spoken material with a steno machine, and the individual receiving the service will read all words
typed on a laptop screen to keep up with all discussions happening in real time.
Wondering how to turn on the captions? Click here to view instructions
Why is Captioning important?
When a student is able to watch all of the visual information provided in the video, along with the
captions, they are missing the least amount of visual and auditory information. Captioning serves more
than just Deaf and Hard of Hearing viewer populations, those who know English as a second language
often benefit because it is easier to read a language and follow along with spoken content when it is not
familiar to them. Closed captioning helps all viewers to accurately comprehend spoken information on
video when the speaker has an accent, is mumbling, using complex terminology and/or is speaking
quickly.
You Tube: Currently You Tube uses voice recognition software to
automatically sync with videos that do not have a transcript uploaded by the
You Tube video owner. It has a 65% accuracy rate. Relying on You Tube’s
captioning may result in poor quality captioning that is almost
unrecognizable. Bad quality captioning puts an extra burden on the reader,
but also does not meet accessibility standards and fails to provide equal
access to your instructional materials. Test your streaming video prior to
showing in class.
Are your videos not captioned?
If you have videos or streaming material that does not have captioning or subtitles, and you cannot find
any other equivalent media that is accessible, contact the DRC to discuss resources.
INSTRUCTOR RESPONSIBILITIES
Assignments and Tests
 Consider alternative or supplementary assignments to evaluate student’s understanding of course
material.
 Provide an early critique of early drafts for written assignments.
 Provide good examples for writing assignments to students and provide feedback in writing that
students can incorporate for future assignments.
 Consider alternatives for scantron exams.
 Consider allowing students to respond to test questions orally.
 Consider alternative test designs such as essay, multiple choice or short answer.
 Consider the nature of errors, it may be appropriate to give partial credit for work shown even if the end
answer is incorrect due to minor errors such as transposed numbers.
Attendance
 Provide flexibility in attendance in case of hospitalization or crisis, as long as it does not alter the
integrity of the course.
 Consider incompletes or late withdrawals rather than failure in the case of illness-related absences.
Online Instruction
When instructors design their course for the classroom, accessibility is mandated. The same concept is
applied to any course instruction online. When instructors design their online class meetings, accessibility
needs to be kept in mind.
Accessible Technology Initiative (ATI)
The CSU’s Board of Trustees Policy on Disability Support and Accommodations is "It is the policy of
the CSU to make information technology resources and services accessible to all CSU students,
faculty, staff and the general public regardless of disability."
A letter to all CSU presidents about the ATI: Campus accessibility strategy for online education
How to design your course website and content with accessibility in mind
 Have a simple design with clear contrast of background and text. Minimize clutter, graphics, and
stick with simple colors and clean fonts.
 Have consistent organization and flow for your course design, avoid having folders within
folders. Eliminate menu items and areas that are not used.
 Choose videos and audio material that is already captioned or subtitled.
 Use the preset ‘Styles’ in Word and Powerpoint as they are built to be user friendly. A
presentation that is organized neatly with titles, headings, and alternate text will be easiest to
navigate.
 When using Power point, open up the ‘notes’ option and type all the text that is demonstrated in
the power point slide. Notes is set up with just text and is the best way to read and navigate
Power point for those using a screen reader.
 Images and graphics need to have alternative text to describe the image.
 Test that a screen reader in the can read your course documents, and that it reads in the correct
order. Pay special attention to tables and charts and ensure they are read correctly. You can
test in eLearning’s Faculty Center.
 Check accessibility before requiring students to use outside resources, such as websites.
 When using any teaching tool, look for a ‘check accessibility’ feature to ensure the document is
accessible during your course design. Do not wait until you are notified by the DRC.
 Step by step directions on how to create accessible word documents, power point
presentations, PDFs and websites can be found here: Creating Accessible Materials.
INSTRUCTOR RESPONSIBILITIES
Common mistakes made by instructors and DRC’s suggested solutions
Common situations
DRC’s suggested solutions
Refusing to provide approved accommodations
Work with the DRC if you feel that providing the
accommodation will compromise the integrity of your
course design. DRC can strategize with you on how to
effectively provide accommodations with the intent of
your course in mind.
Not providing accessible course materials in
the classroom and online
All students enrolled in courses must have equal
access to all course material. While designing your
course, keep accessibility in mind. If you need support,
contact the DRC and also talk to your colleagues
about their strategies.
Tips:




Choose a text title 10 weeks prior to your class
start date.
Show/post videos with closed captioning
Make sure the tools you’re asking students to
use are accessible with a screen reader
Talk to the student and see how you can
improve design, if needed.
Questioning whether the student has a
disability or asking about their disability
How to accommodate is the focus, not the disability.
Introduce the course with an open dialogue about
accommodations, and foster a welcoming and safe
environment to all of your students regarding equal
access to their education.
Failing to deliver test materials in a timely
manner to the DRC
To properly administer the exam as scheduled, receipt
of exam materials in advance is required. Delay in
delivering test materials may result in adjusting when
the student will take the exam.
Providing inappropriate reduced distraction
testing environments
If you are aware that providing the necessary testing
environment for your student will be a challenge,
consider the option to have your student take their
exam in DRC. Have an open dialogue with the student
and the DRC Testing Coordinator.
Disclosing to the class that a student has a
disability
A student’s disability status is protected by law. We
suggest speaking to the student privately if there are
any specific concerns about accommodations. If you
need to make an announcement, most commonly to
assist soliciting a notetaker, do so with a general
announcement without identifying the disabled student.
ADDITIONAL CONTACTS
Office of Diversity and Compliance
California State University Polytechnic University, Pomona
3801 West Temple Ave, Pomona CA 91768
Building 98 Room B1
Main Phone: (909) 869-4646
Website: www.cpp.edu/~diversity
Director: Carmen Munoz- Silva, J.D.
Phone: (909) 869-5152
Email: cmunozsilva@cpp.edu
Faculty and staff needing accommodations are required to contact the Office of Diversity and Compliance to
establish eligibility for disability services.
eLearning
California State University Polytechnic University, Pomona
3801 West Temple Ave, Pomona CA 91768
Building 1 Room 205C
Main Phone: (909) 869-3099
Website: www.cpp.edu/~elearning
Director: Victoria Bhavsar, Ph.D.
Phone: (909) 869-4640
Email: vbhavsar@cpp.edu
The eLearning team at CPP is an excellent place for faculty and staff to get the support they need when using
technology and online tools to design their courses. eLearning offers technical support, workshops and
trainings, online tools, and offers resources for accessible course design. eLearning does not create or convert
instructional materials to an accessible format.
Office for Civil Rights (OCR)
At any time during the process or if still unable to resolve the issue with the Office of Diversity and Compliance,
it is recommended that the student contact the Office for Civil Rights.
Region IX - San Francisco (American Samoa, Arizona, California, Guam, Hawaii, Nevada)
Michael Leoz, Regional Manager
Office for Civil Rights
U.S. Department of Health and Human Services
90 7th Street, Suite 4-100
San Francisco, CA 94103
Voice Phone (800) 368-1019
FAX (415) 437-8329
TDD (800) 537-7697
For more information, visit: OCR Website