A HANDBOOK FOR DISABILITY RESOURCE CENTER COUNSELORS AT
SACRAMENTO CITY COLLEGE
A Project
Presented to the faculty of the Department of Special Education, Rehabilitation,
School Psychology, and Deaf Studies
California State University, Sacramento
Submitted in partial satisfaction of
the requirements for the degree of
MASTER OF SCIENCE
in
Counseling
(Vocational Rehabilitation)
by
Yelena Piskun
SPRING
2013
A HANDBOOK FOR DISABILITY RESOURCE CENTER COUNSELORS AT
SACRAMENTO CITY COLLEGE
A Project
by
Yelena Piskun
Approved by:
__________________________________, Committee Chair
Guy Deaner, Ph.D.,
____________________
Date
ii
Student: Yelena Piskun
I certify that this student has met the requirements for the format contained in the
University format manual, and that this project is suitable for shelving in the Library and
credit is to be awarded for the project.
_____________________________, Graduate Coordinator
Susan M. Heredia, Ph.D.
Department of Special Education, Rehabilitation,
School Psychology, and Deaf Studies
iii
______________
Date
Abstract
of
A HANDBOOK FOR DISABILITY RESOURCE CENTER COUNSELORS AT
SACRAMENTO CITY COLLEGE
by
Yelena Piskun
Statement of Problem
The purpose of this project was to develop a revised handbook for the Disability
Resource Center counselors at Sacramento City College. There is an immediate need for
a revised handbook, which provides insight into services for students with disabilities at
Sacramento City College.
Sources of Data
The author reviewed the related literature, which consisted of laws and regulations,
statistical data and journal articles.
Conclusion Reached
This handbook is intended to be used by counselors at the DRC who provide academic,
personal and disability related counseling for students with disabilities. As a result, a
revised DRC handbook was developed.
_______________________________, Committee Chair
Guy Deaner, Ph.D.
_______________________
Date
iv
ACKNOWLEDGEMENTS
I wish to thank my husband, my son, my mom, my dad and my sister for their support. I
would not have been able to do this project without you guys. You are a true blessing in
my life!
I wish to thank Dr. Guy Deaner and Dr. Todd Koch for their instruction, guidance and
support during my graduate studies.
I also wish to thank Dr. Gwyneth Tracy for her consideration during my graduate
internship experience. I have learned invaluable lessons through the process.
v
TABLE OF CONTENTS
Page
Acknowledgements ....………………………………………………………….……...v
Chapter
1.
INTRODUCTION ...........………………………………………………………..1
Background of the Problem ...…………………………………………….1
Statement of the Problem .............................................................................3
Statement of Purpose ...................................................................................4
Limitations of the Project.............................................................................4
Definition of Terms ......................................................................................5
Organization of the Project ..........................................................................8
2.
REVIEW OF RELATED LITERATURE ............................................................. 9
Introduction ................................................................................................. 9
Laws and Regulations ................................................................................ 9
Statistics on Persons with Disabilities ...................................................... 20
Support Organizations for Counselors ...................................................... 22
Other Support Programs for Students at SCC .......................................... 26
Summary ................................................................................................... 29
3.
METHODOLOGY ............................................................................................. 30
4.
SUMMARY AND RECOMMENDATIONS...................................................... 33
Summary ....................................................................................................33
Recommendations ......................................................................................33
Appendix. A Handbook for Disability Resource Center Counselors at Sacramento
City College ............................................................................................ 35
References ................................................................................................................... 98
vi
1
Chapter 1
INTRODUCTION
Background of the Problem
This project represents a revised handbook for counselors at the Disability
Resource Center (DRC) at Sacramento City College (SCC), a part of the Los Rios
Community College District (LRCCD). The handbook was last revised in 2008.
SCC is the seventh-oldest community college in the state and one of the oldest
higher learning institutions in the Sacramento area. This institution was founded in 1916
as a Department of Sacramento High School. When the college outgrew its temporary
location at Sacramento High School, a new series of bonds was passed to provide for a
new site. In September 1925, sixty acres on Freeport Blvd were purchased and the first
cornerstone of the new building was laid (Sacramento City College [SCC], 2012).
Beginning in 1964 SCC separated from Sacramento City Unified School District and
joined Lois Rios Junior College District, which at the time included American River
College as part of the system (www.4faculty.org).
SCC is an accessible public campus serving a diverse student population. This
campus provides a variety of educational opportunities and support services leading to
transfer, career advancement, basic skills development, degree and certificate programs,
as well as personal enrichment (SCC, 2012).
The SCC DRC was established in 1975. The SCC DRC exists to ensure the
success of students with disabilities by maximizing their independence and empowering
them through education. The primary goal of the DRC program is to provide appropriate
2
support and accommodations for students with disabilities who are attending SCC.
At present, Dr. Gwyneth Tracy is the coordinator who is responsible for
overseeing center operations and addressing current issues facing students with
disabilities that are being served by the DRC. In addition, Dr. Tracy is also counseling
students on a regular basis. The DRC also employs one full time counselor, one full time
Learning Disabilities Specialist and five adjunct counselors. In collaboration with the
other SCC staff and faculty, the above mentioned professionals provide services to
students with disabilities so that they will receive equal opportunity and access to
education at SCC. In addition to providing direct support to students with documented
disabilities, this program serves as a resource to faculty and staff providing in-service
training. SCC has five adjunct counselors who were employed during the 2011-12
academic year. This group of counselors comes from various backgrounds obtained
outside of SCC.
SCC as a public institution is subject to both local and federal regulations. The
Americans with Disabilities Act (ADA) and Rehabilitation Act of 1973 both prohibit any
kind of discrimination based on disability. Section 504 of the Rehabilitation Act of 1973
states that: “No qualified individual with a disability shall, by reason of such disability, be
excluded from participation in or be denied of services, program or activities of a public
entity, or be subjected to discrimination by any such entity” (Americans with Disabilities
Act [ADA], 1990).
Currently, the DRC is serving over 2,000 students enrolled at SCC. Its mission is
to promote equal access to programs, services and facilities at SCC by ensuring students
3
with disabilities have an opportunity to participate in campus activities.
In addition, the State of California governing regulations require that community
colleges inform students, faculty and staff about the services that are available to students
with disabilities (Cal. Educ. Code Sec. 56020). California Education Code Sections
67310-67312 and 84850 require community colleges to provide services that are rendered
to students with disabilities to meet the following requirements:
1. Not to duplicate services or instruction which are otherwise available to all
students;
2. Be directly related to the educational limitations of the verified disabilities of the
students to be served;
3. Promote the maximum independence and integration of students with disabilities;
4. Support participation of students with disabilities in educational activities
consistent with the mission of the community colleges, as set forth in California
Education Code Section 66701.
Statement of the Problem
This project was created to provide counselors with a comprehensive handbook
on established rules and guidelines when serving students with disabilities. Previously,
all rules and guidelines were organized into one handbook completed in 2008, which was
utilized by practicing DRC counselors. However, a comprehensive and revised handbook
for DRC counselors is needed due to changes that have occurred at the California
Community Colleges Chancellors Office and changes to the local SCC policies. At
present, the DRC employs a number of adjunct counselors that rotate on a regular basis.
4
After interviewing with Dr. Tracy, DRC Coordinator, the author became aware that
services provided to the DRC student were not always consistent and varied with each
counselor.
Statement of Purpose
The purpose of this project is to develop a SCC DRC Counselors Handbook. This
handbook will describe in detail the current procedures and practices of the DRC. In
addition, this handbook will review CA Community College Chancellor’s Office
guidelines, along with the SCC policies and procedures. This handbook was developed
through the consideration of the previous version of the handbook, reviews of laws and
regulations and the survey of professional organizations. In addition to this, the author
reviewed the current counselor handbooks used by the local community colleges.
Limitations of the Project
The main purpose of this handbook is to be a reference for the DRC counselors at
SCC. All information provided in this handbook is only pertinent to the DRC counselors
at SCC and is considered non-applicable to other community colleges within the Los
Rios Community College District.
This project is considered appropriate at this time. Further changes may be made
due to policy and law changes in the future. Changes that take place after the Fall term of
2012 will not be mentioned in this handbook.
The author was a counseling intern at SCC at the time of the project creation. The
author’s perception of the information was strongly influenced by the preconceived
beliefs about higher education for students with disabilities. One such belief is that
5
students with disabilities at postsecondary institutions require more assistance and are
incapable of becoming independent as they go through the college experience. In reality,
the DRC office at SCC empowers its students to achieve maximum independence.
The author made her best attempt to analyze all the information effectively to
avoid any implication of bias.
Definition of Terms
Accessibility
Accessibility is a site, building, facility or portion thereof that can be approached,
entered, and used by individuals with disabilities (Division of State Architecture,
Division of State Architecture, 2012).
Acquired Brain Impairment (ABI)
ABI is defined as acquired brain impairment caused by external or internal
trauma, which resulted in total or partial functional limitations that adversely limit a
student’s educational performance by impairing language, speech, cognition, memory,
attention, and other physical and mental abilities (Cal. Educ. Code Sec. 56038).
Intellectual Disability
A student who demonstrates a below average intellectual functioning which
adversely affects educational performance and exhibits measurable potential for
educational achievement is intellectual disability (Cal. Educ. Code Sec. 56004).
Educational Limitation
A disability related functional limitation in the educational setting. An
educational limitation prevents the student from fully benefiting from classes, activities,
6
or services provided by the college to non-disabled peers, without any specific additional
support services or instruction (Cal. Educ. Code Sec. 56004).
Learning Disability
A disability defined as a persistent condition of resumed neurological impairment.
A student with a learning disability must exhibit one or more of the following
characteristics: average to above average intellectual disability; severe processing
deficits; severe aptitude –achievement discrepancy; measured achievement in an
instructional or employment setting (Cal. Educ. Code Sec. 56036).
Learning Disabilities Specialist
A Learning Disabilities Specialist is one who is responsible for interpreting the
diagnostic assessment reports, administering supplemental assessments, and outlining an
educational plan for students with a learning disability. Other responsibilities include
disabilities-management counseling, proactive retention services, advising, support
services, course accommodations, instruction in learning skills and study strategies, and
participation in student‘s outreach activities (California Community Colleges
Chancellor’s Office [CCCCO], 2003).
Physical Disability
Physical disability means a visual, mobility or orthopedic impairment. Including
but not limited to visual impairment as the result of loss of sight; mobility and orthopedic
impairments mean a serious limitation in motor function (Cal. Educ. Code Sec. 56032).
Psychological Disability
Psychological disability is defined as persistent psychological or psychiatric
7
disorder, emotional or mental illness that adversely affects educational performance (Cal.
Educ. Code Sec. 56042).
Major Life Activities
Functions such as caring for one’s self, performing manual tasks, walking, seeing,
hearing, breathing, learning, and being employed (ADA, 1990).
Reasonable Accommodation
The purpose of accommodations is to provide additional and specialized support,
which allows students with disabilities the ability to benefit from full access to the
general course offerings at the community college (CCCCO, 1997).
Student with a Disability
A student with a disability is a student who is enrolled in the community college
with a verified disability, which limits one or more major life activities (Cal. Educ. Code
Sec. 56002).
Support Services
Support services are those specialized services available to students with
disabilities, which are in addition to the regular services provided to all students. Such
services enable students to participate in regular activities, programs and classes offered
by the college (Cal. Educ. Code Sec. 56026).
Temporary Accommodations
Temporary accommodations may be given to a student who does not have current
proof of a qualifying condition to receive the accommodation while waiting for the
disability testing outcome. However, the student must present a verifiable history of the
8
disability. For example, a student who was diagnosed with a learning disability in the K12 system is given temporary accommodations pending their testing outcomes as an
adult. At the time of the testing, the student will be administered a series of achievement
and diagnostic tests to determine eligibility under the California Learning Disabilities
Model (L. Parker, personal communication, February, 2012).
Qualifying Condition/Disability
A limitation that adversely affects education performance but does not fall into
any of the other disability categories outlined in Title 5, Implementing Guidelines (Cal.
Educ. Code Sec. 56044).
Organization of the Project
Chapter 2 provides a review of related literature. Chapter 3 presents the
methodology used in the process of completing this project. Chapter 4 offers summary
and recommendations for further research. The reference section includes all materials
that were utilized in the completing of this project. The Appendix contains the Handbook
for Disability Resource Center Counselors at Sacramento City College.
9
Chapter 2
REVIEW OF RELATED LITERATURE
Introduction
This review of related literature begins with a discussion of the legislation and
regulations specifically related to students with disabilities at the community college
level. Secondly, the author discusses statistical facts on how many individuals with
disabilities participate in post-secondary education at the national, state and local levels.
In the third section, the author discusses professional organizations and agencies relevant
to services for students with disabilities at California community colleges.
Laws and Regulations
Students with disabilities are protected by national, state and local legislation and
regulations. All the legislation reviewed below is focused on providing equal access and
prohibits discrimination for individuals with disabilities attending California community
colleges.
National Level
Americans with Disabilities Act (ADA)
The Americans with Disabilities Act prohibits discrimination based on disability
in employment, public accommodations, commercial facilities, transportation and
telecommunications (www.ada.gov). To be protected by ADA individual must have a
verified disability. As defined by ADA, an individual with disability is a person with
physical or mental limitation which limits one or more major life activities. ADA does
not specify which disabilities are qualifying. Title I of ADA requires employers to
10
provide equal opportunities for individuals with disabilities in recruiting, promotions and
other privileges in employment. Title II requires local and state governments to provide
equal access to benefits of education, transportation, health care, recreational activities as
well to freely exercise civil responsibilities of voting for individuals with disabilities.
(www.ada.gov). In addition Title II requires state and local authorities not to discriminate
against people with disabilities in transportation. As the result, authorities must make
reasonable attempts to make accessible transportation options as well as architectural
standards of the buildings. Specifically, Title II prohibits all state and government
entities including community colleges and universities from discriminating against
people with disabilities. This particular section covers all state universities and
community colleges (ADA, 1990).
Title III of ADA prohibits discrimination against people with disabilities for the
purpose of public accommodations (www.ada.gov). This section includes providing
equal treatment, accessibility and reasonable accommodations to remove barriers to
access information. In addition, educational courses and materials offered must be
provided in an alternative format for individuals with disabilities.
Subpart E specifically relates to community colleges, it prohibits discrimination in
on campus activities such as admission of students with disabilities to providing services
to these students at the postsecondary level. This section also emphasizes that students
with disabilities “may not be excluded from any course of study for which they are
qualified for” (ADA, 1990). Furthermore this section requests postsecondary institutions
to adapt the manner of the teaching in order to accommodate those that were not able to
11
benefit otherwise (ADA, 1990).
Title IV of ADA requires telecommunication carriers to provide communication
relays such as TTY to individuals with hearing impairments. The ADA prohibits
discrimination based on disability at the educational institutions. Consequently,
California Community College System institutions are adhering to the above guidelines
established by the ADA. In addition, ADA has mandated public campuses to be aware of
responsibility to provide accessible services, facilities and programs (ADA, 1990).
Rehabilitation Act of 1973
The Rehabilitation Act of 1973 eliminated discrimination in all federally funded
agencies and entities. In addition it provided the framework for the establishment of the
public campuses’ services for students with disabilities.
Specifically Section 504 of Rehabilitation Act states that “no qualified individual
with disability should be excluded from or denied benefits of any program that receives
federal assistance or a federal employer” (Office for Civil Rights, 2012). This section is
relevant to students with disabilities, since it prohibits discrimination on the basis of
disability. Consequentially, this section provides protection for individuals with
disabilities in educational setting ranging from pre – schools to post-secondary
educational establishments. Specific regulations outline criteria for such protection “an
individual must have a) physical or mental impairment that substantially limits one or
more major life functions or have a history of such impairment; or be regarded as having
such an impairment; and is considered qualified as person with a disability” (United
States Department of Labor, 2012 ).
12
Subpart E of the Section 504 specifically calls for non-discrimination in many
aspects from the recruitment to admission of students with disabilities (Rehabilitation
Act, 1973). This section specifically prohibits “any program receiving federal financial
assistance” from discriminating against an individual because of his/her disability
(Rehabilitation Act, 1973). Section 504 includes any college or university who receives
direct or indirect federal financial assistance, including entities who accept students who
receive federal financial aid (Disability Rights California, 2012). It also states that
students with disabilities may not be excluded from any course of study for which the
student is qualified for (Douglass, 2009).
State Level
In California changes at the state level began with the Ballard Act of 1917 which
provided support from state and local governments to the community colleges
(www.4faculty.org). It provided funding on a per student basis. Later in 1921 the
District Junior College Law has amended all previous legislation and allowed for the
creation of the community college districts statewide. In addition now these college
districts became responsible for its administration and funding. With the onset of World
War II there was a need for vocational programs at the community college level.
Following the WWII community colleges were accepting GI bill beneficiaries as
students. During that time period only in California 18 new community colleges were
established (Witt, Wattenbarger, Gollattscheck, & Suppinger, 1994). Consequentially, by
1945 California already had fifty seven community colleges (Witt et al., 1994). This
enormous growth of the community college educational sector has led to a creation of
13
1960 Master Plan of Higher Education. This plan created a three tier system of public
higher education in California and imposed new admission requirements for both
universities and junior colleges. For example, the top 41 percent of perspective high
school graduates were given an opportunity to enter university and other student’s option
was to attend junior colleges. A drawback of this legislation was that generally
disadvantaged students were encouraged to enroll in junior colleges (www.4faculty.org).
The passage of Master Plan of Education in 1960 created a base for creation of
comprehensive postsecondary educational system statewide
(www.cpec.ca.gov/Quickdata). This plan outlined specific roles to each member of the
statewide postsecondary educational system. As the result, California Community
Colleges were responsible for providing services such as general education, transfer
services and vocational education. Officially, in 1967 the California Board of Governors
for the California community colleges was established (www.cccco.edu/facts).
In the 70s junior college enrollment dropped significantly as the result main
control was transferred to state government in attempt to reform junior college system.
During the next decade between the 1980s and 1990s community colleges became more
inclusive of minority and disadvantaged students. Equal access to postsecondary
education was provided by Assembly Bill 0f 1987. This bill offered protection for
college students with disabilities. It specified principles for a state funded activity and
included provisions to provide equal access for students with disabilities. Furthermore, it
mandated college and university officials to adopt rules and regulations and implement a
system for evaluating programs for students with disabilities(www.cpec.ca.gov/billtrack).
14
The Assembly Bill 121 of 1991 implemented and improved transfer agreement
between community colleges and four year university systems. To improve
accountability at the state postsecondary level the Assembly Bill 1808 of 1991 mandated
Community Colleges, University of California and California State University systems to
provide reports of success and retention rates. The Assembly Bill of 1808 (revised in
1991) has reported current findings from the postsecondary systems to the state
legislature. With these changes community colleges became a gateway to the higher
university education. During this time student culture had been drastically changed due
to more diverse enrollment (www.4faculty.org).
Additional support at the state level is provided by California Postsecondary
Education Commission (CPEC). The 1960 Master Plan for Higher Education
emphasized the critical success of the state’s threefold system of public postsecondary
education was a single regulation responsible for coordination and planning of higher
education sector (Douglass, 2009). The CPEC was established in 1974 its purpose as a
coordinating unit for the state’s higher education (Assem. Bill 770, 1974). This
commission plays a unique role in integrating policy, fiscal and program analysis about
California’s entire system of postsecondary education. Its primary function is to ensure
the effective usage of public postsecondary educational resources, by eliminating
unnecessary duplication and promoting diversity and innovation (www.cpec.ca.gov). In
addition, CPEC provides advice to legislative and executive branches of state government
and information about policy and planning concerns in postsecondary education. The
primary purpose of the Commission is to develop an ongoing statewide plan for the
15
operation of an educationally and economically sound, vigorous, innovative, and
coordinated system of postsecondary education. CPEC also strives to identify and
recommend policies to meet educational, research, and public service needs of the state;
and to advise the governor and legislature regarding policy for postsecondary education.
The California Community Colleges Chancellors Office is the administrative
branch of the California Community College System. Under the direction of Board of
Governors, the Chancellors Office provides support, leadership and advocacy for
community colleges in the state (www.foundationccc.org). The Chancellor’s Office was
created by passage of the Junior College Construction Act of 1967
(www.cpec.ca.gov/MasterPlan). This legislation moved control to the Board of
Governors. Before this legislation community colleges were governed by the State Board
of Education. Today the Chancellor’s Office includes 10 major divisions which focus on
essential needs of the major state community college system. DRC and DSPS program
are part of the Student Services division (www.CCCCO.edu). Since 1993, DRC and
DSPS offices statewide operate under the Title 5 Implementing Guidelines proposed by
the Community Colleges Chancellors office. This regulation provides in depth scope of
the services that need to be provided at the community college level for individuals with
disabilities. In addition, the DSPS division at the Chancellors Office adheres to the ADA,
Section 504 of the Rehabilitation Act of 1973 as well as California Educational Codes for
Postsecondary Education (www.extranet.cccco.ca.gov/divisions). DSPS division is part
of Student Services sector which includes other support programs like Educational
Opportunity Programs and Services (EOPS), academic counseling and veteran’s services.
16
The Student Services division provides leadership and technical assistance for policy and
supports programs that provide students with access, equity and success
(www.extranet.cccco.edu/divisions).
Los Rios Community College District
The Los Rios Community College District (LRCCD) was founded on July 15th,
1965, when voters in the 10 separate school districts opted to consolidate. The results of
this election had established a regional community college district with 2,400 square
miles and brought together under one governing board, then existing American River and
Sacramento City colleges (CRC, 2011).
American River College (ARC) was founded in 1955 and was previously known
as Grant Union Technical College (ARC, 2011). ARC is one of the largest community
colleges in the state and largest postsecondary educational institution in Sacramento area.
Sacramento City College (SCC) was a second campus that became part of the Los Rios
Junior College District after the passage of the legislation in 1965 (SCC, 2011).
Currently, SCC is the second largest campus in the LRCCD. In 1970 LRCCD opened the
doors of a third campus in the district: Cosumnes River College (CRC). In the next three
decades CRC emerged as a campus with comprehensive educational opportunities for
students. The Folsom Lake College (FLC) campus joined the college district in 2004 as
an independent campus. Previously it existed as an outreach center under the CRC
campus governance. This campus is the last campus that became part of the LRCCD. At
present FLC offers rigorous preparation for both vocational and transfer pathways to all
interested students (Folsom Lake College [FLC], 2011).
17
The LRCCD district adheres to the regulations set forth by the California
Community College Chancellors Office through CA Education Code sections 67310-12
and 84850. It specifies, that services provided at the community college level to students
with disabilities must not duplicate services and instruction which are otherwise available
to all students, be directly related to the educational limitations of the verified disabilities
of the students to be served and to promote maximum independence and integration of
students with disabilities and support participation of students with disabilities in
educational activities consistent with the mission of the community colleges (Cal. Educ.
Code Sec. 67310-12). The Title 5 Implementing Guidelines serve as an essential guide
for each local DSPS office at the community colleges statewide. It describes regulations
set forth for the legal and appropriate service to the students with disabilities; definitions
of the served population; description of available services to the students and reporting
and funding mandates.
Sacramento City College (SCC)
SCC campus is governed by federal, state Chancellors Office, LRCCD and SCC
regulations (G. Tracy, personal communication, February, 2012). Title 5 Implementing
Guidelines serve as an essential tool when it comes down to serving students with
disabilities at the local level. Between 2007 and 2011 a number of changed occurred at
the CA Chancellors Office, DSPS Division level that called for updated handbook for the
DRC counselors. The DSPS division monitors operation of the each of the local
DRC/DSPS offices. In the last 5 years CCCCO, DSPS division revised and updated
regulations on the access to the services defined a concept of “reasonable
18
accommodations” in a more detail and provided strict requirements for the
documentation of services. In addition to the changes that occurred at SCC, where
DRC’s role as a support service was redefined in a more clear manner. DRC office staff
had participated in several advisory communities which focus on improvement of
academic delivery and overall success for students with disabilities. DRC had
established its presence on campus as a go to resource for students, faculty and staff (G.
Tracy, personal communication, March, 2012). The DRC provides support services,
specialized instruction and educational accommodations to students with disabilities so
they can participate fully and benefit from the college experience as their non- disabled
peers (Sacramento City College Office of Planning and Institutional Effectiveness
[SCCOPIE], 2011).
To further assist students, a Student Educational Contract (SEC) is developed for
each student which links student’s goals, educational objectives and academic
accommodations to their specific disability (Cal. Educ. Code Sec. 56022). DRC office
not only provides comprehensive services to students with disabilities. It also educates
staff and faculty on issues of disability by providing FLEX workshops twice a semester.
These workshops are created to inform and educate those who are serving students with
disabilities both directly or indirectly.
DRC office is a part of the Student Services division at SCC. Dean of Student
Services is overseeing implementation of the Title 5 guidelines at the campus level. DRC
Coordinator meets with Dean of Student Services and Vice President of Student Services
quarterly to discuss program implementation as well as other pressing concerns like
19
budget. In addition to this collaboration, DRC Coordinator collects data and produces
informal annual reviews these focus on student’s success and overall effectiveness of
DRC Program. SCC mandates that DRC provides comprehensive bi-annual reviews on
services and learning outcomes. These reports are readily available to students and
public through SCC Planning and Research office (G. Tracy, personal communication,
March, 2012).
The ARC, CRC, and FLC campuses within LRCCD also have a DRC or DSPS
office. Each DRC or DSPS office provides services to students with disabilities who
attend a particular campus. Generally, these centers are operated under Student Services
division and include a staffing Coordinator, counselors and other support staff. The
primary goal of DSPS program is to provide appropriate support and accommodations for
students with disabilities who are attending campus (G. Tracy, personal communication,
February, 2012).
DRC at SCC runs has an Advisory Committee which meets every semester and is
comprised of the following representatives: Easter Seals; Occupational Program
Coordinators from SCC; DOR counselors; DSPS students; Dean of Outreach and
Matriculation; SCC DSPS counselors; SCC LD staff; Alta Regional Center; California
State University, Sacramento and other local agencies serving individuals with disabilities
(SCCOPIE, 2011). The committee’s role is to advise and update the DRC staff regarding
new programs in the community and policies that affect DRC students on campus.
20
In addition, shared challenges in serving populations are addressed; bridges are
built in order to serve students in more effective manner (G. Tracy, personal
communication, February, 2012).
Statistics on Persons with Disabilities
This section provides information about the number of persons with disabilities at
national, state and local levels.
National
Current data available from the U.S Census Bureau (2010) reveals that
approximately 39.4 million people have indicated have a disability; these numbers
include both children and adults. This equates to approximately 17.1 percent of the
general population nationwide. Furthermore, individuals with disabilities who are
actively participating in the labor force represent approximately 4.9 % of all employed
individuals ages 18-64 (United States Census Bureau [USCB], 2010). The data that was
collected by US Census Bureau on postsecondary enrollment, reports that a total number
of individuals who are enrolled in college is 67.8 million out of which 720,600 reported
having one or more disabilities (USCB, 2010).
State
The population of California community colleges was estimated at 2,610,211
during the 2010-11 academic year in comparison with 2005-06 academic year where total
enrollment was 2,515,376.(www.cccco.edu/onlinestat). According to the most recent
data available from the Student Services division in 2010-11 approximately 124,045
students with disabilities have registered with the DRC/DSPS offices statewide
21
(www.datamart.cccco.edu). Disability categories include acquired brain injury 4.25%,
intellectual disability 8.87%, hearing impaired 3.90%, learning disability 18.27%,
mobility impaired 11.44%, psychological disability 15.71%, speech/language disability
0.87%, visual disability 2.43 and other disabilities constituted 34.21%. Despite efforts to
provide the most accurate statistical figures, Student Services division acknowledges that
not all current students with disabilities have elected to identify themselves as ones with
disabilities (CCCCO, 2012).
Los Rios Community College District
In order to be counted Los Rios Community College students who have identified
themselves as having a disability and have registered with respective campus DSPS
office. During the 2010-11 academic year 6,391 students were served by the DSPS/DRC
offices within the LRCCD. American River College (ARC) served 3,151 students,
Sacramento City College (SCC) served 1,985 students; Cosumnes River College (CRC)
served 684 students; and Folsom Lake College (FLC) served 571 students. Total
enrollment of the Los Rios Community College District during the same academic year
consisted of 83,194 students enrolled during the 2010-11 academic year
(www.cccco.edu).
Sacramento City College
SCC campus has the second highest student enrollment following American River
College. During the 2010-11 academic year total campus enrollment consisted of 24,456
students who were enrolled at full-time or part- time status
(www.datamart.cccco.edu/Students). As was reported by the DRC during the 2010-11
22
academic year, 1,985 students with disabilities were served (Los Rios Community
College District, 2012). The following disability groups were served: acquired brain
injury 2.57%; intellectual disability 3.88%; hearing impaired 2.82%; learning disability
18.99%; mobility impaired 9.57%; psychological disability 21.01%; speech/language
impaired 0.25%; visually impaired 3.07% and other disability 37.83%.
DRC has served 1,979 students in the 2011/12 academic year and numbers will
continue to increase. The number of students who use DRC services has grown by 96%
between 2004-2008 academic years in terms of number of students served (SCCOPIE,
2011). During the 2008-09 academic year DRC has served 1,654 students with
disabilities. The number of students served has increased during the 2009-10 to 1,901
students (www.datamart.cccco.edu). Demand for DRC services has been on the rise.
Dr. Tracy, DRC Coordinator has projected an estimated 10% annual increase in
the services over the next three years and the program will expand to approximately
2,400 students served annually (SCCOPIE, 2011).
Support Organizations for Counselors
National
At the national level, AHEAD (Association on Higher Education and Disability)
was established in 1977. Its main purpose is to deliver quality training for postsecondary
educators through conferences, workshops, publications and consultation
(www.ahead.org). This association is promoting equal participation of individuals with
disabilities in higher education, by supporting professionals, institutions and educational
systems who serve individuals with disabilities. AHEAD is open its membership to both
23
professionals and students with a wealth of resources and other benefits.
The American Rehabilitation Counseling Association (ARCA) is an organization
that supports vocational rehabilitation practitioners, educators and students. Its primary
purpose is to improve the profession of vocational rehabilitation counselors and its
service to the people with disabilities (www.arcaweb.org). ARCA provides standards for
the profession of rehabilitation counseling by conducting research with direct
implications for current practices in the field. This organization also seeks to engage in
collaboration with other professional organizations and consumer groups. The ARCA
offers a variety of membership options such as professional, student or new professional
status. In addition, membership to the American Counseling Association (ACA) is
offered (www.arcaweb.org/prospectivemembers). Benefits of joining ARCA include a
quarterly newsletter highlighting legislative and professional activities, professional
growth through workshops and seminars, access to personal liability insurance and
networking opportunities to students.
The National Rehabilitation Association (NRA) is the oldest and strongest
advocate for the rights of people with disabilities. It was established in 1927 after the
Congress passed National Rehabilitation Act of 1920
(www.nationalrehabassoc.weblinkconnect.com). Members of NRA collaborate together
to improve services and provide opportunities to people with disabilities. This
association provides support to professionals in the rehabilitation field by means of
educational development opportunities and access to current research topics
(www.nationalrehabassoc.weblinkconnect.com). In addition, NRA offers local chapter
24
membership at the state level. In California, NRA chapters represent both North and
South regions and enhance services that are provided to people to the disabilities
statewide (www.carehab.org).
State
In October of 1974, the California Association for Postsecondary Education and
Disability (CAPED) was founded by adoption of by-laws, with the goal of promoting
professional development and advancement of educational opportunities for students with
disabilities. In the next three years by the federally funded Education Professions
Development Act, a series of workshops were designed and implemented at the state
level to provide training to California community college personnel on how effectively
work with students with disabilities (www.caped.net). Furthermore, in April of 1975 with
a membership of only 86, CAPED was formerly recognized by the state of California as
the first national organization of postsecondary educators of students with disabilities. In
the early years CAPED attempted to respond to the variety of diverse needs and interests
across all segments of postsecondary education in the regions. The purpose of the
CAPED is to promote the full and effective participation of individuals with disabilities
in all aspects of the California higher educational system. This association advocates and
facilitates equal educational opportunity through support services, instruction,
curriculum, policies and funding allocations. In addition to wide spectrum of services
CAPED provides scholarship to eligible students with disabilities enrolled in the
postsecondary institutions. For faculty and staff members CAPED has been delivering a
range of valuable resource materials via listservs, conferences and updates on relevant
25
legislation. Lastly the organization works to eliminate discrimination and stigma against
people with disabilities and promotes independence (www.caped.net).
Regional
In California a move towards a full inclusion and providing appropriate
accommodations began around late 1960s. After the series of the legislation that was
passed and implemented in the late 60s and early 70s, California community colleges
have premier training post-secondary institutions in the state. Currently, there are three
segments of the public postsecondary education: University of California system,
California State University system and California Community colleges. Generally,
special education programs in the public school system serve as a base to the programs
for students with disabilities in the community college system (Bhagwat, 2000).
However, support for students with disabilities services differ significantly at the
community college level due to rigor of educational expectations.
Disabled Students Programs and Services at California Community Colleges
provide services to students with disabilities at the local level. As identified by CCCCO
community college system has 10 regions. Each of the regions include anywhere from 614 colleges in close geographic proximity. The primary mission of each region would be
to collaborate together on local issues and improve on the professional development and
services. The LRCCD DRC/DSPS programs are part of the Region 2. The Region 2
includes 10 community colleges in the Northern California region. This region meets on
annual basis to discuss recent developments in the services to students with disabilities.
The Region 2 maintains a current listserv that dissimilates information throughout the
26
region to keep the DSPS/DRC offices informed about the most current issues. A
mentoring and support services are available to new professionals through mentoring
from experienced counselors in the region (G. Tracy, personal interview, February, 2012).
SCC DRC Services
DRC at SCC provides support services and instruction beyond the typical services
(Cal. Educ. Code Sec. 56005). Students with disabilities on campus have equal access to
same tutoring services as other students. In addition students may receive an additional
hours of tutoring by the DRC counselors’ approval. The students with disabilities may
enroll in additional support classes HCD (Human Career Development) with
Mathematics and English curriculum. These classes serve as an experiential learning that
supplements and supports student in the regular mainstream Mathematics and English
courses.
DRC reviews academic progress of students who participate in the program.
Generally during the intake and counseling meetings DRC counselor will review
academic progress and make appropriate recommendations. DRC collaborates with other
on campus programs to expand student populations served. DRC partners with Veteran
Center to support students in accessing services offered for students with limitations
(SCCOPIE, 2011).
Other Support Programs for Students at SCC
There are a number of support programs that are available for students at SCC.
Below is a list of the services most frequently utilized by students with disabilities (G.
Tracy, personal communication, February, 2012). Focus of these programs is to provide
27
academic and other support to students on campus.
Extended Opportunity Programs and Services (EOPS)
The EOPS program follows the mandates of the Title 5 Article 8 which indicates
that “the community colleges recognize the need and accept the responsibility for
extending the opportunities for community college to all may profit”. Purpose of the
EOPS program is to establish and implement programs focused on identifying students
affected by social and economic limitations and assisting students to achieve their
educational goal. The EOPS program offers the following services listed in Article 3 of
Title 5: (a) outreach, orientation, registration services; and (b) counseling, career
guidance and advisement, transfer and career services.
The EOPS counselors provide counseling in the above mentioned areas and closely
collaborate with Transfer Center. In addition to these services, EOPS provides school
survival kits for its students; it includes school supplies, book vouchers, career
workshops, financial aid, and college tours. As a supplement EOPS program had
established a cafeteria stipends and gas cards under the CARE program. Currently EOPS
maintains a successful collaboration with Disability Resource Center at Sacramento City
College. As the result of this close collaboration students will benefit from both
programs at the same time.
RISE (Respect, Integrity, Self Determination and Education)
The RISE program exists to assist students in graduation, transfer, and overall
success of many students who are academically not prepared. Target population of the
program includes students from low socioeconomic backgrounds as well as those who are
28
underrepresented in higher education. However, RISE program is very inclusive of all
students who seek assistance (J. Lachica, personal interview, April, 2012). The programs
mission is to develop long term relationships with students, including those with
disabilities. To illustrate its mission, RISE has established a student ambassador’s bridge
to the underrepresented students who have a history of failing classes and dropping out
(Sacramento City College Institutional Research Office [SCCIRO], 2011a). As the result
of this bridge program students have improved their chances at graduating from SCC or
transferring to a four year university. In addition, many students with disabilities benefit
from the RISE services and other support programs (G. Tracy, personal communication,
February, 2012). The RISE program has become a solace for many disadvantages
students on SCC campus (J. LaChica, personal communication, April 2012).
WorkAbility III
WorkAbility III (WAIII) is a cooperative program between Sacramento City
College (SCC) and California Department of Rehabilitation (DOR). WAIII program
provides employment services for students with disabilities who are consumers of the
DOR. This program is covering all four sister colleges within the LRCCD (SCCIRO,
2011b). WAIII focuses on serving students who are six months or less away from
completing their educational goal and ready to be fully engaged in active job search.
Qualified students at SCC may be referred by the DRC counselor or be self-referred to
participate in WAIII program. The program receives feedback from the DRC counselors
and consumers and adjusts its goals and objectives to improve its services. The WAIII
program continuously reports a higher success rate of employment over 50%, in
29
comparison with the total DOR success rates (SCCIRO, 2011b).
C2C (College 2 Career) Program
The College 2 Career Program is a new pilot program at DRC that support
educational and employment goals of its students. Target populations are students with
intellectual disabilities and autism spectrum disorders. The C2C program is a unique
collaboration between DRC and DOR. It is tailored as one on one educational support,
career exploration and internship placement. Eligibility is determined by the C2C
counselor. A student must be a California Regional Center consumer and at the same
time be a client of DOR. This program is one of the five pilot program established
statewide. In its first year of operation C2C has provided educational one on one
coaching, counseling to 12 students as well as 1 student who successfully graduated in
2012 and obtained a competitive employment (T. Sah, personal interview, March, 2012).
Summary
A number of laws have been passed providing guidelines to ensure access and
equal participation for the individuals with disabilities in addition to protection of their
legal rights. Over the last decade number of students with disabilities has grown
tremendously at the postsecondary level and numbers will continue to increase.
Professional organizations at state level have come together to discuss common issues at
the national and local levels that may have impact for the students with the disabilities
and professionals at the postsecondary levels.
30
Chapter 3
METHODOLOGY
The idea for this project came to the author when she was shadowing the SCC
DRC counselors in the spring of 2010, as part of the course requirement for EDS 462Supervised Observations in Rehabilitation Counseling. During the observation it was
noted that counselors did not utilize a uniform handbook when a particular issue needed
to be addressed. At that time, a handbook existed as a collection of the procedures and
guidelines as of 2008, compiled by an employee of the DRC. However, this previous
version was outdated and missing essential parts. Consequently, the need for revising
and updating the existing draft of the handbook became apparent. The revised Handbook
will incorporate regulations, guidelines and procedures that have been implemented as
the result of changes that have occurred at both the CA chancellor’s office and the SCC
campus.
In the Fall of 2011, the author met with SCC DRC Coordinator, Dr. Gwyneth
Tracy. Dr. Tracy concurred with the author that a revised comprehensive counselor
handbook would be a helpful tool for the DRC counselors. The author was provided with
an outdated draft of the Counselors Handbook that required substantial revision and
adjustment of all regulations, guidelines and procedures. In addition, the author
requested all pertinent materials to reflect the changes that have occurred. Subsequently,
Dr. Tracy has provided the author with various memorandums, protocols, meetings
minutes, and email communication materials, which documented changes that have taken
place at SCC between 2008 and 2011.
31
Later in the fall of 2011, the author verified this Project proposal with Dr. Guy
Deaner to ensure that it met Vocational Rehabilitation Counseling Program guidelines for
a Project as a partial graduation requirement for the Master’s Degree in Counseling
(Vocational Rehabilitation Concentration). The author then met with Dr. Tracy, the DRC
Coordinator, and she agreed to mentor the author during the development of this
handbook. The author started with a review of other related disability resource guides
that have been completed in the past for the various educational institutions statewide.
One of the recourses was by Alexander and Dillard (2006), which focused on teaching
faculty and equipping them to best accommodate students with disabilities. Another
project by Bhagwat (2000) focused on informing students at ARC regarding their
responsibilities and the services available to them. A Project by Jon (1979) discussed the
best practices when serving students with disabilities at ARC. A project by Coxe (2008)
created a guide that is specifically tailored for students with disabilities at CRC. The
project describes services and provides understanding of the DSPS process. The author
also referenced CSU Chico Accessibility Resource Center’s faculty handbook. This
handbook is a guide to the teaching faculty on how to provide services to students with
disabilities on campus (California State University, Chico [CSUC], 2012). Another
project, comprised by Santa Rosa Community college, is a concise handbook for faculty
as a guide on best practices when serving students with disabilities (Santa Rosa
Community College [SRCC], 2012).
In the beginning of November 2011 the author has begun to examine peerreviewed scholarly articles, laws and legislation and statistics as it related to the
32
composition of this Project. Between January and March of 2012 the author has
completed the first draft of the Handbook for Counselors and presented it to Dr. Tracy for
initial review. Dr. Tracy has made specific recommendations and suggested areas of
improvement for the author’s work.
Between January 2012 and May 2012 the author met with Dr. Guy Deaner to
discuss development of the project and made appropriate changes to the body of the
research section. Further, in May of 2012, Dr. Tracy approved a second draft of the
Handbook.
In the latter stage of the project development, between August and November
2012, the author revised and completed Chapters 1, 2, 3, and 4 of this Project. In
addition, the author interviewed the following professionals in the field: Learning
Disabilities Specialist, Leslie Parker; DRC counselors: Nisha Beckhorn, Teresa O’Brien,
Stevin Overton; C2C Coordinator Tazneem Sah; WAIII Coordinator Derick Wydick;
RISE Program Counselor Juan LaChica; SCC General Counselor Angelia Jovanovic.
A Handbook for Disability Resource Center Counselors at Sacramento City
College is included in the appendix of this project.
33
Chapter 4
SUMMARY AND RECOMMENDATIONS
Summary
The purpose of this project was to develop a revised handbook for the Disability
Resource Center (DRC) counselors at Sacramento City College (SCC). All information
presented in this Project is for the DRC counselors and explains proper procedures when
serving SCC students with disabilities.
This handbook was developed between November 2011 and November 2012. A
review of literature included a survey of past and current legislation as it relates to
students with disabilities. Also, the author examined statistical findings describing the
population of students with disabilities both at nationwide and state levels. Furthermore,
the author discussed professional organizations that support the DRC counselors at the
national and state levels. In support of the research interviews were conducted during
this project with the SCC DRC Coordinator, Dr. Gwyneth Tracy and other professionals.
The author has researched information presented by the CA Chancellors Office,
professional organizations, emails and meeting minutes.
As a result of this project a handbook for DRC counselors was produced.
Recommendations
The author recommends that other DSPS/DRC offices prepare a handbook for its
counselors to provide them with tools in serving students with disabilities.
In the future, when changes in laws and policies will occur this handbook will
need be to be updated. These changes could occur at the state, California Chancellor’s
34
Office, local college, district and campus levels.
In addition, the author recommends a survey of SCC DRC counselors after one
academic year. This will provide in-depth insight on the effectiveness of this tool to the
counselors. By doing so, this Handbook could be improved to better serve the needs of
practicing DRC counselors at SCC.
35
APPENDIX
A Handbook for Counselors of the Disability Resource Center at
Sacramento City College