36
SACRAMENTO CITY COLLEGE
A HANDBOOK FOR DISABILITY RESOURCE
CENTER COUNSELORS AT SACRAMENTO CITY COLLEGE
Sacramento City College
3835 Freeport Boulevard
Sacramento, CA 95822
(916) 558-2087
Los Rios Community College District
37
FOREWORD
The Disability Resource Center (DRC) at Sacramento City College (SCC) provides
appropriate educational support to students with disabilities on campus. In compliance
with federal and state laws and regulations, each student with disability has access to
equal opportunity in mainstream instruction and activities at SCC.
The goal of this handbook is to inform DRC counselors on appropriate procedures when
serving students with disabilities at SCC.
In the authors best effort to include all necessary guidelines and regulations in this
handbook that are currently adopted by DRC, counseling professionals should always
exercise professional and sound judgment when serving students at DRC.
38
TABLE OF CONTENTS
SECTION I: GENERAL GUIDELINES
PURPOSE
AMERICANS WITH DISABILITIES ACT (ADA) AND SECTION 504
CALIFORNIA COMMUNITY COLLEGES CHANCELLORS OFFICE
DRC OFFICES AND SERVICES
ROLE OF DRC COUNSELOR
ACADEMIC STANDARDS
ACADEMIC PROCEDURES
COMMUNICATION WITH INSTRUCTORS
DRC AND OUTREACH CENTER
DRC AND DEPARTMENT OF REHABILITATION (DOR)
CONFIDENTIALITY
STUDENT FILES
ELIGIBILITY FOR SERVICES
DISCIPLINE
STUDENT APPEAL PROCESS
DRC SHARED DRIVE
DRC MISSION
39
SECTION II: DISABILITIES SERVED AT DRC
DEFINITION OF DISABILITY
FREQUENTLY SERVED DISABILITIES
SECTION III: PROCESS AND PROCEDURES
STUDENT RIGHTS
STUDENT RESPONSIBILITIES
INTAKE PROCESS
DOCUMENTATION OF DISABILITY
STUDENT FILES
DISABILITY CODING
STUDENT EDUCATIONAL CONTRACT
STUDENT CONTACTS
DROP –INS
CONTACT LOGS
SARS GRID
APPOINTMENTS
STUDENT EDUCATIONAL PLAN
ABUSE AND SUSPENSION OF SERVICE
40
SECTION IV: ACCOMODATIONS
EDUCATIONAL LIMITATION
REASONABLE ACCOMODATIONS
EDUCATIONAL ACCOMODATIONS
TEMPORARY ACCOMODATIONS
ALTERNATIVE MEDIA ACCOMODATIONS AND REQUESTS
HIGH CENTER SERVICES
ADDITIONAL ACCOMODATIONS
SERVICE REQUESTS
INSTRUCTOR LETTER
PROCTORING CENTER
LEARNING DISABILITIES PROCESS
TABLE AND CHAIR ACCOMODATION
IN CLASS ASSISTANCE
DEAF SERVICES OFFICE
REAL TIME CAPTIONING
DISTRACTION REDUCED ENVIRONMENT
EQUIPMENT FOR LOAN
TUTORS
ASSESSMENT/PLACEMENT TEST WITH ACCOMODATIONS
PRIORITY REGISTRATION
41
SERVICE ANIMALS
ADAPTIVE PHYSICAL EDUCATION
REDUCED COURSE LOAD LETTER
LETTERS OF SUPPORT FOR STUDENTS
ATTACHMENT SECTION
1. ALTERNATIVE MEDIA BROCHURE
2. APPLICATION FOR SERVICES
3. ASSESSMENT REFERRAL
4. CONTACT LOG
5. DISABILITY CODING SHEET
6. DISABILITY VERIFICATION
7. HIGH TECH CENTER BROCHURE AND REFERRAL
8. INSTRUCTOR LETTER SAMPLE
9. PROCTORING CENTER BROCHURE
10. SERVICE REQUEST
11. STUDENT EDUCATIONAL CONTACT
12. EDUCATIONAL ACCOMODATIONS
13. WORKABILITY III PROGRAM BROCHURE
14. C2C PROGRAM BROCHURE
15. ALTERNATIVE MEDIA POLICIES AND PROCEDURES
42
16. IEP PLAN SAMPLE
17. STUDENT EDUCATIONAL PLAN (SEP)
43
SECTION I. GENERAL GUIDELINES.
PURPOSE
The Disability Resource Center (DRC) serves students with documented physical,
learning, communication, intellectual, psychological and acquired brain injury disabilities
and other impairments. Students with disabilities who request reasonable
accommodations are required to provide verification of their disability to DRC.
A variety of academic support services are available providing students with disabilities
opportunities to participate fully in all aspects of college programs and activities through
appropriate and reasonable accommodations.
The goal of this handbook is to familiarize counselors with the services provided by DRC
and the procedures that are essential to student success.
AMERICANS WITH DISABILITIES ACT (ADA) and SECTION 504
Eligibility for DRC services is determined in accordance with guidelines of the American
with Disabilities Act of 1990 (ADA) and Section 504 of Rehabilitation Act of 1973.
Section 504 of Rehabilitation Act of 1973 prohibits discrimination against qualified
individuals with disabilities. Under the provisions of Section 504, postsecondary
institutions may not limit individuals with disabilities from participating in educational
programs and activities.
CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE
The Implementing Guidelines for the Title 5 Regulations for Disabled Student Programs
and Services (DSPS) present a consensus of the Chancellor’s Office regarding
interpretation of the regulations. The Guidelines are designed to provide technical
assistance to DSPS staff administering programs statewide. It provides colleges with
guidance in their legal and fiscal responsibilities to DSPS division at California
Community Colleges Chancellor’s Office (CCCCO) and students with disabilities. Local
colleges are strongly encouraged to use these guidelines but are not required to do so.
44
SCC DRC follows these general guidelines closely as they apply to the operation of the
DRC on campus. However, practicing counselors should consult the DRC coordinator for
any clarifications or questions.
The Guidelines are available from http://californiacommunitycolleges.cccco.edu
DRC OFFICES AND SERVICES
DRC consists of the following service offices:
Alternative Media Office (see Process and Procedures Section)
Proctoring Center (see Process and Procedures section)
High Tech Center (see Attachment # 7)
Main office and counseling
Deaf Services (see Process and Procedures section)
WorkAbility Program (see Attachment # 13)
College 2 Career Program (see Attachment #14)
ROLE of the DRC COUNSELOR
The role of the DRC counselor is to determine the students eligibility for services based
on educational limitations presented. The DRC counselor is to advise students on
educational goals and provide clear presentation of the academic requirements.
The DRC counselor also advocates for students when needed. The student must provide
DRC with written permission to share and discuss information with the third party.
The DRC counselors at SCC may NOT:
- may NOT counsel students with disabilities into more restrictive career paths than
non –disabled peers and or;
- may NOT exclude an otherwise qualified student with a disability from any
course of study.
- may NOT provide intensive case management. Every student served at DRC is
not assigned to a specific counselor. They potentially could meet with any of the
counselors that are available. Counselors are to encourage students to meet with a
variety of counselors at the DRC office to ensure they are been exposed to a more
diverse academic counseling.
45
ACADEMIC STANDARDS
SCC academic expectations are that students are fully responsible for their academic
progress. SCC expects students to make measurable progress and meet the objectives of
each course in which they are enrolled, with or without accommodations for a verified
disability.
ACADEMIC PROCEDURES
The DRC Counselor is to advise student on a variety of academic procedures such as
course drops, withdrawals and academic petitions. A DRC Counselor must maintain
current knowledge of all Admission and Records procedures when working with
students.
Additional information may be obtained from www.scc.losrios.edu/admissionsandrecords
COMMUNICATION WITH INSTRUCTORS
Counselor may act as a liaison between instructor and student. However, the DRC
counselor does not provide intensive case management for student academic success.
Student’s confidentiality must be protected. Therefore, disclosure of any information
about the student is not acceptable without student’s written permission.
DRC AND OUTREACH CENTER
Once approved student may utilize accommodations at the main campus as well as
outreach centers within SCC: West Sacramento Center and Davis Center. Students of the
outreach centers are encouraged to contact the DRC office to set up the initial meeting
with the counselor.
The counselors should advise students to make arrangements for using services of the
DRC by filling out Service Request (see Attachment # 10).This ensures that student will
have appropriate equipment and access to services at the outreach center.
DRC AND DEPARTMENT OF REHABILITATION (DOR)
DRC at SCC collaborates with local DOR offices. A number of students who are served
at DRC are also clients of DOR.
DRC requires a copy of an updated Individual Plan for Employment (IPE) for every
student who is a client of DOR. A copy is to be included in the student’s file at all times
46
and can be received by email or fax from the DOR counselor. Each IPE plan will arrive at
the DRC with the written permission from the client to share information between DRC
and DOR. In the event permission is not granted, the student needs to provide the DRC
counselor with the release of information slip during the initial meeting.
This procedure allows DRC counselors to support the educational goals outlined by the
DOR counselor. The DRC counselor is to advise a student based on the employment goal
as it is outlined by the students IPE. In the case of any changes in major, concentration
and changes in the sequence of courses the student must contact their DOR counselor
first before any changes can be made to their IPE.
DRC counselors are responsible for providing a complete Student Educational Plan (see
Attachment #17) for very student who is a DOR client. This can only be done if a student
already has a current IPE on file with the DRC.
The DRC counselor may send a copy of the students plan to their DOR counselor.
Each DOR client has a unique set of services that they have been approved for. As a
result, it is the student’s responsibility to comply with all requirements and inform the
DRC counselor of any changes.
The DOR may authorize use of tutors for blind students. DRC is responsible for securing
a tutor in the needed discipline. All other DOR clients should contact their counselor if a
tutor is needed.
CONFIDENTIALITY
All records maintained by DRC personnel pertaining to students with disabilities shall be
protected from disclosure and shall be subject to all other relevant statutes and
regulations for handling of student records.
If a student requests accommodations that impact the delivery of instruction, then the
instructor may contact the DRC to inquire on how to best assist students, taking into
consideration the student’s educational functional limitations and the appropriate
accommodation. This information can only be released with the student’s permission
form on file at the DRC.
A release of information form should be in the student’s file and signed by the student if
any information is to be released regarding the student’s disability. For example, a release
may give the DRC permission to communicate with parents, guardians, service
coordinators and instructors upon student’s permission. The nature and origin of the
disability are not to be discussed with the third party without the written permission of
the student. (see Attachment #6).
47
Parental Involvement
The DRC does not require parental permission to participate in the program. Once the
student is enrolled at SCC, he/she is considered an adult according to privacy laws
(FERPA) and does not require the presence of a parent during the counselor’s
appointments. For example, if a student is not 18 years of age, but has already been
matriculated into SCC the student may request a meeting with the counselor without the
presence of parents/guardians. A student may give/ or refuse permission to parents to
communicate with DRC on their behalf.
Release of Information
The DRC office is not allowed to share information about the student’s disability,
progress and any other related information, except in cases where it is specified by law or
mandated by court actions.
STUDENT FILES
Student files are confidential except where law allows breach of confidentiality. Files are
kept in secure storage in the DRC office. Student files are not accessed without written
permission from the students or if it is required by the law.
ELIGIBILITY FOR SERVICES
Eligibility for services of the DRC must be verified by the one of these methods:
- By observation of the DRC professional staff.
- By assessment from an appropriate DRC professional (Learning Disabilities
Specialist).
- By review of documentation provided by appropriate agencies or certified
licensed professional outside of DRC.
See Attachment # 5 Disability Coding Sheet.
DISCIPLINE
All students are expected to behave in appropriate and respectful manner towards DRC
office staff. If any issues arise with students conduct please inform DRC Coordinator or
DRC Supervisor.
48
STUDENT APPEAL PROCESS
DRC has established a procedure on students appeals to the center. Counselor need to
inform students of the procedure if necessary.
A student with a verified disability may request services from Disability Resource Center
at SCC. In the instance that a student is not satisfied with services provided by DRC, they
should request an appointment with the DRC Coordinator in attempt to resolve the issue.
If the issue remains unresolved student should request a meeting with Dean of Student
Services.
Student may file a formal complaint or grievance regarding discrimination on the basis of
disability by contacting the college ADA officer. The student may also contact Regional
Office of Civil Rights, Region IX.
DRC SHARED DRIVE
DRC maintains a shared drive on all computers in the office. It contains all forms and
referral forms. In addition all new referrals to High Tech Center, Alternative Media and
letters of support will need to be saved on the Shared Drive.
DRC MISSION
At the SCC, DRC we strive for assist students to become responsible and independent,
and to advocate for themselves.
DRC counselors support students who have diverse goals, abilities and needs who are
interested in transfer, career, technical training and lifelong learning. The goal of the
DRC counselor is to encourage students to develop the knowledge, skills and abilities to
become engaged and contributing members of the community.
SECTION II: DISABILITIES SERVED AT DRC
DEFINITION OF DISABILITY
A student with a disability is a person who is enrolled in a community college and has a
verified impairment which limits one or more major life activities as defined by the Title
5 California Education Code 56002. However, the purpose of this handbook is to provide
general guidelines under which the counselor is to address student needs for services.
http://californiacommunitycolleges.cccco.edu
49
Below are some of the disabilities most frequently served by DRC at SCC. Please note
that if particular disability is not listed an individual still may be eligible for services.
The following disabilities are described by the Title 5 Implementing Guidelines, Article
3, Sections 56032-56044:
FREQUENTLY SERVED DISABILITIES
Acquired Brain Injury (56038)
ABI is defined as acquired brain impairment caused by external or internal trauma,
resulting in total or partial functional limitations that adversely affects or limits a
student’s educational performance by impairing: cognition, processing of information,
reasoning, abstract thinking; language/speech; sensory and motor abilities; social
behavior and psychical functions. a verified deficit in brain functioning which results in a
total or partial loss of cognitive, communicative, motor, psycho-social, and sensory
perceptions.
Communication Disability (56034)
Communication disability is defined as impairments in the process of speech, language
and hearing. Hearing impairment means a total or partial loss of hearing function which
impedes the communication process essential to language, educational, social and
cultural interactions. In hearing limitation, there is a hearing loss of 40% or higher with
some ability to discriminate sounds. Deaf means a hearing loss of 60% or higher with
very little word discrimination. Deafness is defined as a condition that requires the use of
communication in a mode other than oral language including sign language, telephone
devices for the deaf.
Speech impairment is defined as one or more speech and language disorders of voice,
articulation, rhythm and receptive and expressive processes of language that limits the
quality and accuracy of producing the spoken language. Speech impairment does not
apply to language issues related the foreign accent.
Learning Disabilities (56036)
Defined as a persistent condition of a presumed neurological impairment which is comorbid with other conditions. To be categorized as a student with learning disability a
student must exhibit following characteristics average to above average intellectual
ability; severe processing deficits; severe aptitude –achievement discrepancy and
measured achievement in an instructional or employment setting.
50
Physical Disability (56032)
Physical disability means a visual, mobility, or orthopedic impairment. Visual
impairment means a total or partial loss of sight. Visual impairments includes but is not
limited to the following conditions: Blindness is visual acuity of 20/200 or less in the
better eye after correction; or visual loss so severe that it no longer serves as a major
channel for information processing.
Mobility Impairment (56038)
Mobility impairment is defined as serious limitations in motor functions. Such limitations
include impairments caused by congenial anomaly(e.g. absence of the limb); impairments
caused by disease and impairments from other causes (e.g. cerebral palsy and
amputation).
Intellectual Disability (56040)
Previously has been known as developmentally delayed learner definition. Student with
intellectual disability exhibits below average intellectual functioning (earned standard
score of 70 or less on the specified ability assessment procedure. And student has
received a certification from the Regional Center that the student’s earned a below
average intellectual functioning.
Psychological Disability (56042)
Psychological disability is defined as a persistent psychological or psychiatric disorders,
emotional or mental illness that adversely affects educational performance.
Psychological disability is a condition which is listed in the most current American
Psychiatric Association Diagnostic and Statistical Manual(DSM) and is coded on Axis I
or II as moderate to severe. This limitation presents a psychiatric or psychological
condition that interferes with a major life activity.
Visual Impairment (56032.1)
Visual impairment includes but is not limited to: blindness of acuity of 20/200 or less in
the better eye after correction or visual loss so severe that it does not serve as a main
source of processing information; Partial sightedness of 20/70 or less in the better eye
after correction with which vision is still capable of serving as main channel for
information processing.
Visual impairment does not apply where loss of vision resulted from any psychological
condition or acquired brain impairment (ABI). This disability can be verified by a
physician, licensed vision professional or thru documentation from a referring agency
relying upon verification from a physician or other licensed vision professional.
51
Other Disabilities (56044).
This category includes all students with disabilities as defined in Section 56002( Student
with a disability), and who do not fall into any of the other categories outlines above, but
who have a need for a support services. This category includes all other verifiable
disabilities and health related limitations that adversely affect educational performance.
Other disabilities include conditions with limited strength and ability due to chronic or
acute health problems. Examples are environmental disabilities, heart conditions,
tuberculosis, sickle cell anemia, leukemia, epilepsy, diabetes, etc.
SECTION III: PROCESS AND PROCEDURES
STUDENT RIGHTS
Participation by students with disabilities in DRC services shall be entirely voluntary.
Receiving support services or instruction shall not preclude a student from also
participating in any other course, program or activity offered by the SCC.
STUDENT RESPONSIBILITIES
A student with a disability, like any other student on the campus, must adhere to the
student Code of Conduct adopted by the college. Student Code of Conduct at SCC is
available at
http://www.scc.losrios.edu/Search/Search_Results.htm?q=code%20of%20conduct
Termination of services to the student under the Code of Conduct must follow the same
procedures as with any other student enrolled.
Students must make measurable progress toward the goals established in their Student
Educational Contract (SEC) and meet academic standards established by the SCC. For
more information about SEC see Appendix # 11 in this document.
INTAKE PROCESS
The student is responsible to contact the DRC office to obtain the Application for
Services (see Attachment #2) which needs to be completed and returned to DRC. Front
52
office staff will verify completeness of the application packet from students. Following
this the student will be contacted by DRC to schedule an initial intake appointment with a
DRC counselor.
Typically, the student will not be scheduled for an appointment with the DRC counselor
until the documentation of the disability has been received by the DRC office. However,
a student may bring in the documentation to the intake appointment.
DOCUMENTATION OF DISABILITY
Title 5, Sections 56032-44, identifies the documentation that is appropriate and
acceptable. Counselors are permitted to verify documentation based on:
1. Observation by DRC professional staff with approval from DRC coordinator
2. Assessment by appropriate DRC professional staff
3. Review of documentation provided by appropriate agencies or certified or
licensed professionals outside of the Disability Resource Center
The preferred method of disability verification at DRC is a documentation provided by an
agency or medical professional. In the case when a student had completed testing for
learning disabilities at nationally accredited postsecondary institution and had qualified.
The results from the testing may be used as an appropriate documentation when obtaining
services at DRC.
Appropriate documentation includes: verified diagnosis signed by a CA Regional Center
Service Coordinator, Dept. of Rehab Counselor, M.D., psychologist, or psychiatrist.
Appropriate documentation does not include: documentation from a K-12 educational
specialist, K-12 credentialed teacher, K-12 counselor, parent, probation officer, etc.
Appropriate documentation does not include 504 plans.
STUDENT FILES
Documentation that the student meets eligibility criteria should be available in their files
at all times for audit and verification purposes. Generally a student file at DRC includes
the following but not limited to:
1. A signed Application for Services and verification of enrollment at the
community college (see Attachment #2).
2. Verification of disability and identification of educational limitations due to
disability.(see Attachment #6)
3. A Student Educational Contract (SEC) (see Attachment #11).
53
4. Documentation of services provided or Contact Log (see Attachment # 4).
DISABILITY CODING
For each completed intake a DRC counselor needs to complete the Disability Coding
Sheet (see Attachment # 5). Accurate coding of every student that is served at DRC is an
important part of the office operation on campus. Proper coding allows for DRC to
provide an accurate count of students served.
STUDENT EDUCATIONAL CONTRACT (SEC)
The Student Educational Contract (SEC) (see Attachment #11) is designed to serve as an
educational contract between the DRC program and the student. It should contain the
following information:
1. An outline of the specific instructional and educational goals of the student with a
description of the objectives and activities needed to achieve these goals.
2. A measurement of the student’s progress in completing the objectives and
activities leading to their goals.
3. A list of the services to be provided to the student to accommodate their disability
related educational limitations.
The SEC should be developed during the initial intake appointment when student first
obtains services at DRC. A DRC counselor and the student should develop the SEC
together. After the initial establishment of SEC, is should be reviewed and updated each
academic year to determine student’s progress towards their educational goal. For every
Intake completed, the DRC counselor must complete the SEC, sign it and have the
student sign it also.
STUDENT CONTACTS
Student contacts occur in person, via email or phone call. All student contacts must be
properly logged and described on the Contact Log (see attachment # 4) in the student’s
file.
If the DRC counselor is contacted by the third party such as parent, instructor or another
staff member, such contact will be considered student contact and must be properly
logged.
54
DROP-INS
The purpose of a drop in times is to allow students to be served in the most efficient
manner. Drop-in times are assigned depending on the counselors load during a specific
day. For example, when a student needs to address an urgent issue or have the
counselor’s consent/signature they will be directed to the next drop in time.
Drop in slots are referred to specifically designated time during the week when
counselors schedules include serving students on a first come first serve basis. Drop in
times are limited to 15 minutes per individual student. In some instances if there are no
other students waiting to see a counselor drop in time could be adjusted accordingly.
CONTACT LOGS
Contact logs are essential means of communication between all counselors and other
service providers at DRC. It provides space to notate key points about the meeting which
is essential for a next counselor with whom student may meet next. Please include the
following in the Contact Log (see Attachment # 4), purpose of the meeting, what was
accomplished and other pertinent information.
SARS-GRID
SARS-GRID is an interoffice tracking system is used as a primary way of tracking
appointments and staff schedules. Counselors are able to make notations on SARS once
student have been served or if they did not show for a scheduled appointment. SARS
allows DRC to accurately keep track of the students who are served at DRC. SARSGRID is available on any desktop computer at DRC.
APPOINTMENTS
Appointments are required for all intakes, educational plans and other counseling
services. Drop- in times are designed for academic counseling, filling out forms and
related services. Generally, front desk staff will pre-screen students who request to see a
counselor.
Students who need to obtain Student Educational Plan (SEP)(Attachment #17) are not
scheduled during a drop in timeslot.
55
STUDENT EDUCATIONAL PLAN
SEP or iSEP( see Attachment #17) is a student educational plan that counselor provides
during the advising meeting with the student. iSEP is an electronic version of the student
educational plan that is saved on the DRC Shared Drive and available for view by other
counselors in the district.
At DRC both paper and electronic forms are acceptable form of academic planning.
Generally, counselor at DRC will provide a student with a three (3) semester educational
plan, unless student is a DOR client (see section I: Department of Rehabilitation and
DRC).
ABUSE AND SUSPENSION OF SERVICES
DRC may suspend services provided to a student. In the event of misuse or abuse of
services provided by the DRC student will be notified by mail notification of possibility
of suspension of those services. For example, when a student shares use of their
accommodations for specific course with a student who does not qualify for any
accommodations constitutes an abuse of services.
SECTION IV: ACCOMODATIONS
EDUCATIONAL LIMITATION
Educational limitation means functional limitation in the educational setting as defined in
Title 5 Guidelines Section 56004. This occurs when limitation prevents a student from
fully benefiting from services, classes and activities on campus. Services and
accommodations provided by the DRC program must be directly related to the student’s
educational limitations.
REASONABLE ACCOMODATIONS
Reasonable accommodations are defined as modifications and academic adjustments as it
is appropriate in an individual situation. All approved accommodations must be directly
related to the functional limitations of the student. (CA Educational Code Sec.84850).
56
Reasonable accommodations at SCC are defined as accommodations that are generally
approved for specific disabilities. Counselors should be aware of the student’s individual
functional limitations and educational needs when approving accommodations.
For example, a student with the physical limitation such as use of the wheelchair will not
necessarily needs to be approved for extended time on tests and quizzes.
TEMPORARY ACCOMMODATIONS
The DRC counselor may authorize educational accommodations on a temporary basis.
This means that such accommodations will expire after the date specified by the
counselor. Generally between 6-12 months period is allotted to the students to complete
LD testing process or provided additional documentation.
Temporary accommodations are limited to a basic set of accommodations as agreed on
by the following DRC guidelines such as extended time on testing and use of a tape
recorder during lecture time, etc. No additional accommodations may be approved on
temporary basis.
The following documentation may quality student to receive temporary accommodations:
 504 PLAN- a plan that provides and outlines accommodations provides
for a student at the secondary level. It could include wheel chair
accessibility, large print materials, and other essential accommodations.
504 Plan is generally provided for the student in the K-12 system.
A 504 plan qualifies a student for temporary accommodations only.
Student needs to provide additional disability verification to be served
beyond the period of temporary accommodations.
 IEP( Individualized Educational Plan) Plan( see Attachment #16 for
sample).
1. Students with an IEP who have been diagnosed with a “specific
learning disability” will be provided temporary accommodations for 1 (
one ) academic year, while completing Learning Disability testing
process. Temporary accommodations will include: extended time on
exams, use of tape recorder, shared notes and priority registration only.
2. Students with an IEP who have been diagnosed with a disability
other than “learning disability” will be given temporary
accommodations for 6 (six) months. Accommodations will be based on
functional limitations only. These students have six months to provide
further documentation on the disability from a verifying professional.
57
ALTERNATE MEDIA ACCOMODATIONS AND REQUESTS
Students with visual impairment or other limitations may request alternative formats for
their class materials and textbooks. Alternative media is available in a number of formats
and is not limited to text to voice, or Braille. Due to the unique nature of the formats and
student’s needs, the students should be advised to meet with the Alternative Media
Specialist before the start of the semester to select an appropriate alternative media
format.
The DRC counselors must complete the Alternate Media Policies and Procedures (see
attachment # 15) form and the student must consent and sign it. The approval of this
service is based on the functional limitations of the student.
The counselor will provide and explain these policies during the intake meeting and
provide the student with a copy of the policies.
The Alternative Media Specialist must be notified by email with the referral form
attached. The referral form is available from the DRC shared drive.
HIGH TECH CENTER SERVICES
The High Tech Center provides the following services for students with disabilities:
adaptive hardware, software programs training and adaptive computer usage as needed.
All referrals to the High Tech Center must be directly related to the student’s functional
limitations. The High Tech Center provides assistance with the following: use of adapted
computer, use of screen readers and CCTV, use of Kurzweil and Dragon Naturally
Speaking software programs.
Adaptive technology is constantly changing, so please check back on regular basis with
the High Tech Center for updates on new technology used. The center’s staff provides
training and coaching while students use the services.
Counselor needs to be aware that during the intake process there may be a need for the
High Tech Center referral. Occasionally, student may come in to the meeting with ideas
of how assistive technology may assist them in courses. There is no specific method to
determine whether referral is needed, but rather it is up to the counselor’s professional
judgment.
Once a student is approved for the use of the High Tech Center services, the DRC
counselors must submit a referral form to the High Tech Center staff for processing. The
High Tech Center staff will make final evaluation of the student’s educational needs and
assistive technology accommodations. The referral form is available in the attachment
section of this handbook or from the DRC Shared Drive. (see Attachment #7 ).
58
ADDITIONAL ACCOMMODATIONS
Calculators:
Accommodation related to the use of calculator is only approved by an LD specialist. If
approved by LD Specialist, student is only permitted to use a 4-function basic calculator
in science courses. Calculators may not be approved and used for any mathematics or
other courses.
Kurzweil Software :
This software is available for the use on campus at High Tech Center, LRC 102
Computer Lab and other selected computer laboratories on campus. Counselors are to
advise students to check in with the High Tech Center staff for any additional information
on locations.
Kurzweil 1000- is a scan and reading tool that makes printed material accessible to
visually challenged students by converting printed words into speech.
Kurzweil 3000- is a scan and reading program that uses sound and color highlights to
enhance reading and comprehension skills. Students can scan books and other
documents. This program will read the words back at the adjusted speed and letter size.
If a student’s ability to read is impaired, the DRC counselor may recommend that the
student use the Kurzweil software to assist in class work and home work. This software
may not be used during testing. Kurzweil software may not be used in reading courses at
SCC.
Referral for the use of Kurzweil software on campus computer must be directly related to
student’s educational limitation. Referral form for High Tech Center use is available in
the Attachment # 7 of this handbook.
Note card/Memory Cards:
Note cards may NOT to be approved as educational accommodation by the DRC
counselor. Note cards may only be approved by the LD specialist as an exception.
If a student has been approved to use note cards before this rule came into effect, they
may continue to use such.
This is an accommodation that is rarely approved by LD specialist.
Please note the following exception: if a student is a part of the vocational training
program (e.g. RN, LVN, OTA or PTA) the student will not be allowed to use note cards
once they start clinicals.
59
Extended time on tests:
Generally the counselor approves the student for 1.5 times of the original time alloted to
use on exams and quizzes for the appropriate functional limitations such as, but not
limited to: inability to focus or concentrate, slow cognitive processing, fatigue, and pain.
For students with visual impairment or a severe physical impairment, it may be needed to
authorize 2(double) or 3 (triple) extended test times. Students who have attempted 1.5
times testing accommodation and still require additional time need to contact a DRC
counselor.
Depending on the student’s needs a counselor may authorize varied amounts of extra
time depending on the subjects. For example, 2x times for math course and 1.5x times for
all other courses.
SERVICE REQUESTS
The student is responsible to request approved accommodations for courses they are
enrolled in. By using the Service Request form the student is to initiate the request for
accommodations every semester.
Assistance is available to the student either during drop in times with a counselor or at the
front office.
The Service Request form is available at the DRC office or may be submitted
electronically at www.scc.losrios.edu/dsps/requestforservices.
INSTRUCTOR LETTER
The student notifies their instructor by the means of an instructor letter (see Attachment
#8). This letter serves as an official communication between the DRC and instructor.
DRC does not provide any other notifications to the instructors specific to the students
with disabilities who are enrolled in the course.
The student is responsible for providing their instructor with a letter that informs him/her
on the reasonable accommodations that the student has been approved for.
At any time if the instructor requires assistance regarding serving the students with
disabilities they are encouraged to contact the DRC for assistance.
60
PROCTORING CENTER
The Proctoring Center’s function is to support students with providing a location where
tests, quizzes and other assignments are completed.
The DRC counselor provides students with a brochure (See Attachment # 9) and informs
him/her about the process of requesting this accommodation. Generally, approved
additional time on the tests is related to the functional limitations of the student. The
DRC counselor usually approves 1.5 the allotted times to take a test. Approval of any
additional time for testing is directly related to the student’s functional limitations and
educational needs.
Accommodation of extended time applies to all of the in class timed tests, quizzes,
midterm, etc. It is also applicable to online learning communities such as D2L.
Counselors are to encourage students to use the Proctoring Center accommodation for
test taking. However, a student is not required to use the Proctoring Center services if
they choose not do so.
LEARNING DISABILITIES PROCESS
The DRC provides extensive support to students with disabilities who have or may have a
learning disability.
Initially all new incoming students are meeting the DRC counselor to establish services.
If the student had a history of learning disability in the past, they will be provided with a
temporary accommodations for up to 1 (one) academic year. The DRC will forward the
students file to the Learning Disabilities Office for further evaluation after the initial
meeting.
During the 1 year of temporary accommodations the student will be tested as an adult
under the CA Community Colleges Learning Disabilities Model. The LD Specialist will
offer and proctor entire testing process with the student on campus. Depending on the
outcomes of the testing LD specialist will certify student as student with learning
disability and provide additional educational accommodations, if necessary.
Current students who suspect they may have a learning disability may be referred to the
LD office by the DRC counselor. Referral is sent directly to LD the office via email.
LD Specialist makes final determination of eligibility for LD services at DRC.
61
TABLE AND CHAIR ACCOMODATION
This accommodation is based on observation and professional judgment during initial
intake meeting with the student. For example, when the counselor observes that student
presents an issue when he/she is not able to fit into classroom desk and they appear big,
the counselor may authorize this accommodation. If approved a student will have access
to a separate table and chair seating in the classroom versus traditional desk/chair
combination that is available on the SCC campus.
If this accommodation was solely based on observation and there are no other limitations
the student may NOT be approved for any other accommodations (including priority
registration etc).
A student who experiences temporary disabling conditions such as physical injuries,
pregnancy, etc. may generally qualify for this accommodation. Verifying documentation
from a medical provider must be included in the students’ file at the DRC.
IN CLASS ASSISTANCE
The DRC provides in class and laboratory assistants to assist students in class. Approval
of classroom assistant services may only by the DRC counselor approval and based on
students educational limitations.
In class assistant is responsible for providing assistance to students with physical
limitations. They support student with hands on tasks that otherwise could not be
performed by the student. Examples include group work, in class presentation and
laboratory settings.
In class assistant is not to advise or influence student’s performance during the
assignment but rather provide extensive support in the classroom environment.
The DRC staff will coordinate and set up classroom assistant for a student in the
beginning of each semester. Counselors are to advise students to submit their Services
Request before the start of the semester to ensure that the classroom assistant will be
available for the start of the term.
DEAF SERVICES OFFICE
The DRC has been serving an increasing number of deaf students. The established
process is to refer the student to Deaf Services so that they can evaluate the student’s
fluency and determine appropriate interpreter placement.
62
The Deaf Services provide American Sign Language (ASL) interpreters for students who
are deaf or hard of hearing. Interpreters are present in the classroom with the student and
interpret what is being said by the instructor and fellow students and provide a “voice”
for the deaf student when he/she wishes to communicate.
The Real Time Captioners generally support deaf and hard of hearing students. The
student will sit next to the captioner so that they can read and follow along with
information presented in the class.
DISTRACTION REDUCED ENVIRONMENT
The students at DRC have access to a distraction reduced environment for testing. The
DRC counselor needs to explain procedures regarding requesting this accommodation
during the first advising meeting.
The Proctoring Center does not provide private rooms or no noise environment.
Generally, on a typical day a student may be testing with 2 other students in the same
room. Proctoring Center may provide ear plugs if necessary.
The student needs to adhere to the campus Student Code of Conduct when utilizing
services in the Proctoring Center.
The student may opt out of using the Proctoring Center services and complete their
testing in the classroom setting. Please inform the student that the instructor is NOT
required to provide students with a distraction free setting and/or extended time
accommodation during the test in the classroom.
EQUIPMENT FOR LOAN
There are several types of assistive equipment available for a loan by DRC students:
1. Tape recorders: both cassettes and digital options are available.
2. Handheld cassettes for use by students who are blind or low-vision (small 4-track tape
recorder with indexing).
3. APH large tape recorders (mostly outdated version but some of the older blind students
still prefer them over the handheld cassettes) these are also 4-track tape recorders with
indexing.
4. Assisted Listening device (FM)/Amplifier: may be used by hard of hearing students or
those who are not able to focus well in class.
63
5. Disposable masks are available to students using Dragon Naturally Speaking Software
when using computers on campus or in the High Tech Center. This mask allows student
to access this software while being present around the students.
Important: DRC students are obligated to enter in a contract with the DRC office
when they borrow equipment. All equipment must be returned at the end of each
term in good working condition.
TUTORS
The DRC does not provide specialized tutoring to students with disabilities. Tutoring
services are available from on campus Tutoring Center. Students are encouraged to seek
tutoring services in the beginning on each semester from the Learning Resource Center
144 or at http://web.scc.losrios.edu/tutoring/.
ASSESSMENT/PLACEMENT TEST WITH ACCOMMODATIONS
Students who have completed the matriculation process at SCC are strongly encouraged
to complete the diagnostic assessment process consisting of computerized English and
Mathematics assessment.
Any accommodations approved for the use during the assessment process must be
directly related to the educational limitation, with appropriate documentation presented in
the students file. If a student provides a copy of an IEP as a verifying document, then
counselor may approve additional time on the writing portion of the English Assessment
Test. The DRC counselor needs to complete the required paperwork and provide the
student with a permission slip to take to the SCC Assessment Center. The referral form is
available as an Attachment # 3 in this handbook or from the DRC Shared Drive.
PRIORITY REGISTRATION
The counselor authorizes priority registration accommodation for a student. However, a
DRC counselor must base approval of this accommodation on the student’s educational
limitations.
Priority registration is a uniquely designed timeframe when DRC students may enroll for
courses for the following semester. The DRC counselor is encouraged to remind students
when enrollment starts for a particular term.
64
SERVICE ANIMALS
Presence of service animals both on campus and in the classroom must be authorized by
the office of Student Services, Rhoda North (RN 272). All requests must be approved by
the Vice President of Student Services.
According to the ADA, a service animal is defined as “any animal individually trained to
do work or perform tasks for the benefit of an individual with a disability, including, but
not limited to guiding individuals with vision impairment, alerting individuals to starting
of seizure, or protecting during one, and alerting individuals who are hearing impaired of
intruders.”
The student is responsible for their service animal at all times. The service animal must
be current on all its required vaccinations against common diseases. Service animals must
be licensed and must wear a leash.
The DRC counselor may encourage student with service animal to inform their instructor
by writing them a letter on how to work with service animals in the classroom setting if
applicable.
ADAPTIVE PHYSICAL EDUCATION (ADAPTIVE PE)
Adaptive PE classes are only open to students with temporary or permanent disabilities.
Each student enrolled in Adaptive PE course must show proof that they have officially
registered with the DRC. Generally, a copy of the Educational Accommodations (EA)
(see Attachment # 12) is a satisfactory proof for the instructor.
Students need to be aware that an Adapted Physical Education course may only taken for
credit 4 (four) times.
REDUCED COURSE LOAD LETTER
If a student is part of the EOPS program then a reduced course load may be
recommended by the DRC counselor. Then counselor may provide EOPS program with
the letter certifying that student must carry a reduced course load due to nature of
disability. It is student’s responsibility to obtain and deliver this letter to EOPS every
semester.
LETTERS OF SUPPORT FOR STUDENTS
The purpose of the letter of support is to provide a recommendation on behalf of the
student. For instance, if a student needs a letter of support for the purpose of a
65
scholarship, the counselor may be able to provide student with the letter. The DRC
counselor needs to ensure that all letters of support are saved on the DRC shared network
and copy is included in the student’s file.
66
ATTACHMENT SECTION