Status Report for District Grant Allocation Committee
January 8, 2004
Discipline: Special Education (Learning Foundations & Learning Skills)
1. Define the discipline in terms of relevance and student need.
The Special Education Discipline provides courses expressly designed for students with
disabilities. The instructors meet minimum qualifications for hire as outlined in Title 5
section 53414 (d). The courses provide instruction in computer access, word processing,
keyboarding as well as basic skills for students with physical, communication, learning,
and psychological disabilities.
Students with special learning needs often have gaps in their basic skills or have
processing difficulties that prevent them from learning information in mainstream classes
without individualized interventions. Taking the special classes offered through this
discipline provides students with disabilities an opportunity to improve their skills and
ready themselves for the mainstream classes on the college campus. In addition,
students who need various accommodations receive instruction in assistive technology
using computers as tools to assist with their educational, vocational or personal goals.
2. Identify the courses taught in this discipline.
The Special Education courses currently taught at LAHC are:
Lecture 3 units
LS 41: Study Strategies for the Learning Disabled
Lab 1 unit modules
LS 1 ABC: Reading (special sections for DSPS)
LS 10 ABC: Mathematics Fundamentals (special sections for DSPS)
LF 001: Adapted Keyboarding
LF 002: Adapted Word Processing
LF 003: Adaptive Computer Technology
Individualized (by appointment)
LS 40: Introduction to Learning Disabilities (assessment)
Note: These courses do not cost the college extra money. The instructor teaches the
lecture course and supervises the assessment and lab as a part of the regular duties
assigned to the Learning Disabilities Specialist/ISA at Harbor College.
3. Identify factors that influence enrollment; such as, scheduling, combined sections,
and unique circumstances.
The unique circumstances of the Special Education discipline include smaller class sizes
because of a limited population as well as the individualized needs of the students.
Students are enrolled in these classes by their DSPS counselors.
LS 41 is a 3 unit lecture class taught on T & TH 9:30 — 11:00. Because of the range
of cognitive and basic skills of the students who enroll in this class, the
ideal class size is between 20 — 25 students. The limit is set at 30 to allow
for some no shows and drops. Add cards are issued the first weeks of the
semester.
LS 40 is a positive attendance class designed to assess students for learning
disabilities eligibility. Students make individual appointments throughout
the semester with testing personnel until the process is completed. This
process is very time consuming and labor intensive. The number of
students served during the year depends on the availability of qualified
assessment staff. Students are referred through the DSPS program
counselors. There is often a waiting list because of staffing limitations.
All other sections are combined and taught in the High Tech center located in the LAC.
They are all positive attendance, individualized, open-entry/exit lab classes. The center
is open 44 hours per week. Students may come and complete hours, within certain
guidelines outlined in the course syllabi, as they wish. Because of staffing limitations the
lab is not able to stay open into the evening hours or on Saturdays.
4. List strengths and weaknesses in relation to student needs.
Strengths:
1.
2.
3.
4.
Students work on a program designed for their unique needs.
Lab modules are self-paced.
Courses may be repeated many times to continue building skills.
Students receive complementary instruction for their mainstream
classes. (math and grammar groups)
5. Students are able to ease into a college setting with concurrent support
from the instruction in the courses.
Weaknesses:
1. Students are not able to attend past 5:30 p.m. or Saturdays.
2. Higher-level math needs are sometimes difficult to meet due to
staffing/scheduling limitations.
3. Students have asked for more lecture classes but due to limited qualified
staff hours, they have not been developed.
4. Student retention in lab classes.
5. Review enrollment data in the LAHC Planning Resource Guide and verify the
accuracy of the data and explain any unique circumstances of the discipline offering.
The enrollment figures for average class size appear to be correct. There is only 1.0
instructor (ISA) for the classes in DSPS. The enrollment data include 1 .5 instructors
provided for Fall 2002. The data include the LS sections taught for the GED program.
6. State conclusions and significant findings.
The courses offered through the DSPS program have low enrollment because several
sections are combined and offered in one lab to enable students to repeat courses
and still allow the college to collect funds for positive attendance. (e.g. students may
take LS 1 A four times, if they wish to take it again, they may take [ B) In addition, special
education is typically offered on an individualized or small group basis in order to meet
the special needs of the students.
Because these courses are offered through the DSPS program, they do not cost
the college additional money. (Eliminating them would not save program 100
funds.)
7. State a plan of action that would strengthen this discipline if indicated.
There is always room for strengthening any program/discipline. Our ongoing plans
include the following:
1.
2.
3.
4.
Create and offer additional curriculum for students with disabilities.
Study the feasibility of changing the format of the [ 40 (assessment) class.
Hire additional qualified staff/instructors to offer more classes.
Study and make changes, if indicated, regarding the effectiveness of lab
policies and procedures to maximize retention rates.