Disabled
Student Programs
And Services
Disabled Student Programs and Services is dedicated
to providing equal
access to educational opportunities for students with verified disabilities. DSPS staff is committed to providing quality support services to ensure that every qualified student is afforded the opportunity to maximize his/her ability to succeed at San Joaquin Delta College
This handbook is dedicated to the principle of
teamwork and collaboration. DSPS staff believes that instructional faculty and
support staff must work together for DSPS to fully implement its mission at San
Joaquin Delta College.
Acknowledgements
Bruce Eigbrett, J.D., M.S.
Solano Community College DSPS
San Francisco City College DSPS
The College Student with a Disability: A Faculty Handbook,
by Lynn M. Smith
Association on Higher Education and Disability (AHEAD)
California Association on Postsecondary Education and Disability (CAPED)
San Francisco State University DSPS
To
Faculty and Support Staff:
This handbook was developed as a reference guide for
faculty and support staff when providing educational and support services to
students with disabilities. By
sharing this information, the job of educating students with disabilities will
become easier and more meaningful.
Students come here with a variety of learning needs.
The faculty and staff of SJDC deserve considerable praise for their
efforts to address these learning needs and adhere to the highest standards of
academic excellence.
You are to be especially commended for efforts in
providing students with disabilities the knowledge and skills they will need to
compete and succeed in the future. The
academic accommodations you provide these students with physical, visual,
hearing, learning, psychological and/or developmental disabilities are crucial
to their success.
We want to express our thanks to faculty and support
staff for all the things you do every day to accommodate and assist students.
Legal
Rights for Students with Disabilities
Federal
and State laws, particularly Section 504 of the Rehabilitation Act of 1973 and
the Americans With Disabilities Act, protect the rights of students with
disabilities to enjoy full participation in all programs and services provided
through the community college system. Section
504 of the Rehabilitation Act of 1973 states in part that:
“No otherwise qualified person with a disability in the United States…shall, solely by reasons of…disability, be denied the benefits of, be excluded from participation in, or be subjected to discrimination under any program or activity receiving Federal financial assistance.”
“(An institution)…shall make such modifications
to its academic requirements as are necessary to ensure that such requirements
do not discriminate or have the effect of discrimination, on the basis of
disability, against a qualified applicant or student with a
disability…Modifications may include changes in the length time permitted for
completion of a degree requirements, substitution of specific courses required
for the completion of degree requirements, and adaptation of the manner in which
specific courses are conducted.”
A "person with a disability" includes
"any person who (1) has a physical or mental impairment which substantially
limits one or more of such person's major life activities; (2) has a record of
such impairment; or (3) is regarded as having such an impairment."
Disabilities may include but are not limited to such
conditions as: Blindness or visual impairments; deafness or hearing impairments;
orthopedic impairments; chronic illnesses; psychiatric conditions; specific
learning disabilities; developmental disabilities; seizure disorders; speech
disorders and acquired brain injuries.
Title II of The Americans with Disability Act upholds
and extends the standards for compliance set forth in Section 504 of the
Rehabilitation Act of 1973 to all policies, procedures and practices that impact
on the treatment of students with disabilities at the community college.
The community college as an institution, its faculty
and staff, must not discriminate in the recruitment, admission or treatment of
students. Students with documented disabilities may request, in a timely
fashion, reasonable academic accommodations or auxiliary aids which will enable
them to participate in and benefit from all post secondary educational programs
and activities. Post secondary
institutions must make sure that their academic programs are accessible to the
greatest extent possible by all students with disabilities.
The laws requiring the community college to provide academic
accommodations to students with disabilities are not intended to provide an
unfair advantage to the student but rather to "even the educational playing
field" by allowing them to participate as fully as possible in all
educational programs and fairly demonstrate their knowledge of required subject
matter.
Disabled
Student Programs and Services
DSPS
The Disabled Student Programs and Services department
(DSPS) was developed to provide and coordinate counseling assistance, support
services and academic accommodations to students with disabilities who are
eligible for services. DSPS
also serves the needs of faculty by acting as liaison between students with
disabilities and faculty, as well as providing guidance and information to
faculty for any educationally related questions that may arise concerning
students with disabilities. If questions should arise when working with a
student with a disability please contact DSPS for assistance. (ext. 5330)
The majority of students who request academic
accommodations are receiving services through DSPS, but since participation in
DSPS is voluntary, not all students with disabilities will choose to go through
DSPS. Information DSPS may possess concerning the specific diagnosis of a
student's disability is confidential in nature and cannot be disclosed without
the consent of the student. Information
is shared on a "need to know" basis; this may include functional and
academic limitations, but not diagnosis.
For a student to receive services through DSPS, they
must meet with a DSPS counselor who will review any necessary documentation
concerning the student's disability. The
counselor, with input from the student, will use his/her professional judgment
when recommending any academic accommodation, bearing in mind that the
accommodation must be reasonable, made in a timely manner and related to an
educational limitation
Student
Requesting Academic Accommodations
Directly From
The Instructor
If a student requests an academic accommodation
directly, you may refer him/her to DSPS for assistance.
However, the student is not required to utilize the assistance of DSPS.
The student has the option of working directly with the instructor.
If this is the case, the instructor who is asked to provide the academic
accommodation by a student with a disability is encouraged to consult with a
DSPS counselor regarding the procedure to follow for meeting the student's
needs. The most common type of
academic accommodation in this situation will probably involve
"accommodated" testing. The
type or form of the accommodated testing will depend on the nature of the
disability and consequent educational limitations.
For example, if the student is blind h/she may require a taped version of
the test and a scribe to mark the answers on the scantron form. Extended test
time also may be required by the student with a visual impairment, as it may for
a student with a specific learning disability who has a visual processing
deficit. If the student requires testing accommodations and takes the test in
the classroom or instructor's office, the student must be afforded the use of
all appropriate accommodations. Accommodated testing is explained further on
page #15 in the Services Provided Through DSPS section of this document.
The following is a general outline of the procedure
that should be followed when the student requests academic accommodations
directly from the instructor:
1. It is the responsibility of the student to
identify himself/herself to the faculty member and request the academic
accommodation. The student need not provide specific information about their
disability.
2. The student must have a disability documented by
an appropriate professional.
3. The academic accommodation requested must be
directly related to an educational limitation that is the result of the
disability or reasonably related there to.
4. The request must be made in a timely manner to
allow the instructor a reasonable length of time to implement the accommodations
request and make necessary arrangements.
5. The academic accommodation requested must be
reasonable in nature. The requested accommodation must not substantially alter
an essential element or the fundamental nature of the course or program.
6. The instructor must respond to a request for an
academic accommodation with all due speed; time is of the essence.
7. If there is a disagreement between the instructor
and the student concerning the requested academic accommodation, a DSPS
counselor should be contacted as soon as possible to discuss the matter.
If a satisfactory solution is not reached, an appointment should be made
with the Director of DSPS, as soon as possible to review the situation and take
any further procedural steps.
Responsibilities
of Students
1. The
student must identify him/herself to DSPS or the instructor, in a timely manner,
if academic accommodations are requested.
2. The student must provide documentation of the
disability from an appropriate professional.
A DSPS counselor may then help to determine the student's educational
limitations, which will become the basis for any recommended accommodations.
3. The student must make arrangements for the
appropriate academic accommodations, each semester, for classes in which the
student is enrolled.
4. The student must follow policies and procedures
established by DSPS for services received.
5. The student must adhere to the same academic,
attendance and behavior standards required for all students.
Instructional
Considerations-Interacting with Students
It is important for instructors to remember that
students with disabilities desire to be treated with the same respect and in the
same fashion as non-disabled students. DSPS
encourages students to discuss their needs with their instructors, but this is
not always done. If you have
questions about whether or not a student needs special assistance and/or
accommodation you may, in a private setting and tactful manner, ask the student
whether they will need any special assistance.
The student is the "expert" when it comes to his/her individual
needs.
An ideal way to encourage students with disabilities
to discuss needed accommodations is to include the following statement
on the course syllabus and repeat it during the first class meetings:
"If you
need academic accommodations because of a disability, if you have emergency
medical information to share with me, or if you need special assistance in the
event the building must be evacuated, please make an appointment to discuss your
needs or e mail me at..."
Accommodations for a disability are not intended to
alter the fundamental nature of a course or program. A student with a disability must be able to comprehend the
course material and communicate this to the instructor in one form or another.
Accommodations merely give the student the opportunity to achieve this
outcome. If the instructor has
questions concerning the nature of accommodations provided to a student he/she
may contact a DSPS counselor for clarification.
The DSPS counselor may have access to confidential information upon which
the recommended accommodations are based and is available to assist the
instructor with questions he/she may have in order to insure the integrity of
the course is being preserved and that the student's appropriate needs are being
met.
Some students prefer to make their own arrangements
for accommodations directly from the instructor. These students should provide the necessary documentation to
substantiate their need for the accommodation.
In general, however, it is most effective for the student to work with
DSPS. If a student requests an
instructor to provide academic accommodations based a disability and there is no
appropriate documentation provided, it is important the instructor assist the
student in contacting DSPS. If the
student's disability is visible (i.e. the student uses a wheel chair, wears
hearing aides, uses a service dog or is missing an arm, etc.) and the requested
accommodation is obviously appropriate, the instructor should provide the
accommodation while liaison with DSPS is being established.
It should also be noted that some disabilities such
as, specific learning disabilities or acquired brain injury are not readily
observable. These
"hidden" disabilities are, none the less, valid and substantial
disabilities and any request for academic accommodation should be treated
seriously. It is appropriate to
speak to a student with a disability about available academic accommodations, if
done in a respectful manner, but it is not appropriate to treat a person with a
disability with any less respect or consideration than you would a non-disabled
student.
Confidentiality is an extremely important issue when
interacting with any student. Students
with disabilities may be very guarded in the information they want to share.
It is important to respect a student's right to exercise personal
discretion in the disclosure of individual disabilities.
It is
important the instructor not prejudge the student’s abilities or possible
behavior issues based upon the existence of a disabling condition. Reference
actual behavior(s) and/or facts when they occur.
Several other
instructional considerations are worth noting.
Printed
Materials: When
choosing a textbook for a class it is helpful to do so at the
earliest possible time, as some students will require the text to be placed
in an alternate format or ordered from Recordings for the Blind and Dyslexic (RFB&D).
Some students may require the text to be on tape or in an enlarged format
and this requires time to accomplish. Syllabi,
class handouts, and overheads, etc., should be made available to the student in
a timely manner in the event they are needed in an alternate format.
Also, these materials should be made available to DSPS in a timely manner
and in electronic text format whenever possible.
Field Trips:
Consideration
for students with certain disabilities, especially those who have physical
disabilities and use wheelchairs, should be given when planning class field
trips. When arranging a field trip
please consider:
1.Whether the mode of transportation is accessible to
the student.
2.Whether the location of the field trip is
accessible.
Special arrangements for field trips may have to be
considered if either the transportation to or the location of the field trip is
not accessible. Contact DSPS in
advance for assistance if this situation should arise.
Tests:
It is important to remember that the purpose of an
examination is to test the student's mastery of the subject matter and content
of a course, not his/her ability to use a specific type of answer sheet.
Unless speed or physical ability is an essential element of the course,
such as in a keyboarding class, the most important part of taking a test should
be mastery of subject matter. Test
accommodations are designed to allow the student to demonstrate his/her
knowledge of course content, regardless of his/her ability to physically write
an essay or mark a scantron form.
If the student has arranged to take his/her test in
the DSPS office, please provide DSPS with
the test at least 3 days in advance. This
will allow DSPS staff time to reproduce the test in an alternate format if this
is required. (Please refer to page
#15 for more detailed information concerning accommodated testing).
Note Takers:
Some
students with disabilities may need the assistance of a note taker in class.
DSPS encourages the student to obtain a volunteer note taker from the
class. The student will provide the
instructor with a note taker form (see Appendix) that will ask you to assist in this
process by making an announcement regarding the need for someone to take notes
for a student in the class or by identifying a student in the class you know to
be a satisfactory note taker. DSPS
can supply two-part NCR paper to the student, which allows two copies of the
notes to be made at once. Occasionally, the level of note taking services
required is such that a paid note taker will be assigned to accompany the
student to class.
Other tips and
suggestions for interacting with students; in and out of the classroom:
There are no strict rules when it comes to
interacting with students with disabilities, however here are some helpful
suggestions.
·
Whenever
possible attempt to include the student with a disability in classroom
activities.
·
Be
patient with the student and considerate of the extra time it might take for
students with certain types of disabilities, such as speech impairment, hearing
impairment or a physical disability, to get things said or done.
·
Do not
talk for the person who has difficulty speaking and do not consider a companion
to be a conversation go between. Even
if the student has an interpreter present, speak directly to the student, not
the interpreter.
·
Listen
carefully and ask people with speech impairments to repeat what they have said
if you did not understand them the first time.
·
Keep in
mind that a variety of disabling conditions require that medications be taken.
These medications may have varying degrees of side effects, some of which
can alter the student's ability to process information or remain fully alert and
focused in the classroom.
·
The
student is encouraged to notify the instructor of any special needs h/she may
have in the event of an emergency or evacuation of the classroom.
If you are concerned about such emergency procedures, please consult with
the student and/or DSPS staff.
·
Refer to
the person's disability only if it is relevant to the conversation.
·
Ask
a person with a disability if h/she needs help before
helping and abide by their answer.
·
Refer to
the person first and then the disability. For
example, saying "a man who is blind" is more appropriate than the
"blind man" because this emphasizes the person first rather than the
condition.
·
Avoid
negative descriptions of a person's disability. For example, "a person who uses a wheel chair is more
appropriate than "a person confined to a wheelchair.
·
Students
with disabilities, like all of us, have a full range of abilities. Try to focus
on the person's abilities; what they can
do rather than on what they cannot.
·
Respond
to students with disabilities with the same respect and consideration as given
to all other students.
·
If
you have questions while working with students with disabilities please contact
DSPS. We are here to provide all
students with the finest educational opportunities and most effective services
possible to ensure their success.
Support
Services Available Through DSPS
DSPS works in partnership with instructors and
students with disabilities to ensure that reasonable academic accommodations are
provided in an efficient and timely manner. DSPS assists in the provision of support services to many
students with a wide range of disabilities who enroll in instructional programs.
Some of these students will be known to DSPS staff and some will not;
some will need special support services and some will do fine on their own.
Many of the students served through DSPS have "hidden"
disabilities and are not easily identifiable in the classroom.
We encourage students to talk with the instructor, however identification
remains the students right and responsibility.
In the event a student does need some assistance, however, or in case you
do, the following is a listing of some of the services provided through DSPS.
Testing
Accommodations
Students with visual, orthopedic or other
"hidden disabilities" may not be able to take examinations in the
conventional manner. This is
especially true with timed exams. When
students have special testing needs, DSPS staff is available to assist in
developing and overseeing the testing procedures that are tailored to the
student's needs, while maintaining the integrity of the test instrument.
If the student is working through DSPS, they have met with a DSPS
counselor, who, with the student's input, has recommended an appropriate test
accommodation. The student will be
given test accommodations paperwork signed by the DSPS counselor with directions
that they will give to the instructor. They
will also provide the instructor with a testing information form.
The instructor should fill out this form and send it along with the test
to the DSPS office prior to the time the exam is to be administered. (Both of
these forms are contained in the appendix.)
If the student's test accommodation includes extended
time for the exam, the student will most often take the exam at the same time as
the class, in the DSPS offices, provided the student's class schedule permits.
If some other scheduling arrangement must be made the instructor will be
notified. DSPS staff will work with the instructor and the student to make the
accommodated testing service as convenient and fair as is possible.
Because
alternate formatting of the testing materials is often necessary, we ask that
the test either be delivered to our office or picked up by our staff at the
earliest possible time. At least
three days prior to testing is desirable. If
the information or test is available on computer diskette or in e-text format
please deliver it to the DSPS office accordingly. This will be very helpful and facilitate any alternate formatting
requirements. Please provide the
student with the dates of exams as well as the format (essay or multiple choice)
in your syllabus as this will allow the student to properly schedule the test
with the DSPS office ahead of time.
Confidentiality,
security, proctor and test integrity are given highest priority by DSPS staff.
All tests are kept under lock and key until administered.
Note Taker
and Aide Services
Students with visual disabilities, orthopedic
limitations, certain specific learning disabilities and other "hidden
disabilities" which affect writing speed and/or ability may need the
services of a note taker or make use of a tape recorder in the classroom.
(If the use of a tape recorder in class by a student with disabilities
presents a problem contact DSPS and special tape recorded lecture agreement can
be provided). We encourage the
student to request a volunteer note taker from the class.
The student will provide you with a note taker form (see appendix) that
will request the instructor to assist in this process by making an announcement
regarding the need for someone to take notes for a student in the class or by
identifying a student in the class you know to be a satisfactory note taker. Occasionally, the level of service required is such that a
paid note taker will be assigned to accompany the student to class.
Students with visual or physical impairments may
require the assistance of a classroom aide to perform certain physical tasks.
Aides are most frequently needed in lab situations to assist students
with the actual physical manipulation of lab equipment and materials
Interpreter
Services
Students who are deaf/hard of hearing are assigned a
note taker and ASL interpreters or a Real Time Captioner (RTC).
In most cases students needing this service are assigned interpreter
support prior to the first week of school and instructors are most often
notified before classes begin. (Reminder-When speaking with a deaf/hard of
hearing student in class, please address and deal with the student directly, not
with the interpreter or note taker).
Adaptive
Equipment
Frequently, students require the use of special
equipment in class, to take tests or complete assignments. DSPS makes available
or loans various devices to students including: tape recorders, talking
calculators, computers in the DSPS office and High Tech lab, magnification
devices, wheelchairs, electric scooters, book carriers, special chairs, tables
and many other devices intended to make classroom activities and course material
more accessible. Other technological equipment, including computers and special
computer hardware and software, is available in the Cunningham High
Tech/Adaptive computer lab and in the
Goleman Library for use by students who have been properly trained.
Adapted computer classes are also available.
Emergency
Procedures Assistance
Students with severe physical limitations may require
assistance during emergency evacuations. These students have been advised by our office to make their
instructor(s) aware of any special evacuation needs. (See Safety Alert Notice in the appendix).
If you are in doubt about how to assist a particular student during an
emergency evacuation, the best thing to do is to ask him/her directly.
If you need assistance with this, please contact DSPS at ext. 5330.
(Note: In most emergencies
disabled students need not be moved to ground level but only to the safest point
on the same level in an exterior walkway or balcony).
Faculty
Liaison
One of the most important functions for DSPS is to be
available to work through any special problems, which may arise when providing
educational services to students with disabilities.
We are here to assist the instructor to make classroom or lab
presentations more accessible to the student who needs academic accommodations.
Specialized
Counseling
DSPS counselors provide students with academic,
career and limited personal counseling. Special
attention is given to the unique needs and concerns of students with
disabilities.
Mobility/Orientation
Services
Students who are physically limited or have visual
impairments and require assistance to move about the campus in a responsible,
timely and safe manner, can request mobility assistance.
This includes campus orientation, the temporary use of a wheelchair or
electric scooter and/or an elevator key.
Assisting
Students With Specific Disabilities In The Classroom
Disability
Types-Classroom Suggestions-Accommodations
The following is an examination of the major
categories of disabilities encountered in the educational setting and is
intended to provide the instructor with suggestions and information for
providing a more meaningful and effective educational experience for students
with disabilities.
Students
With Visual Impairments
Title V of the California Code of Regulations defines
Visual Impairment as the: Total or Partial loss of sight.
Only a small proportion of people with visual
impairments are totally blind. Most are considered "legally blind"
with some residual visual abilities. Even with correction, a legally blind
person sees 20/200 in the best eye or has a visual field restricted to 10 or
fewer degrees.
The major challenge facing the visually impaired
student is the overwhelming mass of printed material with which they are
confronted-text books, class outlines, syllabi, class schedules, newspapers,
tests, etc. The increasing use of
films, videotapes and overhead projectors adds to the volume of visual material
they must access in some other form.
Blind Students:
By the time totally blind students reach college
(unless newly blinded) they have probably developed various methods for dealing
with the volume of visual materials. Blind students may use a combination of
methods including readers, brailled books (if they are braille literate), audio
tape recorded books and lectures. Students
may use raised line drawings of diagrams, graphs, charts and illustrations,
relief maps, three dimensional models of physical organs, shapes, microscopic
organisms, etc. Modern technology
has made available other aides for the blind including, talking calculators,
speech-time compressors, braille computer
terminals, braille printers,
reading/scanning machines and screen reading computer programs.
Students who have been blind since birth, or shortly
after, have no visual memories. Their
concepts of objects, space and distance may be different from those who became
blind later in life. Mobility
skills of individuals may vary also, depending upon the age of onset of the
visual impairment and the extent of mobility training and mobility talent.
Some students who are blind will use braille with competence, but many
are not braille literate. Most students who have visual impairments acquire much
of their information through listening and some make excellent use of
keyboarding skills.
Limited Vision
Students:
Difficulties experienced by many individuals with
limited vision may include: recurring
eye strain while reading, inability to read standardized print, double or
blurred vision, inability to read poor quality print (all handouts should be of
good quality and in dark print), sensitivity to bright light or different light
spectrums.
Students with limited or partial vision may use large
print books, Closed Circuit TV Magnifiers, enlargements of other printed
material, books on tape and computer text enlargement programs.
These students often benefit from sitting in the front row to be closer
to the instructor and the board.
Assignments:
Much of the technology available for students with
visual limitations requires an extended learning curve to acquire usable skills
and a great deal of time and effort to access information in the educational
setting. In most cases it will take
a visually impaired student much longer to complete classroom/testing activities
and homework assignments than the sighted student. Please try to avoid making last minute, previously
unannounced homework assignments.
Interacting
with the visually impaired student:
Treat the student with a visual impairment very much
as you would any other student. Use
words like "see" without being self-conscious.
If you are in the room alone with the student try to remember to explain
what you are doing. Tell the
student when someone comes into the room or when you leave.
It is not impolite to ask whether the student needs assistance but follow
their wishes.
A blind student may use a Guide Dog. These dogs have
been thoroughly trained to help the blind student avoid obstacles.
The dog is trained to keep out of the way and remain quiet.
These are working dogs and should not be treated as cute pets.
They should not be petted
while performing service to their master. It
is also important to remember that you should always address the blind person first before making any reference to
their Guide Dog.
Classroom Tips:
When using
visual aides
in class or speaking about something you have written on the board, be
as descriptive as possible. During
a lecture using words such as "this one" or "that one", or
pointing to your body and saying "this is where the heart is" can be
confusing. It is helpful to the
student if you describe what you mean by "this" or "that,"
or explain where the heart is in relation to other parts of the body.
Consider making copies of overhead materials or
diagrams so the student can later ask an assistant to describe the information
in detail to better understand the material.
The student will often make use of a note taker and/or a tape recorder in
class, and may also have the assistance of an aide, especially in lab classes.
When relocation of a class is necessary, a note on
the blackboard or door is not adequate. It
would be helpful to have a sighted person wait to inform the visually impaired
student of the classroom change.
Academic
Accommodations used by students with visual impairments may include:
Extended Time for testing
Taped tests
Reader for the test
Brailled tests
Enlargement of the test
The use of a scribe to mark answers on the scantron
form
Computers for essay questions or oral answers written
down by a scribe
CCTV and other magnification equipment
Note takers and/or aides in class and lab
Tape recorded lectures
Books on tape, computer scanners
Readers of texts, handouts, homework assignments
Homework aides/readers
Raised line drawings
Use of adapted computer software/hardware
Screen reader and text enlargement computer software
Scheduling classes to available public transportation
or rides
Students
with Hearing Impairments
Title V of the California Code of Regulations lists
Hearing Impairments under the heading of Communication Disability.
Hearing impairment is defined as: "A
total or partial loss of hearing function,
which impedes the communication process essential to language, educational,
social and/or cultural interactions".
There are three terms that we have all heard and
sometimes confuse. The generic term
Hearing Impairment is a word used to
describe all types of hearing deficits, ranging from a mild loss of hearing to
profound deafness. The term Hard of
Hearing describes a condition where hearing is compromised to varying
degrees and often a hearing aid can enhance the person's understanding of
speech. Deaf/Deafness is a condition
in which perceivable sounds are effectively inaudible and have no meaning for
ordinary life purposes. If hearing
aids are used they may enhance awareness of vibrations but not common speech.
Some factors that will determine the mode of
communication utilized by the hearing impaired student include; degree of
hearing loss, and the nature of prior education the student has received. Some
students are skilled speech-readers and some have good oral skills. Many deaf
students will communicate through American Sign Language (ASL).
DSPS provides ASL interpreters for these students for classroom
activities and communication. Note takers are often provided for the student in class.
Hearing Impaired students who do not use ASL may utilize a Real Time Captioner (RTC)
in class to provide them with a transcript of the classroom lecture.
Hearing Impaired students vary in their competence in
the English language. If one is
born without hearing, or loses usable hearing prior to learning an oral
language, there is no opportunity to acquire language as others do.
For many deaf people, English is a second language and is actually taught
as a second language. Remember that many deaf students are dealing with two
different languages, English and ASL. These
languages are not based on the same grammatical structure.
When working with Hearing Impaired students, it is important to be aware
that they may need extra assistance to improve their written English language
skills.
Some hearing impaired students have excellent English
language skills. People who lose their hearing after oral language acquisition
have less difficulty in mastering English than those who lose their hearing at
an earlier developmental stage. It
is important to understand that language skills will vary and that evaluation of
knowledge acquisition must be somewhat individualized.
One cannot always equate perceived language proficiency with
intelligence.
Academic
Accommodations and Communication Considerations for Students with Hearing
Impairments
Interpreters:
In general, the interpreter and the deaf student will
sit near the front of the class.
The interpreter faces the student and the student
faces the instructor. Remember, you and the class are communicating with the hearing impaired student,
not with the interpreter. When
the interpreter verbalizes for the student, what you hear are the ideas and
feelings of the student. Speak
directly with the student and treat him/her as an equal member of the class.
The interpreter is a conduit for processing communication between the
deaf student and the class. There is no reason for a deaf student not to participate in
class discussion and you should encourage such participation.
Remember that heated discussion with many people speaking at once is
impossible to accurately translate and is also confusing for students who read
lips. Interpreters are not to
become involved in classroom discussions, express feelings, opinions or
judgements. They are not
responsible for the students learning or behavior. There is some lag time in
interpreting. Remember that the
interpreter must translate your comments and questions into American Sign
Language for the student and then translate the student's answers into English.
Classroom
Lectures:
If you face the board while talking, students who
speech-read will lose track of what you are saying, so try to face the class
when lecturing. It is very
difficult to change this habit but the hearing impaired student will appreciate
your efforts. Try to avoid walking
back and forth. It makes it more
difficult for students who read lips to understand what you are saying. Try to
avoid using terms like this and that while referring to visual aids and items on
the board. The deaf student cannot
watch the board and the interpreter simultaneously.
Speak at normal volume and normal pace.
Remember that communication based largely on visual
concentration (speech-reading or interpretation) is very demanding.
If the student glances away momentarily, she misses parts of the lecture
or discussion. Since intense visual
concentration is physically taxing, and since the same high degree of
concentration is demanded of the interpreter, it is very helpful to allow a
break every hour.
Note Takers:
Because of the constant visual attention required for
speech-reading or interpreting hearing impaired, students will also use note
takers during the
class. If the student does not use an ASL interpreter a Real Time
Captioner, who makes a transcript of the lecture, may be used instead.
Testing:
Testing situations generally need not be modified for
hearing impaired students unless instructions and/or questions are presented
orally and interpreter and/or speech-reading accommodations are not sufficient.
(Try to avoid using oral questions on tests).
Assistive
Listening Devices:
These devices, also known as "F.M." systems
are small devices used for amplifying sound to the student through a small
microphone and transmitter which is worn by the instructor and a receiver worn
by the student. This blocks out
background noise in the classroom making it easier for the student to hear what
the instructor is saying. It
amplifies sound only for the student using the device not for others in the
classroom.
Telephonic Devices for the Deaf (TDD) are available
in DSPS for contacting Deaf students by phone who also have a TDD.
Contact DSPS for assistance if the student needs to be reached by phone.
Please be aware of the difficulties the student may
have watching films and/or videos in class.
It is difficult to focus on an interpreter and watch the film at the same
time. Try to use films that are Closed Captioned or notify the student
ahead of time that a film will be shown to allow time for DSPS to view the film
and make a transcript of it for the student's use.
Also, faculty members should not hesitate to write
notes when it is necessary to communicate with the student.
Remember to keep notes simple and direct.
Students
with Physical/Orthopedic Disabilities
Physical disability includes mobility, orthopedic or
other health impairment. Mobility and orthopedic impairment involves a serious
limitation in locomotion or motor function and other health impairment means a
serious dysfunction of a body part or system.
Mobility impairments may necessitate the use of
wheelchairs, scooters, crutches, braces, walkers or canes to move about; however
not all students with mobility impairments require mobility aids.
Some students who use wheelchairs are not able to walk at all while
others are able to walk but use them to conserve their energy because walking is
so strenuous for them. A major
issue for those who have mobility impairments is physical accessibility to
campus facilities. On balance,
campus facilities must be physically accessible to all students and most are. If it seems that a student may have to miss a special
meeting, conference or other such event with you because the location is
inaccessible, please consider moving the meeting place to another,
accessible location.
A variety of mobility related disabilities result
from neuromuscular, and orthopedic conditions.
These disabilities may be congenital or the result of accident or
illness. They may include such
conditions as spinal cord injury, paralysis, cerebral palsy, severe forms or
arthritis, polio/post polio, spina bifida, orthopedic injury, amputation,
cardiac conditions, cystic fibrosis, later stages of AIDS, and/or Diabetes,
stroke and muscular dystrophy.
Students with mobility difficulties may require extra
time to get to class and may, from time to time, have difficulties with the
elevators on campus as they break down on occasion.
DSPS counselors work with students to stagger a student's schedule to
avoid time conflicts, but problems can still arise.
Please take these conditions into consideration when dealing with a
student who is occasionally tardy. Some
students are susceptible to physical problems that can require that he/she be
absent from classes for treatment. If
this occurs understanding is appreciated. The
student is still bound by the college absences policy and is responsible for
either notifying the instructor or DSPS staff.
DSPS staff will then notify the instructor.
Remember to take into consideration the accessibility
of any field trip location. DSPS
and the student will assist the instructor with any questions that may arise.
Classes taught in laboratory settings or equipment used in classes may
require modification for the student to participate.
Should accessibility issues arise DSPS is available to assist with these
modifications.
Some students with physical impairments may not be
able to participate fully in a lab class without the assistance of a lab aide.
The student can give all instructions to an aide concerning a experiment
or project; this can include which chemical to add or what type of test tube to
use, etc.. The student will learn
everything except the physical manipulation of the equipment.
A wheelchair is part of a person's body space.
Do not lean on or push it without permission.
When talking with a student in a wheelchair for more than a few minutes,
if possible, sit or kneel down to place yourself at their height.
It will be easier physically on both of you.
Some students with physical/orthopedic disabilities
who use wheelchairs may also use Services Dogs. These dogs are highly trained to assist the person certain
physical tasks. The master and
his/her dog should be treated with the same consideration as the blind student
and his/her guide dog.
Students with certain physical/orthopedic impairments
may have difficulty writing and often make use of tape recorders, note takers
and aides in class.
Remember, if you have concerns about the student's
safety in the event of an emergency evacuation please speak with the student
about this.
Academic
Accommodations for Students with Physical/Orthopedic Disabilities may include:
Tape recording of lectures
Note takers/ lab aides
Adapted computers
Extended time on tests
Test scribes/or proctors
Tape recorded test answers with transcription
Use of computers on tests
Scantron Alternatives for tests
Mobility assistance
Scheduling of classes to available public
transportation
Staggering schedule to allow rest between classes
Students
with Psychological Disabilities
Title 5 of the California Code of Regulations
describes psychological disability as a persistent psychological or psychiatric
disorder, or emotional or mental illness. A
psychological disability must be verified by an appropriately licensed or
certified professional (licensed psychologist or psychiatrist).
Students with psychological disabilities, similar to
students with physical disabilities may have a biological/biochemical cause for
their condition; in this case a chemical imbalance or organic dysfunction in the
brain. The treatment of these
conditions has advanced radically in the last 20 years. With the use of many new
and effective medications the symptoms associated with psychological conditions
can be reduced and controlled. While many of these students are stable and show
no symptoms, others may have fluctuations in behavior and performance.
Some may experience medication side effects or may develop difficulties
due to cyclical changes in their brain chemistry.
It is especially important with these students that the instructor avoid
prejudgment of their behavior or
actions. Hold them accountable only actual behaviors or actions.
As in the case of students with other
"hidden" disabilities, students with psychological disabilities are
hesitant to disclose their disability and are frequently very protective of
their privacy. They often go to
great lengths to hide their condition because of the stigma associated with
disclosure. Be very conscious of
the student's personal privacy when such is the case.
Some of the more common types of Psychological
Disabilities encountered at SJDC include:
·
Bipolar
Disorder;
This condition is marked by cycles of depression or exaggerated sense of well
being.
·
Schizophrenia;
This
condition involves a group of related conditions that may cause disordered
thinking and perceptions.
·
Depression;
This
condition may also occur as a chemical imbalance in the brain.
Often learning is affected by difficulties in short-term memory,
cognitive processing speed, socializing and may be accompanied by absences from
class.
·
Anxiety
Disorders;
These are mild to severe panic attacks which can be situational, acute or
chronic. The attacks affect heart
rate, breathing and produce chemical reactions involving extreme fear.
Most students with psychological disabilities are not
disruptive nor do they present behavior problems on campus.
Usually, students with this disability who self-identify with DSPS, have
been in therapy or are receiving medical treatment.
Returning to school may be a carefully monitored part of their therapy.
With DSPS and the instructor's support, the educational experience can be
a positive step on the road to reaching realistic academic and career goals.
Statistically, disruptive behavior occurs less in
this population than in the regular population. If a student with a psychological disability is disruptive,
this behavior should be documented and addressed in the manner provided for all
students in the college's rules and regulations, and the Student Code of
Conduct. Realize that these
students can assume full responsibility for their thoughts, feelings and
actions, but are helped when the instructor displays empathy and provides a
classroom environment that is inclusive.
In your discussions with the student, do not attempt
to diagnose or treat the student's psychological condition.
Focus your comments on the student's
performance and behavior in the class as well as on any educational needs you
observe. It is not necessary to
know the exact label of the psychological disability.
If you sense that discussion would not be effective
or if the student approaches you for therapeutic help, refer the student to a
DSPS counselor or the general counseling department. DSPS does not provide psychotherapy; however, the DSPS
counselor may provide an opportunity for the student to express his/her feelings
and/or problem solve. DSPS may also
make referrals to other campus or community services.
Academic
Accommodations for Students with Psychological
Disabilities
may include:
Extended time on tests
Distraction free environment during tests
Note takers
Tape recorder
Breaks during tests or stressful situations
Light or staggered academic load
Liaison with instructors and community agencies
Students
with Learning Disabilities (LD)
Learning
Disabilities Program (LD)
The LD program employs Learning Disability
Specialists who provide various services to students with specific learning
disabilities. The program provides
LD assessment, evaluation and specialized support classes that supplement
regular college courses. The
specialized classes include Modality training, Core Program, College Awareness,
Cognitive Retraining classes and special tutoring. The LD program is located in
the Holt Building, Room 244, ext. 5259.
Learning disability has come to be the general term
for a variety of specific cognitive processing disabilities including; dyslexia,
dysgraphia, dyscalculia, visual processing deficits and auditory processing
deficits.
Title V of the California Code of Regulations which
apply to California Community Colleges defines learning disability as follows:
Learning Disability in California Community College
students is a persistent condition of presumed neurological dysfunction, which
may also exist with other disabling conditions. Students with Learning Disabilities as a heterogeneous group
have these common attributes:
a.
average to above average intellectual ability;
b.
severe processing deficit;
c. severe discrepancies between aptitude and achievement, usually determined through psycho-educational testing;
d.
measured achievement in an instructional or employment setting.
Instructors should keep in mind that the needs of a
student with a learning disability center around information processing.
Students with learning disabilities have trouble taking information in
through the senses and bringing that information to the brain.
The information often gets "scrambled".
These students may have difficulty with discrimination of information
(perceiving differences in two like sounds, symbols or objects). In addition,
the brain often does not do a good job of storing the information resulting in
reduced memory and comprehension. Thus,
it is important that students with LD receive and transmit information in a form
or modality that works best for them.
The Learning Disabilities program, located in Holt
244, has LD specialists who are available to work with students on compensatory
learning strategies. They offer
classes especially designed to support LD students with practical learning
skills they need to help them succeed
in their regular classes. DSPS works
with LD specialists to provide academic accommodations to these students based
on specific cognitive deficits.
LD students may have difficulty with reading, writing
and/or listening. Oral language,
math skills, study skills and social skills may also be affected.
Some or all of these functions may be affected, so it is important that
the student who has or believes she has a learning disability contact DSPS or
the LD program before significant educational difficulties arise.
Please refer to the appendix for more detailed information developed by the LD
specialists concerning the characteristics and difficulties LD students have in
the educational setting as well as suggestions for learning and teaching
strategies which can help LD students, and all students, to succeed in the class
room.
Academic
Accommodations for Students with a Specific Learning Disability may include:
Tape recording of lectures
Note takers
Taped books and scanned reading materials
Extended time on tests
Taped tests
Use of computer to write exams
Adaptive computer software/hardware
Kurzweil 3000 Scanner and screen reader
Under certain circumstances course substitutions may
be requested.
Students
with Acquired Brain Injury (ABI)
It is estimated that 50,000 people per year suffer a
head injury severe enough to keep them from returning to their pre-injury level
of functioning. College age students are
in a high-risk age group for this type of injury; two-thirds of all injury cases
occur among persons aged 15-24.
Some students with acquired brain injury have
mobility problems that will require physical accommodations.
Some will have forms of visual and/or speech impairment.
Many will not have physical signs of their trauma, so their disability
will not be readily apparent and they may be reluctant to reveal their
condition. Many of these individuals have been through extensive
rehabilitation; they are proud of the progress they have made and want be
self-sufficient. At the same time,
they often are painfully aware that they do not learn as easily as they did
before their injury and this can cause great frustration.
Among the cognitive deficits persons with acquired
head injuries may experience are difficulties with concentration, short-term
memory, problem solving, abstract reasoning and interpersonal/social skills.
Typically, the most problematic educational deficit stems from the loss
of ones short-term memory abilities. The
instructor may find that such students do well on test items that require them
to recognize answers, i.e., multiple choice/matching type questions, but have
difficulties with tests requiring total recall, such as essay and fill in the
blanks.
Acquired brain injury means a deficit in brain
functioning. The condition is not
progressive. It is objectively
verifiable and results in a total or partial loss of one or more of the
following: cognitive; communication; motor; psycho-social and perceptual
abilities. Because some loss of
cognitive functioning is common with these students, academic accommodations
provided are similar to those provided to students with LD.
Academic
Accommodations for Students with an Acquired Brain Injury may include:
Extended time on tests
Books on tape
Note takers
Tape recorded lectures
Cognitive-retraining support classes
Students
with Seizure Disorder (Epilepsy)
Most seizure disorders stem from a brain disorder
commonly known as Epilepsy, in which there are abnormal electrical discharges in
the brain that cause temporary loss of control over certain body functions.
This condition affects more than 2,000,000 Americans.
Ignorance and myths about seizure disorders often
cause more problems for the person with the condition than the condition itself.
Today 80% of people with a seizure condition have their symptoms totally
or partially controlled through medication. This enables the vast majority of persons to lead active,
self-supporting lives.
There are three main types of seizures; grand mal,
petit mal and partial.
·
Grand mal
seizures are characterized by loss of consciousness, stiffening or shaking of
the body, jerking of the limbs and irregular breathing.
These episodes will normally only last a few minutes and the student
normally suffers no injury unless a fall results.
·
Petit mal
seizures can take the form of having a "blank spell", losing
awareness, twitching staring and blinking.
These symptoms usually are of short duration. This is sometimes mistaken for day-dreaming or
inattentiveness.
·
Partial
seizures may involve confusion accompanied by aimless movements (pacing,
hand-rubbing and irritability). This
may occasionally be mistaken for alcohol or drug abuse.
Most students with epilepsy require no special accommodations. If a student has active seizures he/she is encouraged to let their instructor know any special precautions or procedures that may be required in the event of a seizure. (Please refer to the appendix for information concerning first aid for epileptic seizure).
Academic
Accommodations
The need for academic accommodations typically arises
secondary to the use of medications for the control of seizures. Side effects
due to medications, such as, drowsiness, slowed response time, shortened
attention span or lack of focus may occur. If a student has frequent small seizures a note taker can be
used to make sure the student does not miss lecture information.
Extended time on tests may also be needed.
Students
with Speech Impairments:
Impairments may range from problems with articulation
or voice strength to being totally non-vocal.
They include stuttering (repetition, blocks and/or prolongations
occasionally accompanied by distorted movements and facial expressions), chronic
hoarsness (dysphonia), difficulty in evoking an appropriate word or term
(nominal aphasia), and esophageal speech (resulting from a laryngectomy).
Speech impairments may be the result of various medical conditions.
In some cases, such as cerebral palsy, there may be other physical
systems affected causing difficulty in writing, mobility, etc.
Most students with speech impairments can communicate
in one form or another and should be included in class activities and
discussions. Students with speech
impairments communicate in various ways. The
student may use a synthetic speech device, a head wand and spelling board and
others may communicate through an interpreter using sign language.
These modes of communication require extra time and the key to effective
interaction is patience.
Communication may be slower for the student.
Allow him/her the time necessary to fully express him/herself.
Do not second guess what the student wishes to say or attempt to complete
their sentences for them. If you do
not understand what the student said, do not pretend that you do. Ask them to
repeat what they have said. If you
summarize what they have said, you will be able to check whether you have
understood them.
Speak to the student clearly and in a normal tone.
There is often a tendency to raise voice volume when speaking to the
student with a speech impairment.
Testing/classes
Oral examinations and/or classroom presentations may
require modification, especially in classes where speech is a requirement.
The manner in which the student presents information may need to be
modified or a substitution of the class considered.
Students
with Developmental Disabilities
Students with Developmental Disabilities are often
referred to as Developmentally Delayed Learners. The term "mentally retarded" is no longer used.
These are students with learning deficits resulting from below average
intellectual functioning across their learning profile. This
adversely affects their educational performance.
Depending on each individual's level of functioning, some of these
students may have the ability to benefit from remedial courses and a few college
level courses. DSPS offers series of
survival level classes in math, reading, health and community skills that may be
appropriate for these students.
As with all students with disabilities, students with
Developmental Disabilities are expected to meet the expectations of courses they
take. In regular, graded classes,
the students must meet all academic requirements. Standards should not be
lowered.
Page
Communicating
With And About People With Disabilities
i
First
Aid For Epileptic Seizures
ii
Safety
Alert Form
iii
Test
Taking Accommodations Form
iv
Testing
Information Form
v
In
Class Volunteer Note Taker Form
vi
Learning
Disability Information
vii
Instructional
Suggestions For Helping the Student with a
Specific
Learning Disability
viii
Acquired
Brain Injury Information
ix
National
Disability Resources With Internet Access
x
Directory
of DSPS Staff
xi