from there to here

from THERE to HERE

HIGH SCHOOL to COLLEGEA GUIDE TO TRANSITION

Mt. San Antonio CollegeDisabled Student Programs & Services1100 North Grand AvenueWalnut, CA 91789(909) 594-5611, Extension 4290

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This publication is designed to help those involved in transition to postsecondary education for students with disabilities -- parents, teachers, administrators, and students -- as they begin planning for independence through successful educational and vocational training. We hope that this handbook will assist students with disabilities to be successful in educational endeavors.

Special thanks to our colleagues for sharing their expertise in the development of this document.

Acknowledgements

Cuyamaca College Jill HuttenbrauckGrossmont College Jennifer CarmeanGrossmont Union High School District Carrie ReynoldsMendocino College Kathleen DaigleMira Costa College Nancy Klump SchaeferPalomar College Mary Tuttle

Suzann NortonSaddleback College Randy Anderson

Gail HooperSan Diego City College Barbara MasonSan Diego Mesa College Glenyth Turner

Jill HuttenbrauckSan Diego Miramar College Sandra SmithSouthwestern College Diane Branman

Malia FloodPatti Flores-CharterSherilyn Salahuddin

Edited for Mt. San Antonio College

Grace T. Hanson, M.A. James E. Andrews, Ed.D. Vicki Greco, M.A.

The editors give permission to copy and distribute this booklet in its entirety.

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Mt. San Antonio College

A Guide to Transition

Table of Contents

Legal Rights . . . . . . . . . . . . . . . . . . . 4

Transition Steps(A Student’s Guide to Success) . . . . . . . . 15

DSP&S Services. . . . . . . . . . . . . . . 23

Other Services on Campus . . . . . . 36

Glossary . . . . . . . . . . . . . . . . . . . . . 39

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LEGALRIGHTS

for

Post Secondary Students

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DIFFERENCES BETWEEN SECONDARY EDUCATION & HIGHER EDUCATION/COLLEGE EDUCATION

K-12 Higher Education/College Education

• IDEA(Individuals with Disabilities Education Act)

• District identifies disability

• Free evaluation

• Title 5Privilege, not a right

• Student’s financial responsibility

• Student responsible to provide appropriate documentation that establishes:1. Current verification of disability.2. Classroom limitation

requiring accommodation.

• District ensures that the I.E.P. is implemented and goals are met

• District plans Educational Plan • Student identifies own needs

• Student is responsible for own goals and progress

• Teacher advocates for student • Student advocates for self

• Fundamental alterations are allowed to the:1. Program of study2. Graduation requirements3. Instructional methods

• Accommodations may NOT alter fundamental nature of degree applicable courses or degree requirements or instructional methods

• Personal services provided • None -- student’s responsibility

• Success (more of a right) • NO GUARANTEE OF SUCCESS

• None provided• Transportation to and from school

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POSTSECONDARY EDUCATION OBLIGATIONS

To qualify for support services, including accommodations, a student must have a verified disability and be unable to benefit fully, because of the disability, from the regular programs and services offered by the college. In other words, a student must need special services to overcome disability-related problems but be otherwise qualified to meet college requirements.

STUDENT OBLIGATIONSIn order to enjoy the protection of Section 504 and the ADA, a student must self-identify and present disability verification from an appropriate, qualified professional to the Disabled Student Programs & Services (DSP&S) office.

Participation in DSP&S is voluntary. However, to receive academic accommodations, a student must fill out an application, provide required documentation describing the nature of the disability, the functional limitations resulting from the disability, and information specific to the accommodations and/or auxiliary aids needed to promote full participation in the educational program.

All students must comply with the student code of conduct adopted by the college and all other applicable statutes and regulations related to student conduct.

All students must make measurable progress toward goals established in regular course work. Measurable progress also must be made in classes offered through DSP&S which are designed to meet individual needs.

INSTITUTIONAL OBLIGATIONSThe institution must provide a student who has a verified disability reasonable accommodations and/or auxiliary aids to afford the student equal opportunity and access to participate in the institution’s programs, activities, and services. An institution may not discriminate against an individual solely on the basis of disability. DSP&S is the vehicle by which the institution provides accommodations to students although official participation is voluntary.

An institution is not required by law to provide aides, services, or devices for personal use of study, nor is it required to design special academic programs to students with disabilities.

Neither ADA nor Section 504 requires an institution to alter admissions or graduation requirements. Accommodations are determined individually based on the educational limitations provided in the disability verification documentation.

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Parent’s Rights

• Parents who want information regarding their student’s college performance will need to have their sons/daughters sign a release of information form.

• To release a student’s college records to another party, the signature of the student who is at least 18 years old is required.

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WHAT LAWS PROTECT THE RIGHTS OF STUDENTS WITH DISABILITIES?

TITLE VI, CIVIL RIGHTS ACT OF 1964:

Prohibits discrimination based on race, color, or national origin in all employment situations involving programs or activities aided by federal financing.

TITLE VII, CIVIL RIGHTS ACT OF 1964:

Prohibits job discrimination based on race, color, religion, sex or national origin in all employment practices: hiring, firing, promotions, compensation, and in all other terms, conditions and benefits of employment, including vacations, pensions, and seniority.

SECTION 504, REHABILITATION ACT OF 1973:

“No otherwise qualified handicapped individual in the United States shall, solely by reason of his/her handicap, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance…”

AMERICANS WITH DISABILITIES ACT OF 1990:

Extends universal civil rights protections to individuals with disabilities, covering public and private sector employment, public accommodations, transportation, and telecommunications.

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A COMPARISON OF IDEA AND SECTION 504 (IN THE K-12 SYSTEM)

With the passage of the Americans with Disabilities Act, Section 504 of the Rehabilitation Act of 1973 is receiving more and more attention. Issues surrounding eligibility of students with attention deficit disorder also demand careful scrutiny of the requirements of the Individuals with Disabilities Education Act (IDEA) and Section 504. The following is a brief comparison of these two federal laws developed by the Washington State Department of Education “to assist school districts in serving all of their students with disabilities in a way that ensures a quality education which is in compliance with the state and federal laws.”

IDEA

To provide federal financial assistance to state and local education agencies to assist them to educate children with disabilities.

All school-aged children who fall within one or more of 13 specific categories of disability, need special education and related services (i.e., mentally retarded, hard of hearing, speech or language impaired, visually impaired, seriously emotionally disturbed, orthopedically impaired, other health impaired, deaf, deaf-blind, multiple disabled, specific learning disabled, autistic, or traumatic brain injured).

Requires FAPE be provided to only those protected students who, because of disability, need special education or related services. Defines FAPE as special education and related services. A student can receive related services under the IDEA if, and only if, the student is provided special education and needs related services to benefit from special education. This requires a written IEP document with specific content and required number of specific participants at the IEP meeting.

A student is protected by IDEA if, and only if, because of a disability, the student needs special education.

Provides additional funding for protected students.

Requires written notice and specific content to be included in the notice. Requires written notice prior to any change in placement.

SECTION 504

To eliminate discrimination on the basis of disability in all programs and activities receiving federal financial assistance.

All school-aged children who have a physical or mental impairment which substantially limits a major life activity, have a record of such impairment, or are regarded as having such an impairment. Major life activities include, walking, seeing, hearing, speaking, breathing, learning, working, caring for oneself and performing manual tasks.

Requires that FAPE be provided to only those protected students who, because of the disability, need regular education accommodations, special education or related services. Defines FAPE as a regular or special education and related aids and services. A student can receive related services under Section 504 even if the student is in regular education full time and is not provided any special education. Does not require a written IEP document that a group of persons knowledgeable about the student convene and specify the agreed upon plan of services.

A student is protected by Section 504 regardless of whether the student needs special education.

Does not provide additional funds, IDEA funds may not be used to serve students protected only under Section 504.

Does not require written notice. Requires notice prior to any “significant change” in placement.

Purpose

Who is Protected

Provide a Free and Appropriate Public Education (FAPE)

Special Education vs. Regular Education

Funding

Procedural Safeguards

Both laws require prior notice to parents or guardians with respect to the identification, evaluation and/or placement of protected students. IDEA procedures will suffice for Section 504 implementation.

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Evaluation

Both laws require that tests and other evaluation materials be validated for the specific purpose for which they are used; be administered by trained personnel in conformance with the instructions provided by their producer; include those tailored to assess specific areas of educational needs; and be selected and administered to assure that the test results accurately reflect whatever factors the tests purport to measure.

Requires informed consent before an initial evaluation is conducted. Requires re-evaluation at least every 3 years. A re-evaluation is not required before a change in placement. However, a review of current evaluation data, including progress monitoring, is strongly recommended. Provides for independent educational evaluation at district expense if parent disagrees with evaluation obtained by school and hearing officer concurs.

Same as IDEA. Requires periodic re-evaluations. IDEA schedule for re-evaluation suffices. Requires re-evaluation before a significant change in placement. No provision for independent evaluations at district expense.

Placement Procedures

When interpreting evaluation data and making placement decisions, both laws require districts to draw upon information from a variety of sources; assure that all information is documented and considered; ensure that the eligibility decision is made by a group of persons including those who are knowledgeable about the child, the meaning of the evaluation data and placement options; and ensure that the student is educated with his/her non-disabled peers to the maximum extent possible.

An IEP meeting is required before any change in placement.

A re-evaluation meeting is required before any “significant change” in placement.

Grievance ProcedureDoes not require a grievance procedure, nor a compliance officer.

Requires districts with more than 15 employees to designate an employee to be responsible for assuring district compliance with Section 504, and provide a grievance procedure for parents, students and employees.

Due Process

Both statutes require districts to provide impartial hearings for parents or guardians who disagree with the identification, evaluation or placement of a student.

Enforcement

Contains detailed hearings rights and requirements. Requires notice, the right to inspect records, to participate in a hearing and be represented by counsel, and a review procedure.

Enforcement by the U.S. Office of Special Education Programs. Compliance is monitored by the California Department of Education (CDE). CDE resolves complaints.

Enforced by the U.S. Office for Civil Rights.

Taken from The Meeting the Needs of All Students, developed by the Washington State Department of Education, September 1993.

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SECTION 504 AND ADA: PREVENTING DISABILITY RELATED DISCRIMINATION

Students with disabilities have their civil rights protected by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. The major difference between the two laws is that 504 applies only to entities that receive federal financial assistance, while ADA expands and clarifies the protections to include private entities.

DEFINITION OF AN INDIVIDUAL WITH A DISABILITY

Under these laws, a person with a disability is described as having a (1) physical or mental impairment that substantially limits one or more of a person’s major life activities. (2) having a record of such an impairment, or (3) being regarded as having such an impairment.

Physical impairment is defined as any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the body systems: neurological,

musculoskeletal, sensory organs, respiratory, cardiovascular, reproductive, digestive, genitourinary, hemic and lymphatic, skin, and endocrine.

Mental impairment is defined as any mental or psychological disorder, such as mental retardation, organic brain syndrome, mental illness, or specific learning disability.

Substantially limits is defined as being unable to perform or being significantly limited in ability to perform a major life activity when compared to the average person in the general population.

Major life activities are defined as functions such as caring for one’s self, seeing, hearing, speaking, breathing, learning, working, and participating in community activities.

Examples of disabling conditions include previous disabilities identified in K-12 special education programs (e.g., learning disabilities, mental retardation, emotional disturbance), AIDS, cancer, alcohol or drug addiction (so long as the student is not a current user),

environmental illness, attention deficit disorder, diabetes, asthma, physical disabilities, psychological disorders, etc. The condition must substantially limit a major life activity.

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DISABILITY GROUPS AND MEANS OF VERIFICATION

Be aware that certification requirements may be different from high school to college. Please check with Counselor at Disabled Student Programs & Services.

ACQUIRED BRAIN IMPAIRMENT (ABI)

ABI is defined as acquired brain impairment caused by external or internal trauma, resulting in total or partial functional limitations that adversely affect or limit student’s educational performance by impairing:

1. Cognition, information processing, reasoning, abstract thinking, judgment and/or problem solving.

2. Language and/or speech. 3. Memory and/or attention. 4. Sensory, perceptual and/or motor

abilities. 5. Psycho social behavior. 6. Physical functions.

ABI does not apply to functional limitations resulting from brain trauma induced by birth, present at birth or which is progressive and/or degenerative in nature. ELIGIBILITY FOR SERVICES. A licensed professional or physician can verify this disability, or by the documentation of a referring agency if a licensed physician does the verification.

DEAF OR HARD OF HEARING

Hearing Impairment means total deafness or a hearing loss so severe that a student is impaired in processing information through hearing, with or without amplification. ELIGIBILITY FOR SERVICES. A physician or other licensed hearing professional must verify the disability.

DEVELOPMENTALLY DELAYED LEARNER (DDL)

The developmentally delayed learner is a student who exhibits the following:

1. Below average intellectual function; 2. Potential for measurable achievement

in instructional and employment settings.

In other words, this disability is defined as learning deficits resulting from below average intellectual functioning that adversely affects educational performance, existing concurrently with measurable potential for achievement in educational and/or employment settings. Eligibility is met by the one of the following three standards:

1. Documentation of a standard score of <70 on either the Weschsler, WJ-R Cognitive. Stanford Binet, or Standard Progressive Matrices assessment instruments;

2. Certification from the Regional Center of a standard score of <70 on their ability assessment instrument; or

3. A standard score between 71and 81 on one of the instruments specified above in (1.) and at least one of seven indicators (which include history of Special Education, and/or client with the Department of Rehabilitation or Regional Center).

DDL does not include learning problems that can be explained by any physical, visual, hearing, or speech impairment, ABI, psychological disability, or other disabling factors. ELIGIBILITY FOR SERVICES. The DSP&S Coordinator using the documentation from the referring agency can verify this disability.

LEARNING DISABILITY (LD)

Learning disability is defined as a persistent condition of a presumed neurological dysfunction. The dysfunction continues despite instruction in standard classroom situations.Learning disabilities are exhibited by:

1. Average to above-average intellectual ability;

2. Severe processing deficit(s)3. Severe aptitude-achievement

discrepancy(ies); 4. Measured achievement in an

instructional or employment setting.

The college is not responsible for determining if you have a disability.

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Learning disability does not apply to learning problems resulting from any physical, visual, hearing impairments, psychological disability, ABI, below average intellectual functioning, or any health related disability. ELIGIBILITY FOR SERVICES. This disability must be verified using the California Community College LD eligibility model. Certain qualified DSP&S staff members can verify this disability. Documentation of appropriate test results from a referring agency may be used in the community college LD eligibility model if administered in high school or before. The acceptable ability measurements are WAIS III, WAIS-R, WJ-R Cognitive, and Raven Standard Progressive Matrices, administered within the last three years prior to graduation if administered in high school. Raw scores and Standard Scores are needed. Achievement tests are WJ-R Achievement and WRAT-R. Standard Scores are needed; these should be less than three years old. Even though a student has been diagnosed previously, the community colleges need to determine eligibility for their LD programs and services. The most recent Psycho-educational assessment (even if more than three years old) would be helpful, for history of LD.

MOBILITY LIMITATION

Mobility limitation is defined as any orthopedic or physical impairment that causes a serious limitation in locomotion or motor functions in the educational environment. Mobility limitation may include:

Impairments caused by congenital anomaly, disease, amputation,

fractures and burns. Other conditions in this category include arthritis, spinal cord injury, post polio, multiple sclerosis, muscular dystrophy, and back injury.Mobility limitation does not apply to mobility impairments due to seeing, hearing, or psychological or mobility limitations resulting from an ABI.ELIGIBILITY FOR SERVICES. This disability can be verified by the personal observation of a DSP&S professional staff member with the DSP&S Coordinator review, by documentation from a physician, or documentation from a referring agency if a physician does the verification.

PSYCHOLOGICAL DISABILITY

Psychological disability is defined as a persistent psychological or psychiatric disorder, emotional or mental illness that adversely affects educational performance. Psychological disability is a condition which:

1. Is listed in the American Psychiatric Association Diagnostic and Statistical Manual (DSM IV), and is coded on Axis I or II as moderate to severe.

2. Reflects a psychiatric or psychological condition that interferes with a major life activity; and

3. Poses a functional limitation in the educational settings.

Recovering drug and alcohol abusers are considered psychologically disabled as long as they are in or have completed a recovery program and meet all other conditions for this disability category. ELIGIBILITY FOR SERVICES. A psychological disability can be verified by a licensed psychologist, psychiatrist, marriage, family and child counselor or by documentation of a referring agency if a licensed professional did the verification. Verification documents from the professional should include either the DSM IV disorder code or the name of the disorder plus the license number of the professional.

SPEECH IMPAIRMENT

Speech impairment is defined as one or more speech and language disorders of voice, articulation, rhythm and/or the receptive and expressive processes of the language that limits the quality, accuracy, intelligibility or fluency of producing the sounds that comprise spoken language.

Speech impairment does not apply to language having to do with foreign accent. It does not apply to any limitation that is caused by a physical or hearing impairment, psychological disability, or ABI.

ELIGIBILITY FOR SERVICES. This disability can be verified by a licensed speech professional or through documentation from referring agency that obtains its verification from a licensed speech professional.

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VISUAL IMPAIRMENT

Visual limitation is defined as a total or partial loss of sight that adversely affects a student’s educational performance. Visual limitation does not apply where the loss of impairment is the result of psychological condition of ABI.ELIGIBILITY FOR SERVICES. This disability can be verified by a physician, a licensed vision professional or through documentation from referring agency relying upon verification from a physician or other licensed vision professional.

OTHER DISABILITY

This category includes all other verifiable disabilities and health related limitations that adversely affect education performance but do not fall into any other categories.

Other disabilities include conditions having limited strength, vitality, or alertness due to chronic or acute health problems. Examples are environmental disabilities, attention deficit-hyperactivity disorder (ADHD), heart conditions, tuberculosis, nephritis, sickle cell anemia, hemophilia, leukemia, epilepsy, acquired immune deficiency syndrome (AIDS), and diabetes. ELIGIBILITY FOR SERVICES. A disability in the “other disabilities” category must be verified by an appropriate licensed or certified professional or through documentation from a referring agency that obtains its verification from an appropriate licensed or certified professional.

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TRANSITION STEPS

(A Student’s Guide to Success)

TRANSITION GOALS CHECKLIST

SELECT THE COLLEGE(S) TO WHICH YOU WILL APPLY (fall semester) Request an application from the college(s). Fill out the forms and send them in on time.

APPLY FOR FINANCIAL AID Pick up a financial aid packet from your high school counselor’s office. Complete the application. Contact the colleges you’re applying to and request any other financial aid applications. Request information about other scholarships from your high school counselor. Contact local service clubs, state and national disability organizations, and search the local library and

Internet for information on scholarships.

YOU’VE BEEN ACCEPTED TO COLLEGE Apply with the college disability support office to receive services. Provide current written verification of your disability. This must include the name of your disability,

functional limitations and academic accommodations you need. Make an appointment to meet with a staff member from the disability office.

1. Identify accommodations you will request and campus procedures to obtain them.2. Find out how “Due Process” works on the campus.

Arrange for other supports not provided by college.1. Arrange housing, attendant care, and transportation as appropriate.2. Develop a contact list for equipment repairs, interpreters for non-school activities, and medical services, as appropriate.

Plan classes with a college counselor. Review your selections with the disability support office. Buy a college catalog.1. Register as early as possible if you need books on tape, alternate media (see #4), or sign language interpreters.2. Plan sufficient time between classes to arrive on time and to allow extended time on tests if this is an

accommodation you plan to use.3. Before classes begin make sure your classrooms are accessible. Problems should be reported to the

disability support office.4. If you know you need your materials in an alternate format (enlarged print, tape, Braille) request this

as soon as possible from the disability support office.5. Use breaks between classes to review information from your last class and to preview your notes, syllabus, and homework for your next class.

Advocate for yourself:1. Report problems with accommodations to the disability support office immediately. Don’t be talked out of an accommodation authorized for you.2. Learn about all the support services offered on your campus, e.g. tutoring, writing lab, computer lab,

and/or counseling center.

INVESTIGATE COMMUNITY AGENCIES SERVING PERSONS WITH DISABILITIES Identify community agencies that provide support to persons with disabilities. Contact the Department of Rehabilitation to identify what services it offers. Identify your local disability advocacy office. Note the services it offers.

CERTIFYING YOU HAVE A DISABILITY Obtain medical verification and/or psychological testing records. Bring verification and/or psychological records to your appointment. 16

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Self Quiz

EVALUATING YOUR READINESS FOR COLLEGE College involves many new responsibilities, so you should begin now to develop skills for success. How prepared are you? Check your readiness with this list:

YES NO 1. I am self-motivated to study.

2. I need someone to push me to study.

3. I do not hesitate to ask questions in class.

4. I hesitate to ask questions in class.

5. I complete assignments on time.

6. I put off assignments and do not complete them on time.

7. My class notes are organized and complete.

8. My class notes do not make sense when I review them.

9. I pay attention even if a class is not interesting.

10. I frequently tune-out when a class is not interesting.

11. I avoid studying subjects I do not like.

12. I study all my subjects, whether I like them or not.

13. I practice good time management.

14. I frequently don’t plan my time and end up not finishing tasks.

15. I recognize that success or failure is up to me.

16. I believe success is a matter of luck.

17. I have good computer/word processing skills.

18. My computer/word processing skills are weak.

19. I accept that my disability poses challenges, but I seek opportunities to overcome them.

20. I focus on my disability limitations and avoid challenges.

Check your responses. Odd number responses reflect important steps you have already taken toward success. Even number responses indicate areas you need to improve. Highlight those that need improvement and start making changes today toward a successful college career.

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What are some of the skills for success that you must develop and practice?

College is a big responsibility, so it is important that you begin now to develop the skills you will need to be successful. You may need appropriate accommodations, but, after these are provided, it is your responsibility to do well.

ACADEMIC SKILLS

I need to:

establish goals that will prepare me for college.

take college preparation classes.

improve my reading, writing, and math skills.

develop and improve strategies to compensate for my disability.

learn and practice time management strategies.

study effectively.

develop computer skills to improve writing competencies.

SELF-ADVOCACY SKILLS

I need to:

understand my disability and learn ways to compensate.

identify my strengths and weaknesses.

learn how to explain my disability and needs to others.

learn how to ask for appropriate accommodations.

learn that it is OK to use appropriate accommodations.

learn that it is OK to ask for help before it is too late to do so.

learn to accept my disability by recognizing my abilities.

develop mature social and personal skills.

recognize that success or failure is up to me.

make an appointment with a counselor in Disabled Student Programs & Services Department.

enroll in recommended Disabled Student Programs & Services classes.

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COLLEGE SURVIVAL SKILLS

I NEED TO:

Plan a reasonable school, study, and work schedule.

Go to all classes on time, participate, and ask questions when needed.

Allow extra time for long assignments.

Take advantage of special classes and tutoring sessions.

Keep a calendar of all appointments and exam/assignments due dates.

Meet with instructors and/or DSP&S before disaster strikes.

Visit the DSP&S office for assistance, questions, counseling and class selections at least four times a semester.

Arrange for accommodations at the beginning of the semester.

Complete all assignments on time.

Take notes and review them.

Use a tape recorder in lectures if appropriate.

Plan time to eat, sleep, and have some fun.

Enroll in recommended courses.

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College Self-Advocacy

Take control of your life and develop independence

Understand your abilities and disabilities and be aware of the accommodations you will need

Express your needs clearly to the DSP&S staff and your instructors early in the semester

Arrange for needed accommodations such as: books on tape, tape recorders, interpreters, etc.

Enroll in classes that offer instruction in basic skills, study skills, time management, and career planning

Use a calendar to record all appointments, test dates, and assignment due dates

Plan a reasonable school, study, and work schedule

Go to all classes, be on time, take notes, and participate

Plan on spending two to three hours of studying for every hour in class

Balance your schedule by allowing time for recreation

Adapted from “Catching the Wave from High School to College”

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EDUCATIONAL OPTIONS

PROGRAMS DESCRIPTION

Bachelor’s Degree(University of California, California State Universities, and private colleges and universities.)

Consists of general education courses and courses for the major working toward a four-year Bachelor’s Degree.Student may enter from high school or transfer from Community College.

Associate Degree (Community Colleges)

The Associate degree consists of two components:1. courses of general education.2. courses toward the major.

College Certificate(Community Colleges)

College certificate programs are designed to provide employment skills and open vocational opportunities. A college certificate is available upon completion of required courses.

Personal Enrichment(Community Colleges)

Community Colleges offer personal enrichment courses that match your personal interests, e.g., career exploration, study skills, computer skills, art, and music.

Adult Education Classes are designed to improve basic skills or for personal growth. Examples include adult basic education and English as a Second Language.

Regional Occupational Program (ROP)

ROP courses are vocational and designed to prepare for employment.

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AFTER HIGH SCHOOL

ACADEMIC STANDARDS OTHER INFORMATION

Contact the college to which you are applying. Most colleges have progress policies or grade point average guidelines. If these standards are not met, student may be placed on academic or progress probation. Refer to the college catalog.

Colleges and universities may have different requirements for general admissions. Contact the Admissions Office of the college of your choice for more information. Buy a college catalog.

Same as above. Some community colleges may offer programs to guarantee admissions into a UC or CSU. See a college counselor for information. Buy a college catalog.

Same as above. These programs change with the current employment market.

These classes may be offered on a credit/no credit basis.

These courses may or may not be a part of a certificate and/or associate degree.

These courses usually are not offered for college credit. They may be repeated. These courses are open entry/open exit.

Contact Mt. San Antonio College Continuing Education Department for more information.

Students earn an ROP certificate at the completion of course competencies.

Contact Mt. San Antonio College Continuing Education Department for more information.

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DSP&S SERVICES

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DISABLED STUDENT PROGRAMS & SERVICES (DSP&S)

Academic, Career, and Disability Related Counseling and Advisement

High Tech Center

Learning Disability Screening and Assessment

Specialized Courses/Instruction

Job Development and Placement (Career Placement Office)

Adaptive Equipment and Assistive Devices

Scribes, Notetakers, and Sign Language Interpreters

Tram Services

Referral to State Agencies

Instructional Materials in Alternate Formats

Classroom Accommodations

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Recommended Readiness Criteria for Support Services and/or Specialized Classes

To be eligible for special services and/or special classes, a prospective student must demonstrate the following abilities:

1. Potential to benefit from instruction in a group setting.

2. Ability to do simple work independently with some cues/assistance.

3. Ability to follow directions and attend to learning tasks for a reasonable period of time.

4. Adequate attention span to profit from 1½ hours of continuous instruction in a setting with distractions.

5. Sufficient reading and language comprehension skills to benefit from the education program.

6. Ability to perform meaningful classroom activities, using some form of both receptive and expressive language.

7. Behavior and emotional responses which are appropriate to the situation.

8. Sufficient independent living skills to allow independent on-campus function, unless routinely accompanied by a personal assistant to perform necessary “activities of daily living” functions.

Repeated absences, misuse of services, lack of measurable progress toward goals identified in the student education contract and/or inappropriate behavior as identified in the Student Code of Conduct may result in termination of services and/or instruction from DSP&S.

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Mt. San Antonio CollegeDISABLED STUDENT PROGRAMS & SERVICES

Classroom Testing Procedures

For Mt. San Antonio College professors’ convenience, Disabled Student Programs & Services (DSP&S) offers an alternative testing location for students with disabilities who require accommodations. This is to assist the professor with the legally mandated responsibility to provide alternative testing locations and accommodations for students with disabilities. However, if preferred, the professor may give the exam to the student under his or her personal supervision as long as the accommodations the student needs are provided. These accommodations may include, but are not limited to time and a half, distraction-reduced environment, reader or scribe as necessary. If the professor prefers to have the student take their exam(s) in the DSP&S office, the following conditions apply:

1. Students are required to make appointments at least 48 hours in advance to take their classroom exam in DSP&S to allow DSP&S to locate appropriate personnel to proctor, scribe and/or read the exam as indicated by the professor and the DSP&S professional. Note: Students will no longerbe allowed to take their exams at the DSP&S Office without scheduling an appointment for their exam(s) at least 48 hours in advance.

2. Exams may be dropped off to DSP&S in person by the professor, may be sent with the student, or the professor may call DSP&S (extension 4290) to have a DSP&S staff member pick up the exam. Exams sent through the campus mail may be lost or delayed. Therefore, DSP&S does not recommend using this method.

3. DSP&S recommends using the blue Test Instructions form developed for professors’ convenience to outline specific instructions for exam to be administered.

4. When DSP&S receives a classroom exam with instructions approving accommodations, those instructions will be compared to the Authorization For Accommodations form in the student’s file. If the instructions vary from the form, the professor and the DSP&S professional recommending the accommodation will be notified to determine the appropriate accommodations for that student.

5. If a test arrives in the DSP&S office without written instructions from the professor, DSP&S staff will attempt to contact professor by telephone to obtain instructions. If this is not successful and the professor is in the classroom at the time the student is scheduled to take the exam, the student will be sent to the professor’s classroom to obtain written instructions. If this is not successful, the exam will be returned to the Division Office with a request for written instructions.

6. DSP&S staff will proctor all exams administered by the DSP&S office.

7. Completed exams will be sealed in an envelope and delivered or held in DSP&S files until the professor picks up the exam as per the instructions on the blue Test Instructions form. Note: All completed mathematics exams are automatically delivered to the white lock box in the Math Department Office.

8. Quizzes are subject to the same process and procedures outlined for exams above. For Pop Quizzes please call our office to make prior arrangements so we can accommodate the student.

Questions regarding these and any other DSP&S procedures can be directed to the DSP&S office at extension 4290.

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LEARNING DISABILITY PROGRAM

Level I: Remediation - Students enroll in all DSPS Courses•Reading•Writing•Math

Designed to prepare students with learning disabilities for college level courses

Level II: Integrative Services - Students enroll in DSPS courses and college and/or pre-collegiate level courses• College level

courses and DSPS Courses

Provide classroom accommodations and DSPS course enrollment to enhance academic success

Level III: Support Services - Students enroll in all college and/or pre-collegiate level classes

•Classroom/Testing accommodations

•Specialized Instruction•Counseling•Adaptive Hardware and Assistive Devices

•Instructional Material in Alternate Formats

Provide counseling and support services to enhance academic success

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DO YOU HAVE SERIOUS PROBLEMS

WITH YOUR STUDIES?

Do you have extreme difficulty with any or all of the items listed below

and are currently enrolled in eight (8) or more units?

READING COMPREHENSION?

UNDERSTANDING WHAT YOU READ?

WRITTEN EXPRESSIVE LANGUAGE?

SPELLING?

MATH COMPREHENSION?

ORGANIZING AND FOLLOWING THROUGH ON YOUR WORK?

If you answered “YES” to any of the above, you may have a

LEARNING DISABILITY and qualify for special help.

For further information, come to the Student Services Center, (Bldg. 9B)

Disabled Student Programs & Services

and ask

about our

LEARNING DISABILITIES PROGRAM

we’re here to help . . . . . . . . YOU!

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Assessment of disabilities

Learning disabilities classes

Selection of classes

Registration assistance

Priority registration

Counseling ♦Career ♦Educational ♦Personal (Associated with Disability)

Extra time to take tests

Testing in distraction-reduced environment

Use of notetaker

Use of tape recorder in classroom

Use of computer and spell checker with approval

Classroom accommodations

High Tech Center

Adaptive technology & assistive devices

Job placement assistance (Ext. 5638)

Liaison with Department of Rehabilitation and other community agencies

Referral for other Student Services (i.e., Financial Aid)

Spelling, reading, writing, and math improvement courses

Services provided to students with disabilities by Disabled Student Programs & Services are based on individual needs and educational limitations.


Mt. San Antonio College, Student Services Center, Bldg. 9B Office: (909) 594-5611, Extension 4290

TTY: (909) 594-3447 Fax: (909) 468-3943

Grace T. Hanson, Director

Contact: James Andrews, Counselor/Psychologist Ext. 4290 Cliff Stewart, Learning Disability Specialist Ext. 5649

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ACQUIRED BRAIN INJ URIES

Academic preparation

Academic/career planning

Adaptive classroom accommodations

Adaptive computer technology

Assessment of disabilities

Classroom accommodations Alternate location/low distraction environment for classroom

tests/quizzes Assistive Listening Devices Audiotaping Extended time for classroom tests/quizzes Notetaker

Counseling ♦Career ♦Educational ♦Personal (associated with disability)

Job Placement Assistance (ext. 5638)


Mobility assistance (tram service on campus)

Priority registration

Registration advisement and assistance

Special classes for memory/organizational skills improvement

Speech improvement instruction

Tutorial assistance


Disabled Student Programs & Services Mt. San Antonio College, Student Services Center, Bldg. 9B

Office: (909) 594-5611, Extension 4290 TTY: (909) 594-3447 Fax: (909) 468-3943


Contact: Christine Tunstall: Instructional Specialist, Acquired Brain Injury

Ext. 4290 J ill Wilkerson: Instructional Specialist, Adaptive Technology

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HIGH TECH CENTER

Serving Students with: Learning Disabilities Hearing Loss Low Vision/Blind Multiple or Combined Disabilities Acquired Brain Injury Limited Dexterity

WE OFFER YOU Special support services through computerized assistance with

friendly, competent, caring people who will assist with:

Adaptive classroom accommodations Adaptive computer technology (screen readers, text scanner, screen enlargers,

keyboard controls, adaptive keyboards) Computerized assistance in academic areas (mathematics, grammar, spelling,

punctuation, reading, and writing) Computerized spell-checking (in multiple languages) and grammar-checking Computerized training in cognitive skills (attention, concentration, sequencing,

memory, reasoning) Counseling ♦Career ♦Educational ♦Personal (Associated with Disability) Hardware/Software recommendations and modifications Job placement assistance (ext. 5638) Liaison with Department of Rehabilitation and other community agencies Referral to campus departments and services Referral to community agencies Registration assistance Other services as needed

Contact: Jill Wilkerson: Instructional Specialist, Adaptive Technology Ext. 4290 Christine Tunstall: Instructional Specialist, Speech Pathology/Acquired Brain Injury

Harold Richardson: Computer Lab Technician


High Tech Cente r Disabled Student Programs & Services


TTY: (909) 594-3447 Fax: (909) 468-3943


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ACADEMIC ADVISEMENT

ACCOMMODATIONS FOR TEST TAKING

ADAPTIVE CLASSROOM ACCOMMODATIONS

ADAPTIVE TECHNOLOGY

HIGH TECH CENTER–Computerized Instruction

COUNSELING: ♦ Career ♦ Educational ♦ Personal (Associated with Disability)

J OB PLACEMENT ASSISTANCE (ext. 5638)

LIAISON WITH DEPARTMENT OF REHABILITATION AND OTHER COMMUNITY AGENCIES

MOBILITY ASSISTANCE (ON CAMPUS) ♦ Transportation-Tram Service ♦ DSP&S Disabled Parking Permits (One Semester Only)

NOTETAKING

PLACEMENT TESTING

REFERRAL TO CAMPUS SERVICES AND DEPARTMENTS

REGISTRATION ASSISTANCE

OTHER SERVICES, AS NEEDED Contacts: Ext. 4290

Vicki Greco, Counselor James Andrews, Counselor/Psychologist





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Adaptive Classroom Accommodations

Adaptive Technology

Assessment for Placement

Assistive Listening Devices

Counseling

♦Career ♦Educational ♦Personal (associated with disability)

Information about Hearing Loss, Remediation, Sign Language, and Community Services


Liaison with Campus and Community Agencies


Notetaking

Registration Advisement and Assistance

Sign Language and Oral Interpreting

Special Orientation

Contact: Julie Bradley: Counselor/Coordinator of Services Ext. 4290 Erin Laird: Interpreter Specialist

Services provided to students with disabilities by Disabled Student Programs &

Services are based on individual needs and educational limitations.




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Adaptive Classroom Accommodations

Adaptive Technology

Counseling ►Career ►Educational ►Personal (Associated with Disability)

Diagnostic Assessment



Personal Counseling Associated with Speech Disorders ►Information and referral for speech problems ►Academic information for transfer students interested in speech

pathology or audiology ►Other Services, as needed

Registration Assistance

Speech Assistance for Deaf or Hard of Hearing

Speech Improvement (individual/group) ►Articulation ►Stuttering ►Language Disorders ►Voice Disorders ►Neuropathologies (Special Speech/Language Disorders Associated with Strokes or Head Injuries)

CONTACT: Christopher Walker, Instructional Specialist: Speech Pathology

Ext. 4290




TTY: (909) 594-3447 Fax: (909) 468-3943


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ACCOMMODATIONS FOR TESTING

Reader Assistance for Tests

ADAPTIVE CLASSROOM ACCOMMODATIONS

ADAPTIVE TECHNOLOGY

ALTERNATE FORMATTING FOR MT. SAC-RELATED PRINTED MATERIALS

COUNSELING: Career Educational Personal (Associated with Disability)

J OB PLACEMENT ASSISTANCE (ext. 5638)

LIAISON WITH DEPARTMENT OF REHABILITATION AND OTHER COMMUNITY AGENCIES

NOTETAKING

PRINT ENLARGEMENTS

REFERRAL TO CAMPUS SERVICES & DEPARTMENTS

REGISTRATION ASSISTANCE

OTHER SERVICES AS NEEDED

Contacts: Vicki Greco, Counselor Ext. 4290





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OTHERSERVICES

ONCAMPUS

37

MT. SAN ANTONIO CAMPUS SERVICES

A range of services exists at Mt. San Antonio College to assist a student with anything from health care to buying books. Many of the services are listed below.

Admissions and Records, Extension 4415

Responsible for applications, registration, maintenance of academic records, grades, and evaluation of transcripts.

Assessment Center, Extension 4265

Assesses academic achievement through college placement tests.

Bookstore (SAC BOOK RAC), Extension 4475

Sells college textbooks and other supplies.

Bridge Program, Extension 5392

The Bridge Program is a learning community designed to increase students’ academic and personal success through the structuring of the learning environment.

CalWORKs, Extension 4500

The CalWORKs program provides intensive instruction, counseling, and support services as well as work experience/work study opportunities for students currently receiving AFCD benefits.

Campus Security, Extension 4555

Provides security for the campus community. Escorts are available.

CARE, Extension 4500

CARE is an educational support/assistance program, with EOPS, for single head-of-household parents on the California Work Opportunities and Responsibility to Kids Program (CalWORKs) (formerly known as TANF/AFDC).

Counseling, Extension 4380

Academic, personal, and career counseling is available through the Counseling Office and the DSP&S Office.

Disabled Students Programs & Services (DSP&S), Extension 4290

Offers eligible students a variety of disability-related services, such as priority registration, counseling, notetakers, sign language interpreters, enlargement of materials, and other reasonable accommodations based on the student’s educational limitations and needs.

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Extended Opportunity Program Services (EOPS), Extension 4500

Offers special financial assistance and education support system for individuals from educational, culturally, and financially disadvantaged backgrounds.

Financial Aid, Extension 4450

Offers a variety of federal and state programs designed to provide students financial access to an education.

Health Services, Extension 4400

Provides student health support in a variety of ways. Nurses are on duty. Doctor appointments and lab work are available.

Job Search Services, Extension 4510

Assist students in locating employment, writing resumes, interviewing techniques, and job search strategies through the Career Placement Office.

Learning Assistance Center, Extension 4300

Offers free peer tutoring to all enrolled students. Tutors receive special training. An open computer lab is available. Self-paced basic skills courses are offered.

Re-entry Center, Extension 4392

Help men and women who are searching for ways to change careers to find new direction in their lives. Advisement, support groups and referral to community resources.

Student Life Center, Extension 4525

Includes focal points for activities, events, organizations, clubs and information on campus.

Transfer Center, Extension 5660

Offers information on all transfer institutions, admission requirements and college resources including catalogs, college web pages and more.

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GLOSSARY

40

Glossary Accommodations: Adjustments made in learning. Alternative ways to access information and show what a student has learned. Accommodations requested must be based on the student’s functional limitations. ADA: Americans with Disabilities Act of 1990: A Civil Rights Law for adults that extends the protections of Section 504 of the Rehabilitation Act to private schools and businesses.

BOGFW: Board of Governor’s Fee Waiver for community colleges only. If eligible, some enrollment fees may be waived.

College Entrance Examinations: Examinations taken in the high school years to determine college eligibility.

SAT: Scholastic Aptitude Test

ACT: American College Test

CSU: California State University: Public universities in California.

Disability: A sensory, physical, cognitive, or psychological difference resulting in functional limitations that cause significant problems with learning or work.

Disability Support Office: Offices or departments on each campus providing services and accommodations for students with disabilities. In California many offices go by the following names:

DSP&S: Disabled Students’ Programs & Services

DSS: Disabled Student Services or Disability Support Services OSD: Office for Students with Disabilities

DR, DOR, or DVR: Department of Rehabilitation: State agency that provides support to adults with disabilities in seeking education/training toward employment. Adult must apply and meet employment -related eligibility requirements.

Due Process: Legal procedures that determine if a law is being followed. Every college has a procedure for Due Process. When it is believed that a legal right has been denied to a student, the student has the right to request a review using Due Process.

FAPE: Free and Appropriate Public Education: PL 94-142 is the civil rights law passed in 1974 that provides free and appropriate public education for all, including students with disabilities. Applies to K-12 ONLY. (The term K-12 refers to the years in school from kindergarten through the end of high school). This law has been updated and is currently known as IDEA ‘97.

Financial Aid: Financial assistance to students who might otherwise be unable to continue their education due to financial need.

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FAFSA: Free Application for Federal Student Aid. This is the required application to receive federal grants, loans, and work-study assistance. Functional Limitation: Identified area(s) of weakness caused by a disability. Functional limitations are used to identify reasonable accommodations in school/work.

IDEA ‘97: Individuals with Disabilities Education Act of 1997: Federal legislation that states the civil rights of students with disabilities in K-12. Latest version was passed in 1997.

IEP: Individual Educational Plan: IDEA 1997 requires an annual IEP meeting to review and plan goals and objectives (Applies to K-12 ONLY). K-12: The term K-12 refers to the years in school from kindergarten through the end of high school.

Learning Disability: A persistent condition of neurological dysfunction. The general characteristics include: Average to above average ability, a significant processing problem, and significant difference between ability and achievement in school.

Psycho-Educational Report: Reports of psycho-educational assessment results, including names of ability and achievement tests used, scaled and standard scores earned, and a statement of findings with recommendations. ROP: Regional Occupational Program (see Community Resources). SEC: Student Education Contract: A required community college plan outlining student’s academic goals, accommodations, and criteria by which to evaluate measurable progress. This plan is developed jointly between a student with a disability and the disability support service office. Self-advocacy: The ability to identify and explain your needs. Students with disabilities should understand the laws that protect them and help them achieve their academic goals. Section 504: Part of the Federal Rehabilitation Act passed in 1973 to protect the civil rights of children and adults with disabilities in schools or workplaces that receive Federal financial support. 504 Plan: 504 plan is used to outline accommodations and services for students with disabilities in K-12. Student Code of Conduct: Defines expected behavior of a college student and the consequences of misbehavior. Colleges have both policy and procedures about expected behavior. This information is usually found in the college catalog. Serious misconduct may result in suspension/expulsion. Students with disabilities are held to the same standards as all students. TAG: Transfer Agreement Guarantee: An agreement between the community college student and the receiving four-year school.

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Title VI-Civil Rights Act of 1964: Prohibits discrimination based on race, color, or national origin in all employment situations involving programs or activities aided by federal funding. Title VII-Civil Rights Act of 1964: Prohibits job discrimination based on race, color, religion, sex or national origin in all employment practices: hiring, firing, promotions, compensation, and in all other terms, conditions and benefits of employment, including vacations, pensions, and seniority. Transition: Here refers to passage from K-12 to postsecondary education. Verification: The written proof that a disability exists. It must be signed by a doctor or professional in the field. It names the disability and identifies functional limitations. UC: University of California: Public universities in California.

DISABLED STUDENT PROGRAMS & SERVICES

NOTES

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