CAMPUS FACULTY & STAFF

These pages are dedicated to answering questions that you may have regarding DPS and accommodations for students with disabilities for access to instruction.

Please review the list of questions below. Click on any of the questions that interest you and it will link you to an answer. If your question is not on the list, please contact DPS at 909/652-6379 and we would be glad to assist you.

If you would prefer to view information in a different way, we have also created two additional ways to learn about us. Download one of the two versions of our DPS Faculty Handbook - Full or Abridged.

FAQ's ABOUT STUDENTS WITH DISABILITIES
(for professionals by professionals)

WHAT IS DPS?

Disability Programs and Services (DPS) is a program designed to assist students with disabilities succeed in college. It is also here to assist the instructors with students with disabilities in their classes, better serve those students.

AM I REOUIRED TO MAKE ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES IN MY CLASSES?

Yes. There are three key laws that require colleges to make special accommodations for students with disabilities

1. SECTION 504 OF THE REHABILITATION ACT OF 1973

No student can be excluded from any course, major, or program solely on the basis of a disability.
Certain academic accommodations are mandated, especially in regard to the provision of alternate testing and evaluation methods for measuring student mastery, except where such alteration would result in a modification of course objectives (as stated in the Course Outline of Record). "in its course examinations or other procedures for evaluation student's academic achievements in its programs, a university shall provide such methods for evaluation the achievement of students who have disabilities as will best ensure that the results of the evaluation represent the student's achievement in the course, rather than reflecting the student's impaired sensory, manual or speaking skills (except where such skills are the factors that the test purports to measure)."
Modification, substitution, or waiver of a course, major, or degree requirement may be necessary to meet the needs of a student with learning disabilities.
Changes in time limits to complete a degree may be required.
It is discriminatory to restrict the range of career options in counseling students with disabilities as compared to non-disabled students unless such counsel is based on licensing or certification requirements for the profession.

2. THE AMERICANS WITH DISABILITIES ACT OF 1990 (ADA)

There may be no exclusion of a person based on his/her disability.
Eligibility criteria that screen out individuals with disabilities must be based on actual safety factors, not stereotypes or assumptions.
It is discriminatory to fail to make "reasonable" modifications in policies, practices, and procedures. It is illegal for an entity to refuse to serve persons with disabilities or serve them differently because of insurance conditions.

3. SECTION 508 OF THE REHABILITATION ACT OF 1973

All films, videos, college web sites, and all other electronic media must be fully accessible to persons with disabilities.
All brochures, catalogs, schedules, texts, handouts, etc. must be available to students in alternate formats such as Braille and e-text.

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I HAVE STUDENTS WITH DISABILITIES IN MY CLASS. WHERE CAN I GO FOR HELP?

Disability Programs and Services (DPS) department at Chaffey will try to help you. We are located in CCW-21 A (on the west side of the cafeteria, across from Financial Aid), ext. 6379. (from off-campus, call 909/652-6379)

WHAT ASSISTANCE CAN DPS PROVIDE?

The DPS office can provide test accommodations, enlarged print, recording, or brailling for your handouts. We will also help with any needed classroom modifications (lowering lab tables, etc.) and provide tram transportation for students between classes.

The DPS program also has equipment that can assist vision impaired or dyslexic students with reading materials. We have both print enlargers and software that "read" text aloud. Adapted equipment/ software has been set up in the Library, Student Success Centers, and other places throughout campus. The off campus sites also have adapted equipment/ software.

If you feel a student has some disability that has not been diagnosed, please refer the student to the DPS program. Instructors are a significant source of referrals, especially in the learning disabilities area. The student cannot be required to register with DPS, but many will.

MUST I ACCEPT DPS STUDENTS IN MY CLASS WHOSE DISABILITY CLEARLY PLACES THEM OR THE REST OF THE CLASS IN DANGER?

No, but please talk to us about this exclusion before you actually exclude the student. Any exclusion must be handled very carefully to insure its legality and in the best interest of the student and the college.

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WHAT SPECIAL ACCOMMODATIONS DO I NEED TO MAKE IN LABORATORY CLASSES?

Discuss any safety concern you have with DPS. We can ensure that labels are included in Braille or large print. We can also try to add visual or auditory warning systems if necessary.

We can help you rearrange the lab to provide more accessibility. Work with the student and DPS to identify, modify, and provide appropriate lab equipment, such as adjustable tables, talking thermometers and calculators, large print, speech output, and tactile timers.

WHAT SPECIAL ACCOMMODATIONS DO I HAVE TO MAKE FOR COURSE REQUIRED FIELDWORK OR FIELD TRIPS?

Ask the student or DPS for suggestions on how the student might be able to do some fieldwork or field trips. Attempt to include the student rather than automatically suggesting non-field work or field trip alternatives.

If the college provides transportation for the class, the college must also provide accessible transportation for students who use wheelchairs (e.g. a bus or van with a wheelchair lift).

MUST I LOWER MY STANDARDS BECAUSE I HAVE STUDENTS WITH DISABILITIES IN MY CLASSES?

No. We may (for example) ask you to modify the way you test the student, but we cannot ask you to lower your standards. The accommodation is not intended to alter the academic rigor of your course, assignments, or examinations. It is intended to allow the student to access the course materials and to accurately demonstrate what he or she has learned.

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I SEEM TO HAVE STUDENTS WITH LESS THAN AVERAGE IQ's IN MY CLASS. WHAT AM I OBLIGED TO DO FOR THESE STUDENTS?

These students may be developmentally delayed learners (DDL). Developmentally delayed learners are students who have an ability level that is significantly below average. Individuals with developmental delays learn more slowly and have more difficulty with abstract concepts than those with average or above average intelligence. We do have an entire program for these students, but they do not have to attend. You should treat them the same way you would treat other students with disabilities. If they are currently DPS students, we should notify you that they will need accommodations, and we will try to work with you. If they are not yet DPS students, you might refer them to the program, and we will work to give them more realistic expectations.

MUST I ELIMINATE THE TIMED TESTS I GIVE THE STUDENTS?

Possibly. If the time limits are a part of the nature of the class and if this fact is clearly outlined in the Course Outline of Record in the Curriculum Office, then you can continue with time limits. However, we may ask you to consider whether they are really necessary, and we may ask for extended time limits for a student with a disability that slows him/her down.

SOME STUDENTS WHO DON'T APPEAR TO HAVE A DISABILITY ARE DEMANDING ACCOMMODATIONS. HOW DO I KNOW THEY REALLY NEED THEM?

Remember that many disabilities are invisible. If a student needs some sort of accommodation, DPS will notify you. If you do not receive such a notification, please contact us, and we will try to help you determine if the student really needs accommodations.

Because of privacy issues, we may not be able to reveal the exact nature of the student's disability, but we can confirm if the student really needs the accommodations requested.

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I FEEL I NEED TO KNOW EXACTLY WHAT THE STUDENT'S DISABILITY IS SO I CAN DECIDE WHAT ACCOMMODATIONS ARE NEEDED. WILL DPS TELL ME?

By law, much of the information the student gives us is confidential. Occasionally a student actually wants us to tell you, and we will, if the student has signed a release form allowing us to do so.

I HAVE TWO STUDENTS WHO SEEM TO HAVE THE SAME DISABILITY. ONE IS DEMANDING ACCOMMODATIONS BUT THE OTHER IS NOT. WHAT IS GOING ON HERE?

Remember that there are degrees of disability. One student may have little difficulty with an assignment that another student with the same disability may find overwhelming. Also, some students simply deal better with their disability than others do. This will vary a lot with the general psychological state of the student and the recency of the disability. Additionally, one student may have some additional, invisible, disability that the other student does not share.

I HAVE A STUDENT WHO CLEARLY HAS A DISABILITY BUT WHO HAS NOT ASKED FOR ANY ACCOMMODATIONS. WHAT SHOULD I DO IN THIS SITUATION?

In post-secondary settings it is the student's responsibility to request special accommodations, but faculty members can make a student comfortable by inquiring about special needs. One easy way this can be done is to include in the syllabus a statement inviting students to discuss their special needs with you (this also makes it a general statement, not neglecting students with invisible disabilities or singling out the one student who appears to have a disability).

Exampe #1: "If you have a disability documented by a physician or other appropriate professional and wish to discuss academic accomodations, please contact the DPS office (652-6379) ASAP. Please be sure to allow adequate time to arrange an appropriate accomodation."

It might also be helpful if you add a statement about the accessibility of texts, electronic media, etc.

Example #2: "DPS makes available to qualified students alternate formats of texts, handouts, and videos. These alternate formats are: Braille, Electronic Text (E-Text), and Closed Captioning. DPS also has a High Tech Computer Lab with a large variety of assistive technologies and some are available for checkout. Call DPS at 652-6379 for more information.Please be sure to allow adequate time to arrange an appropriate accommodation."

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WHEN AND HOW DO I CAPTION A VIDEO?
The Alternate Media Access Coordinator (AMAC) is responsible for making arrangements for all Chaffey College District "legacy" video tapes to be captioned. Legacy video tapes are those videos the Chaffey College District has purchased for use in the classroom (as prescribed by the curriculum) that were not closed captioned and cannot currently be purchased in a closed captioned format from the distributor/copyright owner. All current videos purchased that support the mission of the Chaffey College District must be closed captioned according to section 508 of the Rehabilitation Act of 1973 (amended 1998). For more information, visit the video captioning page.

WHAT ARE SOME "REASONABLE ACCOMMODATIONS" I CAN MAKE FOR STUDENTS WITH SPECIFIC DISABILITIES?

What the individual student will actually need will vary with the nature of the class, the degree of disability, and the personality of the student. Here are examples of a few of the disabilities encountered at Chaffey and suggestions for accommodations:

LEARNING DISABILITIES
A learning disability is a hidden disability. It is critical to remember that a student with a learning disability has average to above average intelligence. Also, this disability is not the result of some character defect (laziness, etc.) or lack of educational opportunities.

DPS has created an online check list that will help us help you determine whether you have a student with a learning disability. Please click on the link called: Disability Programs and Services Learning Disability Checklist.

Strategies that could be employed by instructors in mainstream classes to manage student success include:

General

Provide students with a detailed course syllabus, prior to registration week.
Clearly spell out course expectations (e.g., grading, material to be covered, due dates).
Start each lecture with an outline of material to be covered that period. At the conclusion of class, briefly summarize key points.
Speak directly to students, and use gestures and natural expressions to convey further meaning.
Present new or technical vocabulary on the board or use a student handout. Terms should be used in context to convey greater meaning.
Give assignments in oral and written form to avoid confusion.
Announce reading assignments well in advance for students who are using taped materials. It takes an average of six weeks to get a book tape-recorded.
Allow students to tape lectures.
Provide study questions for exams that demonstrate the format, as well as the content, of the test. Explain what constitutes a good answer and why.
If necessary, allow LD students to demonstrate mastery of course material using alternative methods (e.g., extended time limits for testing, oral exams, taped exams or individually proctored exams in a separate room).
Permit use of simple calculators, scratch paper, and spellers' dictionaries during exams.
Provide adequate opportunities for questions and answers, including review sessions.
If possible, select a textbook with an accompanying study guide for optional student use.
Encourage students to use campus support services (e.g., pre-registration, assistance in ordering taped textbooks, alternative testing arrangements, specialized study aids, peer support groups, diagnostic consultation, study skills, development training or academic tutorial assistance)

Dyslexia (Reading Difficulty)

When typing a multiple-choice test, capitalize the A, B, C, and D, etc. choices.
Don't grade on spelling unless that is the point of the class.
Allow taping of lectures.
Allow extended time on tests.
Allow DPS personnel to read tests to students.

Dysgraphia (Writing Difficulty)

Allow taping of lectures.
Allow students to record essays. At least allow them to think on the recorder and then transfer what they have recorded to paper.
Allow DPS to provide note-takers or help the student recruit note-takers from among the other students in class.
Allow students to use computers for in-class essays.
Allow DPS personnel to actually write out the essay answers the student dictates.

Dyscalculia (Math Difficulty)

Allow calculator use in all math classes or classes such as economics that may have a major math component.
Allow extended time on any tests containing math (in classes such as economics, etc.)

Sensory Overload

Reduce unnecessary distractions-visual, auditory, etc. When selecting texts try to pick one that is less visually cluttered.
Allow extended time on tests.
Allow the student to take the tests in distraction-reduced settings such as the
DPS Center.

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PHYSICAL DISABILITIES

Acquired Brain Injury

Allow taping of lectures.
Allow extended time on tests.
Allow the student to take the tests in distraction-reduced settings such as the DPS Center.
Present information in a concrete and straightforward manner.
Use direct statements.
Be Specific.
Have the person repeat the information.
Use a list format instead of a paragraph format when giving written directions.
Provide directions in a consistent manner.
Have the students demonstrate their understanding of the directions.
Print information instead of using cursive.
Suggest academic skill remediation.
Give immediate feedback when learning new concepts (It is important that instructors do not wait to tell students whether or not they are doing a task correctly).

Epilepsy

Allow taping of lectures.
Allow extended time on tests.
Do not place the student in a situation where there are strobe lights or any other type of flashing lights. Many epileptics have seizures that are triggered by flashing lights (in this situation a reasonable accommodation would be to excuse the student from this activity).

Blind & Visually Impaired

Allow taping of lectures or a peer notetaker.
Tests can be Brailled, taped or dictated by DPS staff (please remember that not all visually impaired students know Braille).
Explain in as much detail as possible remember s/he may not be able to see what is on the board. "Talk through" what you are writing on the board. Avoid using pronouns such as "this" and "that".
Use good diction.
Give full descriptions, mentioning colors, amounts and other specific details.
Use overhead and opaque projectors to enlarge lecture materials.
Allow those with limited vision to sit at the front of the classroom.
Allow DPS to provide note-takers or help the student recruit note-takers from among the other students in class.
Get handouts, tests, etc. to the DPS office ASAP and they will arrange for enlarging the type, recording, brailling, or whatever the particular student needs.
Don't rearrange the room. Once a blind student has the paths in mind it is very disconcerting to have everything move.

Deaf & Hearing Impaired

Do not face the board while lecturing.
Allow student to sit in the front row.
If a sign language interpreter is being used, be sure to put the interpreter at the front.
Try to pace your lecture with the interpreter. Also, try to provide the interpreter and the student with a list of key technical terms in advance to help them both keep up.
Give students more time to respond to questions or participate in class discussions because there is an interval between the moment the instructor stops talking and the interpreter finishes signing.
Involve the student in classroom discussions, address the student, not the interpreter.
Put as much as possible on the board or in handouts (a student who is lip reading tends to get only part of the information). When dealing with a deaf student, remember that English may be their second language (American Sign Language being the first), and these students often have ESL-Iike problems in writing.
Speak naturally - do not exaggerate the lip movements.
Avoid speaking with windows behind you this adds glare problems and may throw shadows on your face.

Speech Impaired

Be patient. If you cannot understand what the student is saying, ask them to please repeat it. Most students understand your problem and they will try to help.
If a student's speech is impaired to the degree that oral communication is difficult, the instructor may want to make other arrangements for activities such as oral presentations.

Wheelchair Users

If speaking for an extended time with a person in a wheelchair, sit in a chair.
This will make it much easier for that person to see you.
Please be understanding if the student is sometimes late. It is very difficult to negotiate the Chaffey campus in a wheelchair. If the student is being transported by the DPS program it may be our fault that s/he is late.
Remember that labs may need modification for the use by students in wheelchairs - call the DPS program for assistance.
Field trips can be a special problem. The college must provide transportation if it is being provided for all students.
Classrooms and lab should be arranged to meet the needs of students in wheelchairs.

Environmental Allergies

Request all students to avoid all perfumes/ colognes, etc. (remember to do so yourself).

Cerebral Palsy

Allow the student to type tests and papers even multiple choice tests if s/he can.
Allow taping of lectures or peer note takers.
Please understand if the student is occasionally late. Even if the student is not in a wheelchair his/her progress across campus may be rather slow.
Some students with mobility or manual impairments may have an animal helper with them in class. These animals are specifically trained to perform tasks to assist the student.

Other physical disabilities

Students with many different types of disabilities may need to tape lectures, take tests with extended time limits, and/or require more than ten minutes to get between classes.
Examples of these disabilities might include heart conditions, digestive disorders, cancer, lupus, renal disease, asthma, sickle cell anemia, hemophilia, leukemia, diabetes, and AIDS.
Students who have chronic or accute health problems maydisplay a low tolerance for prolonged physical activity and may appear lethargic or hyperactive due to medication.

PSYCHOLOGICAL DISABILITIES

ADD and ADHD

Allow taping of lectures.
Reduce outside distractions as much as possible.
Remember the student will "check out" frequently it's not that s/he is not trying.
Allow extended time on tests.
Allow distraction reduced testing environment.

Other psychological disabilities

Avoid overly dramatic or very loud presentations. These can be seen as threatening.
Surprises can be very intimidating for these students.

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