- WHAT DOES DPS DO?
- ELIGIBILITY REQUIREMENTS
- HOW TO APPLY TO THE PROGRAM
- CONTACT INFORMATION
- FUNCTIONING IN COLLEGE
- DPS STUDENT HANDBOOK
- CHAFFEY SCHEDULE OF CLASSES
Chaffey College DPS extends to individuals with developmental, learning, physical, psychological disabilities the opportunity to acquire the necessary knowledge and skills for increased self-actualization and independence. These skills may also be used to gain a college degree or for vocational development leading to employment.
Disability Programs and Services has been designed to respond on an individual basis to the needs of Chaffey College students with disabilities that are eligible for services and serve them in accordance with Title 5 Regulations. The aim is to intervene when a developmental, learning, physical, and/or psychological limitation interferes with the instructional process provided by the College. This allows students an equal opportunity to the same quality education as any other student. With the growing awareness on the part of all people regarding human rights and equal access, all students need to understand that it is ability not disability that counts.
To be eligible for the program, you must have a disability verified by a physician, psychologist or other appropriate professional (Title 5, section 56006).
If you have a learning disability, you should bring copies of your test scores. Moreover, if you believe you have a learning disability, but have not been tested, we administer the test at our facilities for community college eligibility purposes only.
Students who may qualify for services include, but are not limited to, the following disabilities:
- Submit an Online Application for Admissions to Chaffey College.
- Take the college placement tests and bring the results with you to your DPS appointment. (there are sample assessment test questions, tips and reminders on the Assessment, Orientation, Counseling page.
- Come in to our office or call to make an intake appointment to see one of our resource specialists.
- If you have a physical, psychological, or communicative disability, you must bring in medical verification of your disability from a physician, psychologist or other appropriate profession prior to the appointment.
- If you have a learning disability, you will need to bring in your psychological evaluation report with testing scores or set up an appointment to go through testing in our office.
- Fill out and submit at the time of your DPS intake appointment the following forms:
- Meet with one of our resource specialists for coordination of services and/or equipment, and academic planning.
DPS PHONE NUMBERS:
909/466-2829 - TTY
909/652-6385 - FAX
5885 Haven Ave
Rancho Cucamonga, CA 91737-3002
Attention: Disability Programs and Services (CCW21-A)
LOCATION: Campus Center West 21-AHOURS OF OPERATION (SUMMER):
Monday – Thursday: 7:30 a.m. - 6:00 p.m.
High Schools are governed by the Individuals with Disabilities Education Act (IDEA).
Colleges are governed by the ADA and the Rehabilitation Act but not governed by IDEA.
Parents are notified and required by law to give permission for any decisions regarding their son or daughter.
The Family Rights and Privacy Act (FRPA) mandates that the college cannot release any information concerning an adult over the age of 18 unless the student has given explicit written permission.
The school is responsible for the right to education for all children.
The student is responsible to choose whether or not to attend college, to demonstrate qualifications for college attendance, and to compete with other adults for classroom seats.
The school is responsible for a free disability evaluation and documentation.
The student is responsible for providing current documentation of their disability to the college.
The school is responsible for an Individual Educational Plan (IEP) that determines placement and appropriate support services.
The student is responsible for planning his/her own education, identifying resources, and requesting reasonable accommodations.
The school is responsible for implementing the IEP, making services available and including them in the schedule.
The student is responsible for implementing their own academic plan and requesting services each time they are needed.
The school is responsible for fundamental curriculum alterations to allow individualized goals and objectives.
The student is responsible for meeting the unaltered fundamental college academic standards, standard course objectives, code of conduct, and program requirements.
The school is responsible to provide personal services such as transportation, mobility between classes, or content tutoring beyond that offered by the regular classes.
The student is responsible to provide their own personal services to assure their own independence and safety.
The school administrators, teachers and parents advocate for students.
The student is responsible to advocate for him/herself.
The school establishes a class schedule that fills most of the time during the school day.
The student is responsible to plan how to use free time between college classes.
High school teachers provide assistance with reading and studying.
The student is responsible for reading text-books, memorizing information, applying concepts, studying, thinking critically, and writing on his/her own.
High school teachers provide regular homework.
The student is responsible for independent learning such as reviewing notes, or studying outside sources in the library or online. College professors may require only one or two out-of-class assignment per semester.
The school expects students to spend about 2 or 3 hours a day on homework.
The student is responsible for studying an additional 2 hours for every hour in a college class. This may mean 6 or more hours of studying per day.
High school teachers give tests on a regular basis.
The student is responsible to prepare for fewer opportunities to pass tests. College professors may only give a mid-term and a final test.
1. Use the support of High School counselors and psychologists to identify your strengths and interests. Establish realistic academic and career goals before you develop a High School transition plan.
2. Update your disability documentation. Be sure you have a verification of disability by a licensed professional such as a medical doctor, neurologist, psychiatrist, psychologist, audiologist, or ophthalmologist. Be sure the documentation verifies not only the disability but also current educational limitations. Be sure the documentation directly related to the accommodations you will be requesting in college. Give a copy of your documentation to the Disability Programs and Services (DPS) Office before entering college.
3. Understand and be able to articulate what your disability is, how it affects you, and why you need the accommodations you are requesting.
4. Meet with the disability Resource Specialists at the college well before your first semester to discuss your goals, review your disability documentation, and make your request for accommodations.
5. Use the support of DPS during the college enrollment process.
Learn how to use the accommodations similar to those available in college.
6. Practice good study strategies such as text-book reading, note taking, essay development, and reviewing course materials regularly.
7. Learn how to handle freedom of time, making good choices that enhance opportunities for success. Learn how to balance time with study, work, and relaxation.
8. Organize your daily schedule, living space, and study materials by using files, notebooks, and a good calendar.
9. Identify role models who have successfully followed the path you are choosing. Identify the skills and strategies they used. Learn from mentors.
10. Get to know who are the service providers. Know where your resources are in the community and online. Use these services and resources on a regular basis.
Resources and Links
Students with disabilities preparing for post-secondary education: know your rights and responsibilities. U.S. Department of Education: www.ed.gov/ocr/transition.html