Hero image for DPS students smile in the hallway.
DPS students smile in the hallway.

Disability Programs and Services

 

Welcome!

DPS has now transitioned to our online ChatBot! If you need assistance, please feel free to use the live ChatBot on the bottom right hand corner of this Chaffey page. If you are unable to reach anyone during normal business hours via the Chatbot feature, feel free to submit the form linked below and one of our DPS staff will reach out to you within 1-3 business days. 

https://chaffeycollegehspartnerships.formstack.com/forms/dps_inquiry_zoom_ 

DPS

 If you have developmental, learning, physical and psychological disabilities, that shouldn't stop you from achieving your educational, career or life goals. That's where Disability Programs and Services (DPS) comes in. We can give you skills and knowledge to reach your full potential and be independent. You can use these skills to get a college degree or vocational training to get a job. 

DPS serves disabled students in accordance with Title 5 regulations and the Americans with Disabilities Act of 1990. Faculty and staff can also use DPS as a resource to meet the needs of their disabled students. We aim to give our  students the same quality education as any other student and a big part of this comes from building awareness across the campus community about human rights and equal access. Your ability counts - not your disability.

As the college has transitioned to an online format, the DPS department team wants you to know that we are here for you as you learn how to navigate the various tools and platforms that are available.

 

Chaffey Online Tool Kit

Chaffey Online Support Center

Take your first steps to Online Learning at Chaffey College!
Use the Chaffey online toolkit to help you with the transition.
We are here to help you succeed!

 

Technology Needs logo

Legislation

Disability Programs and Services operates in compliance with extensive legislation to ensure you receive equal access at Chaffey College. Our operations are heavily regulated and protected by confidentiality. We comply with:

Americans with Disabilities Act of 1990
Title I of the Americans with Disabilities Act of 1990, which took effect July 26, 1992, prohibits private employers, state and local governments, employment agencies and labor unions from discriminating against qualified individuals with disabilities in job application procedures, hiring, firing, advancement, compensation, job training, and other terms, conditions and privileges of employment.

Section 504 of the Rehabilitation Act of 1973
Sec. 504.(a) No otherwise qualified individual with a disability in the United States, as defined in section 7(20), shall, solely by reason of her or his disability, 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 or under any program or activity conducted by any Executive agency or by the United States Postal Service.

Lanterman Developmental Disabilities Services Act
The Lanterman Developmental Disabilities Services Act was enacted in 1977. It states that "persons with developmental disabilities have the same legal rights and responsibilities guaranteed all other individuals by the Federal Constitution and laws and the constitution and laws of the State of California. No otherwise qualified person by reason of having a developmental disability shall be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity which receives public funds" (Section 4502 of the Welfare and Institutions Code). Since these rights are frequently denied and there is no effective method of implementation, a State Council on Developmental Disabilities was created (Welfare and Institutions Code 4520).

Section 508 of the Rehabilitation Act (as amended in 1998)
508 creates, binding, enforceable standards for electronic and technology accessibility that are to be incorporated into the Federal procurement regulations . Each Federal department/agency is required to revise their procurement policies and regulations to incorporate the 508 standards.

That Act defines "information technology" to include "any equipment or interconnected system or subsystem of equipment, that is used in the automatic acquisition, storage, manipulation, management, movement, control, display, switching, interchange, transmission, or reception of data or information." It includes computer hardware, software, networks, and peripherals as well as many electronic and communications devices commonly used in offices.

Section 508 requires that when Federal agencies develop, procure, maintain, or use electronic and information technology, they must ensure that it is accessible to people with disabilities, unless it would pose an “undue burden” to do so. Federal employees and members of the public who have disabilities must have access to and use of information and services that is comparable to the access and use available to non-disabled Federal employees and members of the public.

Federal agencies which provide information to the public or to their employees through Web sites must ensure that such sites are available to all persons with internet or intranet access, including persons with disabilities.

Designing an accessible Web site is not as difficult as most people believe. Often it is a matter of identifying graphics, elements, frames, etc. For example, HTML code already provides the "Alt Text" tag for graphics that some designers have not been using.

California Assembly Bill 422
This bill requires every individual, firm, partnership or corporation publishing or manufacturing printed instructional materials, as defined, for students attending the University of California, the California State University, or a California Community College to provide to the university, college, or particular campus of the university or college, for use by students at no additional cost and in a timely manner, any printed instructional material in unencrypted electronic form upon the receipt of a written request, provided that the university or college complies with certain conditions.

Title 5, California Code of Regulations
"... no person in the State of California shall, on the basis of ethnic group identification, national origin, religion, age, sex, race, color, ancestry, sexual orientation, or physical or mental disability, be unlawfully denied full and equal access to the benefits of, or be unlawfully subjected to discrimination under any program or activity that is administered by, funded directly by, or that receives any financial assistance from, the Chancellor or Board of Governors of the California Community Colleges." (Title 5, California Code of Regulations, section 59300.)

 

Reasonable Accommodation

If you're a faculty or staff member wondering how you can provide reasonable accommodations for a disabled student, you have many options. The following guide aims to explain students with various disabilities can be accommodated:

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 learning-disabled 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)


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.

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.

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 note taker.
  • 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 the 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, and 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.

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 acute health problems may display 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.

On-Campus Transportation


Courtesy Tram Service

Are you looking for an easier way to get around campus? DPS offers courtesy tram service to all qualified students in the program. You have access to courtesy trams that accommodate a variety of student needs, including vehicles with ramps that can transport wheelchairs.

Note: The trams have a load capacity limit of 950 pounds and the wheelchair ramp has a load capacity of 500 pounds, so most electric wheelchairs cannot be accommodated.

Please come to CCE-100 on the main campus for more information or call 909-652-6392 to request on-campus tram services. This service is only available on the Rancho Cucamonga Campus. Chino and Fontana campuses do not have this courtesy tram service due to campus layout and accessible topographies.

 

Available DPS Trams

Club Car Transporter 6: This custom built wheelchair tram features comfortable seating and a number of safety features for its occupants. A DPS tram

Club Car Mini: This tram features comfortable seating for 4 individuals and a number of safety features for its occupants. A DPS tram

 

Links

Following are some links that can help you learn more about disability rights and policies:

ADA Home Page

California Community Colleges Chancellor's Office

California Department of Rehabilitation

Electronic and Information Technology Accessibility Standards

The World Wide Web Consortium

Web Content Accessibility Guidelines 1.0

www.Section508.gov

 

Video Captioning and Community Colleges

California community colleges have a legal responsibility to provide equal access to video and audio resources for students, faculty and staff who are deaf or hard of hearing. This is often most easily accomplished through captioning of video resources and audio descriptions.

Video Captioning Policy at Chaffey College

The alternate media specialist arranges for all Chaffey Community College District "legacy" video tapes to be captioned. Legacy video tapes are those videos the 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 district should be closed captioned prior to purchase and must be closed captioned prior to using for class instruction according to section 508 of the Rehabilitation Act of 1973 (amended 1998). 

New purchases of videos material for class instruction will need to be closed caption or transcribed. Faculty and staff are responsible for ensuring the material is accessible. (For guidance on how to make sure your material is purchased in an accessible format please contact Jason Schneck (alternative media tech specialist) at jason.schneck@chaffey.edu.

Current videos being viewed as part of the curriculum need to be converted to a closed caption version if not already in an accessible format.

 

TTY Services

If you are hearing- or speech-impaired, DPS offers Text Telephone (TTY) services to help you communicate over the phone. The device is required on both ends of the conversation to enable communication.

To request a TTY device, contact Jason Schneck at jason.schneck@chaffey.edu.