Student Resources
Getting Started
Eligibility Requirements
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 results. 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 (subject to availability).
Students who may qualify for services include, but are not limited to, the following disabilities:
Physical Disability
Communication Disability
Learning Disability
Acquired Brain Injury
Developmentally Delayed Learner
Psychological Disability
Other Disabilities
How to apply to the program:
-New Students* Submit an online application for admissions to Chaffey College
-New Students* Complete your online orientation and placement
- If you have a physical, psychological or communicative disability, you must submit medical verification of your disability from a physician, psychologist or other appropriate professional in the application link below:
- If you have a learning disability, you will need to submit your psychological evaluation report with testing scores or a score report from a certified LD specialist when you submit your online application.
- Allow up to 5-10 day for processing of the documents submitted, once reviewed you will be contacted with status. (Depending to the volume of applications being submitted at a given time during the year)
Meet with one of our DPS Counselors for coordination of services and/or equipment, and academic planning.
If you need help or have questions about the DPS application please contact DPS.Records@chaffey.edu or DPS.Staff@chaffey.edu
For students
Differences in legal rules
High School
High Schools are governed by the Individuals with Disabilities Education Act (IDEA).
Parents are notified and required by law to give permission for any decisions regarding
their son or daughter.
College
Colleges are governed by the ADA and the Rehabilitation Act but not governed by IDEA.
The Family Rights and Privacy Act (FERPA) mandates that the college cannot release
any personal or educational information concerning any college student unless the
student has given explicit written permission.
Differences in responsibility
High schools are required to:
- Educate all children
- Provide a free disability evaluation and documentation
- Provide an Individual Educational Plan (IEP) that determines placement and appropriate support services
- Implement the IEP, making services available and including them in the schedule
- Offer fundamental curriculum alterations to allow individualized goals and objectives
- Provide personal services such as transportation, mobility between classes or content tutoring beyond that offered by the regular classes
- Serve as advocates for students
College students are:
- Responsible to choose whether or not to attend college, demonstrate qualifications for college attendance and compete with other adults for classroom seats
- Responsible for planning their own education, identifying resources and requesting reasonable accommodations
- Responsible for meeting the unaltered fundamental college academic standards, standard course objectives, code of conduct and program requirements
- Responsible for providing their own personal services to assure their own independence and safety
- Responsible to advocate for themselves
Academic differences
High schools:
- Establish a class schedule that fills most of the time during the school day
- Have teachers that provide assistance with reading and studying and provide regular homework
- Expect students to spend 2-3 hours per day on homework
- Give students tests on a regular basis
College students are:
- Responsible for reading textbooks, memorizing information, applying concepts, studying, thinking critically and writing on their own.
- Responsible for planning how to use free time between college classes.
- 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.
- Responsible for studying an additional two hours for every hour in a college class. This may mean six or more hours of studying per day.
- Responsible to prepare for fewer opportunities to pass tests. College professors may only give a mid-term and a final test.
How should I prepare for college?
- 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.
- 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.
- Understand and be able to articulate what your disability is, how it affects you, and why you need the accommodations you are requesting.
- Meet with a DPS counselor at the college well before your first semester to discuss your goals, review your disability documentation and make your request for accommodations.
- Use the support of DPS during the college enrollment process. Learn how to use the accommodations similar to those available in college.
- Practice good study strategies such as text-book reading, note taking, essay development and reviewing course materials regularly.
- 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.
- Organize your daily schedule, living space and study materials by using files, notebooks and a good calendar.
- Identify role models who have successfully followed the path you are choosing. Identify the skills and strategies they used. Learn from mentors.
- Get to know who the service providers are. 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 should know their rights and responsibilities. U.S. Department of Education https://www2.ed.gov/about/offices/list/ocr/transition.html
Services
Chaffey College DPS offers robust support services to help maximize students' success in reaching their academic goals. Our goal is to give students academic support and instruction that leads to success in college and in the workforce. We offer:
Counseling Services
Academic / vocational counseling– DPS provides disability-appropriate suggestions
for class and career choices.
Educational evaluations – DPS can evaluate students for inclusion in the learning
disability program.
Liaison and referral service– DPS can assist students in making connections to campus
and community services for persons with disabilities.
Prescriptive education plans – Students enrolled in the DPS instructional programs
will have education plans created which are designed to assist the student in reaching their
goals.
Instructional Services
Alternate Media (E-text)
Assistive Technology
Video Captioning Service
Sign Language Interpreter Service– DPS will provide classroom interpreters for hearing
impaired DPS students who can communicate using American Sign Language.
Note taker service – When appropriate DPS will provide digital recorders and NCR paper
for students use in classrooms.
Priority Registration – Students with disabilities who are part of DPS can qualify
for priority registration so that they can register for classes that fit best with
their limitations.
Registration Assistance– DPS will assist students is selecting classes that are most
appropriate for the students’ abilities and limitations.
Reader/Writer Service– DPS can provide readers and/or writers on test for students
whose disability causes reading and/or writing difficulties.
Taping Lectures – You are required to ask the instructor's permission before taping
anything in the classroom (lecture or lab).
Test Taking Facilitation– Students with disabilities may qualify for test accommodations
which could include such things as extended time on the test, alternative test formats
(Braille, etc.), reading assistance, writing assistance, etc.
Transportation Services
On-Campus Transportation (Rancho Cucamonga Campus only)
Service Suspension / Termination
Qualified students will continue to receive services as long as they adhere to their student responsibilities agreement. If a student violates the agreement, the Suspension and/or Termination of Services Procedure will be followed.
Alternate Media
Alternative Media Services
Alternative media is any instruction-related material that is converted or altered
from its original state into a different format so it is accessible and usable by
people with disabilities.
This may include, but is not limited to:
Braille
Large print
Tactile graphics
Descriptive narration
Recorded audio
Electronic text (e-text) formats
Video captioning
To qualify for alternative media, you must:
Become registered with Disability Programs and Services (DPS) as a student.
Meet with and be referred by a DPS counselor for alternative media accommodation.
Meet with Jason Schneck (alternative media tech specialist) and complete a request
for materials.
If you wish to qualify for alternative media as an accommodation, please make an appointment
to speak with your DPS counselor.
If you have questions about alternative media services, please contact Jason Schneck,
alternative media tech specialist at jason.schneck@chaffey.edu.
What is an Alternate Media Technical Specialist?
The alternate media technical specialist works with students and faculty in the acquisition
and production of instructional materials in alternative media formats for students
with disability-related accommodations. These include, but are not limited to, books,
articles, audio-visual materials, websites, email, mobile applications, presentations,
and educational learning platform materials.
Assistive Technology
Assistive technology (AT) is any item, piece of equipment, software program or product system that is used to increase, maintain or improve the functional capabilities of people with disabilities. Assistive technology helps people who have difficulty speaking, typing, writing, remembering, pointing, seeing, hearing, learning, walking and many other things. Different disabilities require different assistive technologies.
To qualify for assistive technology, you must:
Become registered with Disability Programs and Services (DPS) as a student.
Meet with and be referred by a DPS counselor for assistive technology accommodation.
Meet with Jason Schneck (alternative media tech specialist) and schedule a training
session for recommended technologies.
Assistive Technology Lab (Located in the DPS office CCE-100)
Assistive Technology Labs (a.k.a. High Tech Centers) provide a campus location for students with disabilities to learn and acquire new skills for use with assistive computer technology.
The DPS Assistive Technology Lab has a large variety of assistive equipment and assistive software. We also offer an extensive array of assistive technology for checkout, including audio recorders. Our trained tech staff is available to assist students unfamiliar with the various technology, and appointments can be made for formal instruction. Some of our most used assistive equipment and software programs are listed below with a brief description. If you would like to speak with our Alt Media Tech Specialist regarding any of the items listed below please contact Jason Schneck at Jason.schneck@chaffey.edu. *Note: assistive technology will require counselor referral.
We also offer alternative media (E-text conversion) services.
Deadline Flexibility and Assignment Extensions Policy
Purpose
Disability Programs & Services recognizes that, in certain circumstances, a student’s documented disability-related functional limitations may impact their ability to meet assignment deadlines. When appropriate, limited deadline flexibility may be considered as a reasonable accommodation.
Deadline flexibility is not automatic and is not guaranteed. All requests are evaluated individually, on a case-by-case and course-by-course basis.
Guiding Principles
DPS is committed to providing equal access while preserving essential academic standards. Accommodations may not:
- Lower academic expectations
• Eliminate essential learning objectives
• Disrupt instructional sequencing
• Fundamentally alter the structure or integrity of a course
Each request will be evaluated in light of the specific course design and the documented functional limitations related to the student’s disability.
When Deadline Flexibility May Be Considered
Deadline flexibility may be appropriate when:
- A documented disability creates a functional limitation that directly interferes with
timely completion of a specific assignment
• A disability-related flare-up, medical event, or episodic condition temporarily prevents engagement
• The structure of the assignment creates a barrier that can be reasonably mitigated without altering course requirements
Advance notice of an assignment does not automatically determine whether flexibility is or is not appropriate. The key consideration is whether the disability-related limitation meaningfully affects the student’s ability to complete the assignment within the established timeframe.
Course Structure Considerations
Some instructional formats rely on structured timelines that are integral to the learning process. In such cases, extended deadlines may not be reasonable.
Examples include, but are not limited to:
-Laboratory and Clinical Courses
Assignments tied to:
• Scheduled equipment or materials
• Safety protocols
• Supervised demonstrations
• Time-sensitive experiments
• Required in-person performance
Extending deadlines in these settings may not be feasible if doing so would require recreating lab conditions, altering safety supervision, or disrupting sequencing.
-Discussion-Based and Interactive Online Courses
In courses where discussion boards or online engagement substitute for live instruction, timing may be essential to:
- Peer interaction
• Ongoing academic dialogue
• Instructor-moderated engagement
• Participation-based learning objectives
If a discussion activity is structured to occur within a defined timeframe, significant or retroactive extensions may alter the essential interactive component of the assignment.
Limited prospective flexibility may be considered when it does not undermine the participation objective.
-Scaffolded or Sequenced Assignments
Some courses rely on progressive assignments where:
- Feedback from one assignment informs the next
• Skills are developed in structured sequence
• Timely instructor evaluation is essential
In these cases, repeated or open-ended extensions may disrupt instructional design.
Student Responsibilities
Students requesting deadline flexibility must:
- Maintain active DPS status
• Submit a semester request
• Communicate with the instructor in advance of the deadline whenever possible
• Request flexibility prior to the due date unless a disability-related emergency prevents timely communication
• Discuss each assignment individually
Accommodations are generally not retroactive. Assignments missed prior to communication with the instructor are typically governed by the syllabus unless disability-related circumstances prevented notice.
Deadline flexibility does not permit assignments to be submitted at any time without prior arrangement.
Students are expected to utilize available supports, including tutoring, instructor office hours, assistive technology, and regular DPS counseling.
Instructor Responsibilities
DPS counselors will consult with the instructor prior to finalizing deadline flexibility accommodations. Instructors may be asked to provide information regarding:
- Course pacing
• Assignment sequencing
• Feedback cycles
• Participation requirements
• Lab or clinical constraints
If an instructor believes an accommodation would fundamentally alter the course, they should consult DPS before declining to implement it.
Scope of Adjustments
When approved, deadline flexibility is typically:
- Limited in duration
• Determined per assignment
• Arranged prospectively
Short extensions may be reasonable in many situations. Broader adjustments may be considered only when supported by documented disability-related need and when course structure allows.
Points considered in determining reasonableness include:
- The expected time required to complete the assignment
• The relationship of the assignment to future coursework
• The feasibility of early access as an alternative
• The impact on peer participation or group work
• Whether essential course components would be altered
Alternatives to Deadline Extensions
In some cases, alternatives may provide effective access without altering course structure. These may include:
- Early access to assignments
• Structured planning support
• Assistive technology training
• Modified sequencing when feasible
• Alternative formats when approved by faculty
Documentation and Communication
Clear written communication between student and instructor is strongly encouraged. Students and instructors may include DPS on relevant email exchanges for documentation purposes.
DPS Student & Personal Care Attendant (PCA)
In certain scenarios a student’s disability may necessitate the use of a PCA (Personal Care Attendant) for assistance in classroom or online class environments. A student's PCA (Personal Care Attendant) is not provided or paid for by Chaffey College. They are privately contracted by students with disabilities. As they are not students or employees of Chaffey Community College they must be approved by the DPS (Disability Programs & Services) office before they can enter a Chaffey College classroom regardless of whether it is in person or online. Students must meet with a DPS Counselor for approval. If the PCA is not from an approved agency they must get approved through Chaffey Colleges Volunteer Service Agreement which includes fingerprinting and a background check before entering the classroom. This process can take several weeks. Students should consult with a DPS Counselor as soon as they register for classes where they may need to utilize a PCA.
Retroactive Accommodations
Accommodations are not applied retroactively under any circumstances. Accommodations take effect once the student has completed the DPS intake process, submitted required documentation, and received written accommodation approval. Assignments, exams, and coursework completed prior to this approval are not adjusted.
Memory Aid Accommodation Procedure
Purpose
This document outlines the process and guidelines for implementing the Memory Aid
accommodation for students who are authorized for this accommodation through Chaffey
College Disability Programs & Services (DPS). Memory aids are intended to support
recall of
previously learned information and are not intended to provide answers or reduce academic
standards.
Process Overview
1. Accommodation Notification
The student is responsible for sharing their DPS Accommodation Letter with their
instructor. If the instructor has concerns regarding the Memory Aid accommodation,
they
should contact DPS promptly upon receipt of the letter.
2. Testing Arrangements
For any exam requiring a memory aid that is proctored through DPS, the student must
schedule their exam with the DPS Testing Center in accordance with Testing Center
policies and timelines.
3. Memory Aid Review and Approval
- The student must submit their proposed memory aid (cue sheet) to the instructor
at least five (5) business days prior to the exam.
- No later than two (2) business days prior to the exam, the instructor will review
the memory aid and select one of the following options:
- Approve the memory aid as submitted and provide it to DPS with the
exam materials - Remove or redact content that is deemed inappropriate (e.g., content that
provides complete answers rather than recall cues) - Determine that the memory aid is not appropriate because the requested
cues represent essential course criteria or learning objectives, and
notify DPS to engage in further review
4. Exam Completion and Return
Upon completion of the exam, DPS will return the exam and the approved memory aid
to
the instructor using the instructor’s designated return method.
Student Guidelines for Creating a Memory Aid
Memory aids may vary in format; however, all memory aids must meet the following guidelines:
- One large index card or up to one side of an 8½” x 11” sheet of paper
- Minimum 12-point font (if typed)
- Written in English, unless another language is appropriate for the course
- Contains cues or “triggers” developed by the student to assist with recall of previously
learned information
- May include acronyms, diagrams, mnemonics, mind maps, symbols, or visual prompts
- May be organized by topic, module, chapter, or concept
- Does not contain definitions, formulas written in full, step-by-step solutions,
or complete
answers
- Is individualized and generally meaningful only to the student
Student Responsibilities
Plan Ahead
- Review course materials and exam dates in advance
- Determine whether a memory aid may be helpful for upcoming exams
- Review DPS Memory Aid Guidelines
- Discuss expectations with the instructor when appropriate
- Schedule exams with the DPS Testing Center when required
Create
- Study course materials thoroughly
- Identify information that is difficult to recall under testing conditions
- Prepare the memory aid in compliance with DPS guidelines
Submit
- Submit the memory aid to the instructor at least five (5) business days before the
exam
- If new material is covered after submission, discuss with the instructor whether
limited
updates may be permitted prior to the exam
- Revise and resubmit the memory aid if feedback is provided
Attend
- Attend the exam as scheduled
- Use only the instructor-approved memory aid during testing
- Understand that unapproved memory aids will not be permitted during the exam
- Acknowledge that memory aids are retained by DPS and returned with exam materials
Instructor Responsibilities
- Review the memory aid in a timely manner to allow for revisions if appropriate
- Evaluate whether the memory aid provides recall cues versus complete answers
- Consult with DPS if there are concerns that the accommodation may alter essential
course objectives or academic standards
- Submit the approved memory aid with exam materials to the DPS Testing Center
Instructors should not independently deny an approved accommodation.
Determinations regarding whether an accommodation constitutes a fundamental alteration
are
institutional decisions and must involve DPS in accordance with ADA and Section 504
requirements.
DPS Responsibilities
- Determine student eligibility for the Memory Aid accommodation through the interactive
process
- Consult with faculty regarding implementation concerns
- Facilitate testing and ensure approved accommodations are provided
- Support resolution when questions arise regarding essential course requirements
Additional Notes
- Memory aids are not permitted unless explicitly authorized by DPS
- Use of a memory aid does not guarantee exam success
- Accommodations are intended to provide access, not to modify course outcomes or
grading standards
