A Message from the President
Why Accommodate?
The Laws
How to Accommodate
Faculty Resposibility
Staff Responsbilities

Student Responsibilities
SMC Resources
Services

DSPS Staff Directory
Technical Resources - Special Equipment
Special Programs
General Etiquette

Information on Specific Disabilities

Santa Monica College is committed to the belief that students with disabilities should have equal opportunity to participate in all the academic and extracurricular activities of the college.

Each year, over 1000 students with disabilities identify themselves to Disabled Students Services and request reasonable academic adjustments, as mandated by state and federal law. Others go directly to instructors and staff with requests for accommodations which may or may not be legitimate. We hope this guide will help you to identify and accommodate legitimate student requests for academic adjustment.

A Message from the President 

Dear Colleague,

Santa Monica College prides itself on its diversity and its commitment to ensuring that, as our Mission Statement says, "individuals should develop to their full potential."

To live up to that mission we must strive to meet our individual students' special needs. This does not mean special treatment. It means a commitment to equal opportunity for all students.

This excellent resource guide is a detailed yet concise manual on our responsibilities and the procedures to ensure equal opportunity for our disabled students. It is invaluable in guiding faculty and all employees on the varied nature of disabilities, the laws that apply to disabled students, and practical methods to handle the sometimes complex accompanying issues.

Please read this guide. Use it. And take its messages to heart.

Why Accommodate? 

Santa Monica College's commitment is based on the belief that students with disabilities should have equal opportunity to participate in all the academic and extracurricular activities of the college. As national studies have documented, people with disabilities, as a group, occupy an inferior status in our society, and are" severely disadvantaged socially, vocationally, economically, and educationally." Such findings prompted Congress, in 1990, to pass legislation to include civil rights protection for people with disabilities.

The principle of equal opportunity is not a guarantee of equality of results. Nor does equal treatment, by itself, wholly constitute equal opportunity. In the case of students with disabilities, auxiliary aids, adapted or adaptive equipment, flexible policies and procedures, and other techniques may be necessary to provide equal opportunity.

Effective provision of appropriate support services and/or academic adjustments for students with disabilities requires effort by a team comprised of the student, the faculty, the staff and Disabled Student Services.

The Laws 

The Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) prohibit discrimination against students with disabilities. These laws state that no qualified individual with a disability shall, solely by reason of his/her disability, be excluded from the participation in, or be denied the benefits of, or be subjected to discrimination under any program, activity or services of any public entity. The 1998 amendment to Section 508 of the Rehabilitation Act  specifically addresses equal access to electronic and information technology.

California state law SB105, signed into law in September of 2002, noted that anyone receiving state funds must also comply with Section 508. These 508 requirements have been incorporated into Government Code section 11135, which is the basic state nondiscrimination statute enforced by the Chancellor's Office.

SB 105 removes any grey area that may have existed in the interpretation of Section 508 as a federal law and its jurisdication over the California systems of higher education.

Disabilities involve a physical and/or mental impairment, which may not be directly observable. The laws define a person with a disability as any person who has a physical or mental impairment which substantially limits one or more major life activities, such as performing manual tasks, walking, seeing, hearing, speaking, breathing and learning. Some of the disabilities covered by legislation include AIDS, cancer, cerebral palsy, epilepsy, head injuries, hearing impairments, learning disabilities, multiple sclerosis, psychiatric disorders, speech and visual impairments.

Santa Monica College, as a public institution of higher education which receives federal assistance, is legally bound to prohibit discrimination in the recruitment process, the admission process and the educational process of students with disabilities.
Students with documented disabilities are entitled to receive approved modifications, appropriate academic adjustments or auxiliary aids that will enable them to participate in and have the opportunity to benefit from all educational programs and activities of Santa Monica College.

In accordance with state and federal law, the Santa Monica College District Board of Trustees has issued Administrative Regulation (AR) 5273-101094 to address academic adjustments for students with disabilities. This document outlines the procedure for staff and faculty response to students seeking an adjustment, as well as a resolution and appeal process in the case of any disagreements.

 SECTION 504 of the REHABILITATION ACT OF 1973

Passed by Congress in 1973, this section states that

"No otherwise qualified individuals with disabilities in the United States…. .shall, solely by reason of 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."

Definition of Terms

A person with a disability is an individual with a physical or mental impairment that substantially limits one or more major life activities. An individual is considered to be a person with a disability if he/she (1) has a disability, (2) has a history of a disability, or (3) is perceived by others as having a disability.

Application to Higher Education

The Section 504 regulation applies to all recipients of federal funding, including those institutions receiving funds from the U.S. Department of Education. Enforcement of Section 504 for these institutions rests with the Department's Office for Civil Rights.

In regard to post-secondary schools' obligations, Section 504 goes on to state that:

A recipient…shall take such steps as are necessary to ensure that no handicapped student is denied the benefits of, excluded from participation in, or otherwise subjected to discrimination under the education program or activity operated by the recipient because of the absence of educational auxiliary aids for students with impaired sensory, manual, or speaking skills.

Still in effect, despite the 1990 passage of the ADA, Section 504 contains (in Subpart E) more specific information regarding post-secondary education than the ADA

Americans with Disabilities Act (ADA) of 1990

The ADA was passed in order to provide a clear and comprehensive national mandate for the elimination of discrimination against individuals with disabilities. It is civil rights legislation that affects some 43,000,000 Americans with disabilities

Provision of the ADA
Title I. Title I covers nondiscrimination in employment activities

Title II. Title II of the Americans with Disabilities Act prohibits state and local governments from discriminating on the basis of disability. It is divided into two subparts. Subpart A requires that state and local government entities and programs be made accessible to persons with disabilities. Subpart B requires that public transportation systems be made fully accessible to and usable by persons with disabilities.

Title III. Title III covers the accessibility and availability of programs, goods, and services provided to the public by private entities.

Title IV. Title IV requires that telecommunication services be made accessible to persons with hearing and speech impairments and has specific reference to the development of telecommunications relay systems and closed-captioning technology.

Title V. Title V of the ADA contains miscellaneous provisions that apply to all of the other titles as well.

Facility Access

The ADA requires existing facilities of Title II entities to be accessible to the extent that access is not an undue burden. All Title II entities must have a Transition Plan which lists, specifically, when and how existing architectural barriers will be removed. For new construction or renovations, the college must be in compliance with Uniform Federal Accessibility Standards (UFAS) or the Americans with Disabilities Act Accessibility Guidelines for Buildings and Facilities (ADAAG), without the elevator exemption. The choice of standards must be consistent within a single building.

Application to Higher Education

Unlike Section 504, The ADA applies to all institutions of higher education regardless of receipt of Federal funds. The U.S. Department of Education enforces Title II in public colleges and universities

For futher information about Higher Education's Obligations under Section 504 and Title II of the ADA, see http://www.ed.gov/offices/OCR/auxaids.htm.

Santa Monica College
Administrative Regulation

AR 4115  Academic Adjustments for Students with Disabilities

In accordance with State and Federal law, academic rules, policies and practices at Santa Monica College may be modified, as necessary, to ensure that they do not discriminate, or have the effect of discriminating, on the basis of handicap, against qualified handicapped applicants or students.. The procedure for seeking an adjustment is as follows:

Process for Adjustment
1. A student with a documented disability contacts the instructor or instructors prior to or at the beginning of the semester with a request for an academic adjustment
2. The instructor or instructors discuss the request with the student and confer (if necessary) with the staff at the Center for Students with Disabilities to determine an appropriate adjustment.
3. A student with a documented disability may also seek an adjustment by requesting staff at the Center for Students with Disabilities to initiate contact with the instructor(s).
4. If the student, instructor(s) and staff at the Center for Students with Disabilities have made a reasonable effort to resolve the matter and are unable to agree on an appropriate adjustment within five working days, the matter may be referred to the 504 Compliance Office or her/his designee.
5. The 504 Compliance Officer or her/his designee will gather appropriate information and determine a reasonable accommodation within two working days after having received written notification of a problem from a concerned party and will make an interim adjustment pending a final resolution.
Appeal Process
1. If the student or the agents of the college do not concur regarding the requested academic adjustment, the matter will be forwarded to the Academic Accommodations Panel.  The role of the Academic Accommodations Panel is to review the request for academic adjustment.  Specifically, does the adjustment ensure access for the disabled for participation in the academic program and maintain the integrity of the course content?
2. The Academic Accommodations Panel will include the following members:
A faculty member from the DSPS
The 504 Compliance Officer
Two instructors from the academic area (one selected by the department chair and one selected by the instructor)
An advocate or information specialist of the student's choice (non-voting)
An academic administrator who serves as the chair of the committee
3. The student and the instructor will meet with the Academic Accommodations Panel and will have an opportunity to express their concerns.
4. The Academic Accommodations Panel will meet no later than 10 working days after the interim adjustment has been made and will then render a written decision within five working days.

Independent Living
The Philosophy behind Disability Rights
[Adapted from Achieving Independence: The Challenge for the 21st Century, National Council on Disability, 1996, pp17-20]
In its broadest implications, the independent living movement is the civil rights movement of millions of Americans with disabilities. It is the wave of protest against segregation and discrimination and an affirmation of the right and abiliity of persons with disabilities to share fully in the responsibilities and joys of our society. Ed Roberts, 1977

For generations, society has viewed people with disabilities as citizens in need of charity. Through ignorance we tolerated discrimination and succumbed to fear and prejudice. But our paternalistic approach did no more to improve the lives of people with disabilities than labor laws restricting women in the workplace did to protect women. Today we are shedding these condescending and suffocating attitudes--and widening the door of opportunity for people with disabilities….People with disabilities are here today to remind us that equal justice under the law is not a privilege but a fundamental birthright in America.
Senator Ted Kennedy, during the Senate's passage of ADA-July 13, 1990

A hallmark of the past decade has been the growth of the disability rights movement and the independent living philosophy. Just as civil rights movements for African-Americans and women propelled political, social and legal changes in society, so too has the disability rights movement.
During the 1960s and 1970s people with disabilities began to organize themselves to gain greater access to society and to challenge widely-held stereotypic beliefs and attitudes about them. Influenced by the Black civil rights and antiwar movements of the 1960s, and the feminist movement of the 1970s, disability leaders began to articulate an agenda and engage in activities to promote their civil rights. Although there is no one defining event marking the birth of the independent living movement, the determination of a group of students with disabilities to attend the University of California at Berkeley in the 1960s is often considered the pivotal effort that began the disability rights movement. Those students were led by Ed Roberts, at the time a young man with significant disabilities who was determined to go to college.
Other people with disabilities began organizing groups around the nation. Grassroots organizations in different communities organized to seek community-based services that supported their independence in lieu of institutions and services that fostered dependence. In Washington, a national coalition--the American Coalition of Citizens with Disabilities--was formed to monitor and influence legislation.

Independent Living philosophy and Services
The three cornerstones of the independent living philosophy are consumer sovereignty, self-reliance, and political and economic rights. The philosophy rejects the supremacy of professionals as decision-makers and views disability as an interaction with the society and the environment rather than as a medical condition or physical or mental impairment. Essential features of the independent living service model include consumer control, a cross-disability emphasis (inclusion of people with all types of disabilities--mental, physical, sensory), a community-based and community-responsive approach, peer role modeling, provision of a wide range of services, a community advocacy orientation and open and ongoing access to services.
Beginning in 1978, funding for independent living services was authorized through Title VII of the Rehabilitation Act. These funds were authorized to promote the development of service programs operated by and for people with disabilities. In 1979, ten independent living centers were funded throughout the country. Today there are over 200 centers, providing information and referral services, peer counseling, independent living skills training, and individual and systems advocacy.

The Disability Rights Perspective
   The disability rights perspective views people with disabilities as a minority group that has been subject to discrimination and unfair treatment--in legal terms, a class of people. It stands in contrast to a charitable perspective which views people with disabilities as unfortunate and deserving of pity and care-taking. It also stand in contrast to the medical model, which views people with disabilities as needing to be "cured." Likewise, it contrasts with a rehabilitation perspective, which views people with disabilities as needing experts and professionals who can provide services to enhance their functioning.
   Since the 1980s, the disability rights perspective has become the dominant perspective adopted by leaders of the disability community and has been reflected in their approach to public policy. One commentator described this evolution of recognition for people with disabilities as moving from "caste to class."
   The tenets of other civil rights movements apply to the disability rights perspective as well. The defining aspect of this perspective is that people with disabilities, as a group, have been subject to pervasive and persistent discriminatory treatment. The remedy for such treatment is a prohibition against discrimination, protection of civil rights, and heightened empowerment of people with disabilities. Beginning with the passage of Section 504 of the Rehabilitation Act of 1973, people with disabilities were acknowledged by Congress as a class of people subject to pervasive discrimination. The Americans with Disabilities Act (ADA) affirmed this view. Disability policy has increasingly acknowledged that--like race, ethnicity, gender, and age--disability is a characteristic that invites discrimination.
   The notion of disability rights is a relatively new concept, yet to be widely understood by the public. While people generally acknowledge racism and sexism as realities to be challenged, discrimination against people with disabilities often goes unperceived. Furthermore, paternalistic acts and attitudes toward people with disabilities are often expected and accepted, when in fact they are reflections of discrimination and should be so labeled.
   Many organizations have evolved over the last couple of decades to promote and defend the rights of people with disabilities. These include the Disability Rights Education and Defense Fund, Americans for Disabled Attendant Programs Today, the National Council on Independent Living, the National Association of Protection and Advocacy Systems, the National Parent Network on Disabilities and the Consortium for Citizens with Disabilities, which is based in Washington and comprises over 100 national organizations.

How to Accommodate 

Faculty Resposibility 

It is the responsibility of faculty to cooperate with reasonable requests by the student with a disability, and/or by the staff of Disabled Students Services (DSS), to provide authorized accommodations in a fair and timely manner.

Legal Responsibilities
Under the provisions of Section 504, Santa Monica College faculty may not:
Measure student achievement using modes that adversely discriminate against a student with a disability; or
Establish rules and policies that have the effect of limiting participation of students with disabilities in educational programs or activities.
Faculty are not allowed independent discretion to refuse the implementation of an approved academic adjustment nor may the instructor modify the accommodation unless a formal appeal process has been conducted, as detailed in Admin Reg (AR) 5273-101094 . The instructor should contact the Disabled Student Service with concerns and questions, and avoid approaches that may be perceived as intimidating by the student.

Faculty may and should raise appropriate questions about:
Whether an accommodation would result in a fundamental alteration of the academic program or course in question;
Whether the faculty member is being asked to assist with a personal need (i.e. a need which does not arise as part of the educational process per se).

Accommodations must give the student the opportunity to access the course material and communicate to the instructor, so long as the accommodation does not alter the fundamental nature of the course or program. If a faculty member has questions about the appropriateness of a required accommodation, he or she should consult with the DSS staff.
Initial Steps

Generally, the student will make the initial contact with the instructor, but this also may be done directly by Disabled Student Services (DSS). A statement on the course syllabus informing students that they should discuss their disability-related needs in a timely manner can help all parties to do their parts. We recommend a statement such as the following:

All students who are requesting disability-related accommodations (academic adjustments) should contact Disabled Student Services as soon as possible and talk with me about any modifications needed. Providing an appropriate accommodation in a timely manner requires that students notify me in reasonable time.

It is also recommended that during your first class you make a similar announcement, suggesting that anyone in need of a disability-related accommodation contact you after class, during office hours, or by voice-mail or e-mail.

Other Responsibilities and Expectations

The instructor is subsequently responsible for meeting with the student, as early in the semester as possible, to establish the best ways to provide the accommodation. The DSS is available to assist in determining appropriate academic adjustments. If the student is uncomfortable discussing disability-related needs, refer him or her to the DSS. Faculty who independently reach an agreement with a student to accommodate a disability should notify the DSS about the agreement.

Students in lecture hallFaculty can expect to receive an official notification of a recommended accommodation, signed by one of the College's disability specialists. For example, real-time captioning may be necessary during your lecture or a student may need to tape record your lecture to supplement notes. If no such official notification has been received, the instructor should refer the student to DSS. If the requested accommodation is easily managed, such as moving seat assignments, the faculty may proceed with the request.

It is not the faculty's responsibility to determine whether the student has a disability or not. DSS staff or other college disability specialists are responsible for interpreting the documentation regarding the nature of the disability and functional limitations which the student is required to provide. These trained staff can then decide whether an accommodation is warranted.

This policy protects students, faculty and the college by ensuring consistency, while taking the burden off individual faculty members, who rightfully feel ill equipped to determine whether an accommodation is appropriate or how to provide it.

If a student who appears to be having disability-related difficulties has not identified him or herself to the instructor, faculty are encouraged to contact the Disabled Students Center [(310) 434-4265] to determine whether or how to approach the student.

WHAT FACULTY CAN DO:

1. During the first class and in the course syllabus, announce that if anyone is in need of accommodations to see you after class or during office hours, or have them contact DSS.
2. Know about services available on campus for students with disabilities. [See Resources Section]
3. Give an outline of the course and explain course requirements clearly. As with all students, those with disabilities benefit from a well-organized approach to course material.
4. Be exact about necessary reading materials and provide this information early in the semester to allow time for acquisition of the material in alternative formats (such as text-on-tapes).
5. Allow for test accommodations, as recommended by DSS.
6. Do not accept work of a lower quality from students with disabilities.
7. Support students interested in taking your course. If you foresee problems, discuss these but let students make up their own mind.
8. If a student requests an accommodation without authorization from Disabled Students Services, refer the student to the DSS office or the Learning Specialist Program if you are unsure about the request. You are not obligated to provide any unauthorized accommodations at a student’s request.
9. If a student has not approached you for an accommodation, call the Center for advice on whether or how to approach the student.
10. See the section on "General Etiquette"

FIELD TRIPS

In planning special class excursions, such as field trips or class social events, faculty and instructional staff should consider the needs of students with disabilities who are already known to them.

Ask the student how s/he might be able to do specific aspects of field work. Attempt to include the student in field work opportunities, rather than automatically suggesting non-field work alternatives.

Arrange to have accessible transport vehicles for field trips. These may be arranged through College Transportation Resources at extension 4668.

COUNSELING

Under the provisions of Section 504, Santa Monica College may not:

Counsel students with disabilities into more restrictive career paths than are recommended to students who are non-disabled;

Exclude an otherwise qualified student with a disability from any course of study.

Faculty should not discourage students from specific fields of study if the student meets the same "admission" requirements, and/or prerequisites, maintains qualifying grades and is otherwise qualified. Faculty and instructional staff are responsible for providing educational programs, not for predicting possible difficulties of a career choice.

It is permissible to provide factual information about licensing and certification requirements that may present obstacles to the student's pursuit of a particular career.

EMERGENCY EVACUATION & PEOPLE WITH DISABILITIES

The District has an on-going process of emergency preparedness. The Standardized Emergency Management System (SEMS) process calls for such preparation to include those who have disabilities. Please review these procedures as they relate to people with disabilities. Questions may be directed to Sandi Burnett, x4442, burnett_sandra@smc.edu or Judy Schwartz, x4444, schwartz_judy@smc.edu.

FREQUENTLY ASKED QUESTIONS

How do I decide if a request is reasonable?
You should not question the existence of a disability when the student has a signed test accommodation form signed by a DSS specialist. If the student has requested an accommodation that conflicts with the goals of your class, please discuss your concerns with a College disability specialist. In this way, a reasonable compromise can be achieved which upholds the goal of equal opportunity for students with disabilities while maintaining the academic integrity of your class.

What should I do if I have questions about the accommodations requested for a student, or disagree with them?
The instructor should promptly contact the student’s disability specialist. If the instructor and the disability specialist cannot agree, the instructor should seek review of the requested accommodation within five (5) days of being asked for the accommodation. The instructor must provide the requested accommodation until it is either set aside or modified in the appeal process.

The 504/ADA Compliance Officer will try to resolve the disagreement informally. If this effort does not succeed, the Compliance Officer will refer the instructor to the Academic Appeal Process, which will review the matter and whose decision will be final.

If a student with a disability is already getting good grades in my class, why is it necessary to provide accommodations?
Title 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 establish that students with disabilities must have equal opportunity. A disabled student’s excellent performance in a class (or his ability to finish exams on time or early) is not, by itself, a compelling argument that the student is being given equal opportunity. In order to have equal opportunity, the student may require accommodations: extended exam time, the use of a computer, or other techniques specified in the Request for Accommodation letter.

What should I do if a student does not present a Request for Accommodation letter from DSS, but instead speaks with me personally to negotiate accommodations?
You should refer them to DSS. Providing an accommodation without verification of disability-related needs can establish an approach which is unwarranted

What if a student asks for a test accommodation the day before an exam?
Some accommodations may take a while to prepare or acquire. The instructor may be wise to warn students that certain accommodations may take longer to ensure. One way to aid timely arrangements is to be sure to provide a notice on your syllabus alerting students with disabilities who are requesting accommodations to give you and the Disabled Students Services office reasonable advance notice of their needs.

You should know, however, that denial of a legitimate request is unacceptable. The college must provide the student with appropriate accommodations required under law, regardless of when the student requests those accommodations. Encouraging cooperation by all involved can result in productive actions.

Is it appropriate to let a student take an exam home?
Only if you let all other students take the exam home and work unsupervised. Fair treatment of students with disabilities does not mean that you give up good teaching practices.

Can I authorize unlimited time for a test?
Never offer unlimited time on tests as an accommodation. Never offer untimed tests. If extra exam time seems like a necessity for accommodation, offer it as extended time.

It may seem like semantics, but unlimited and untimed suggest that the student can tell you when the test is done. Extended time puts the time limit in your hands. So, unless you bring your sleeping bag and toothbrush to campus to provide proctored tests, only authorize extended time test accommodations.

Most commonly testing time is extended 1-1/2 times the amount of time your other students have to take a test. When an interpreter is needed, the student has especially labored use of equipment, or there are extraordinary problems, then twice the time or even longer may be recommended.

May I require that a student start the exam at the same time as the class? How can I know that the questions will not be shared?
Ideally proctored exams are scheduled close to the time when your class is being tested. Sometimes a student must take the exam at a different time or date. You can help by writing on your test the day and time you are giving the test. We will indicate on the test returned to you when it was proctored. Unfortunately, we cannot prevent students from asking others in the class about the test. But such conduct is a violation of the Student Conduct Code and can result in sanction by the College Disciplinarian. Some instructors use alternate forms to reduce security problems. Alternate forms are useful, as long as they are comparable in difficulty.

I'm an "evening/ weekend" instructor. How can I get an exam proctored? Won't the student have to take the exam either a day before or after the rest of the class?
Proctored test services are available through Disabled Student Services Monday through Friday during daytime hours only. The scheduling of the exam should be negotiated as far in advance as possible. For students who are in evening or weekend classes, we prefer that they take tests during the weekday, when the test-proctoring room is open. Arrangements can be made to have the test given in the DSS office, which is open until 7 p.m. (Mon-Thurs).

Why can't I get a list of students with disabilities?
Why can't the College indicate which students on my roster have disabilities? If I had a list of students with disabilities I would know who may have problems.

Information about a student's disability is confidential. It is the individual's choice whether to ask for an accommodation or not, or how much to reveal about his/her disability. In post-secondary education it is up to the adult student to decide whether an instructor is to be made aware of disability-related information.

Such information might prejudice an instructor's opinion about the student. The only information an instructor needs to know is what accommodations (academic adjustments) are recommended by the Disabled Student Services counselors and specialists.

What if I don't believe a student really needs an accommodation? Or I don't believe he or she is disabled?
DSS specialists base their recommendations on current medical/educational information and their professional knowledge of the student's disability. If a student presents you with an Accommodation Request Form signed by a Disabled Students Services Specialist, that student's disability has been documented. You may contact the DSS if you have any questions. But, as the student's records are confidential, DSS staff will not be able to provide you with any information about the student's specific disability.

If a student says that a medical condition prevents them from handing in an assignment on time, how can I be sure without offending them?
Disabled Student Services has Report of Absence forms for documentation by a medical practitioner of treatment dates and/or dates incapacitated.

Do all students with disabilities receive support from the Disabled Student Services?
Students with disabilities are not required to accept services from the DSS. In order to receive an Accommodation Request Form, they may have to go through the DSS in order to verify eligibility.

Can I ask the student if he/she has a disability? Should I use that word?
"Disability" is the appropriate term. See the Etiquette Section for information on preferred terminology.

What if a student with a disability causes discipline problems?
Students with disabilities are expected to conform to the college's conduct rules.

Must a student with a disability be readmitted following conduct disqualification?
A readmission committee, which should include someone who is knowledgeable about the student's disability, will make this decision. Conditions of continuing treatment and/or absence of the behavior(s) that led to disqualification may be imposed.

What if I give the whole class extra time for a test? Do I still need to give extended time for the student with a disability?
Yes, the civil rights laws specify that you do so.

As an instructor, how can I work more effectively with students who have disabilities of various kinds?
Please consult the web-pages on Specific Disabilities. For more information on particular topics, consult DSS’ disability specialists by telephone or e-mail.

How can I learn more about disability in general, or particular disabilities?
The Disabled Students’ Services welcomes the opportunity to offer presentations on disability in general, or particular disabilities, to academic departments and staff. To arrange such a presentation, contact Mary Jane Weil. We can also provide lists of relevant books, articles and other information (for example, names of support organizations for people with specific disabilities). In addition, you may find other helpful information on this website.

What should I do if a student needs help to use the restroom?
Students are expected to provide their own assistance for personal care such as toileting, eating, and other activities which are not strictly school-related, activities which must be attended no matter where the student might be.

What if a student has an aide come to class with him/her? What should I expect?

Both a personal assistant and a class aide provided by the college should be authorized by Disabled Student Services. If the student has a personal aide, ask the student to register that person with Disabled Student Services.

Can students bring motorized "scooters" into classrooms?

Sometimes mobility equipment is used by those who are able to ambulate relatively short distances. The equipment may be "parked" inside a classroom while the qualified student with a disability participates in the class.

Are students with disabilities allowed to tape classes as an accommodation?

According to the US Department of Education, Office for Civil Rights, the tape-recording of classroom sessions as an accommodation for students with disabilities is required under Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities Act (ADA). The legal reference, found in the Code of Federal Regulations 34CFR104.44 (b) for Section 504 reads as follows:
Sec. 104.44 Academic Adjustments
(b) Other rules. A recipient to which this subpart applies may not impose upon handicapped students other rules, such as the prohibition of tape recorders in classrooms or of guide dogs in campus buildings, that have the effect of limiting the participation of handicapped students in the recipient's education program or activity.
While students with disabilities who need it as an accommodation must be allowed to tape classes, they may be required to sign an agreement which indicates that the tapes will not be sold or used for any other purpose than their own education needs. Some colleges even require that the tapes be turned into the DSP&S office after the student has completed the class. If you have further questions, contact Sandi Burnett, SMCC District ADA/504 Compliance Officer, x4442.

Staff Responsbilities 

Admissions

Under the provisions of Section 504, Santa Monica College may not:
Limit the number of otherwise qualified students with disabilities admitted
Make pre-admission inquiries as to whether an applicant is disabled

The DSS can provide priority registration for students with disabilities for Fall and Spring semesters.

Financial Aid/Scholarship

Under the provisions of Section 504, Santa Monica College may not:
Provide less financial assistance to students with disabilities than is provided to non-disabled students
Limit eligibility for scholarships and/or financial aid on the basis of disability

Library

Under the provisions of Section 504, library staff must:
   Maintain facilities that allow individuals with disabilities to obtain materials and services without assistance whenever possible, e.g. eliminate obstructions caused by chairs; display brochures, flyers, and forms on racks and counters that can be reached by someone using a wheelchair
   Maintain knowledge of adaptive computer technology resources available in the library for students with disabilities, e.g. "reading" machine, text enlargement device.
   Provide assistance, when necessary, for retrieving of materials or obtaining services

Extracurricular Activities & Events

Under the provisions of Section 504, college staff who supervise during events and college activities must:
   Ensure that members of the general public who have disabilities are able towheelchair basketball player gain access and enjoy the benefits of college-sponsored events, to the same extent as others (i.e. such as by providing sign-language interpreters, if requested.)
   Provide promotional/informational material in a variety of alternative formats, such as large print, Braille or audio tape, in a timely manner
   Invite inquiries about access questions in announcements for events
   Arrange equipment in a manner that facilitates independence by individuals with disabilities.

Parking

Staff should be aware that:
   The majority of individuals who qualify for handicapped parking placards issued by the State DMV do not use wheelchairs
   Students who have state-issued handicapped parking placards or plates must purchase a SMC permit (available for purchase when they register    for classes) in order to park on campus lots. They may then park in any spaces in either the Faculty or Student parking lots.
   SMC permits are not valid on surrounding neighborhood "resident"- restricted streets.
   For visitors (i.e. not students or faculty) who have a state-issued handicapped parking placard or plate, the daily permit fee is waived.
   A wheelchair-accessible shuttle bus service runs often from the Santa Monica Airport Campus free parking (located at Centinela and Airport    Avenue) to the Pearl Street edge of main campus.

Transportation

Santa Monica College does not provide transportation except for officially sponsored athletic, club and class field trips. Such transportation is wheelchair accessible and may be arranged through College Transportation Resources, at extension 4668.

All locations for course offerings are accessible by the Santa Monica Blue Bus and the MTA lines. Those unable to use fixed route public transportation should contact the Los Angeles County ACCESS services for para-transit information, at (800) 827-0829, or their local city provider.

At the main campus, the best places for para-transit pick-up and drop-off are in Lot 5 near Pico Boulevard and the Pearl Street side of Lot 1. Benches are available at both locations.

Student Responsibilities 

Before any adjustments will be granted, the student must give the college adequate notice of disability-related needs by:
   identifying him/herself to the Disabled Student Services or other college staff and
   providing to the Disabled Student Services or the ADA/504 Officer, upon request, documentation --signed by a licensed medical or    educational professional --of the underlying medical or educational dysfunction.
   The student will consult with college staff in order to determine appropriate and effective adjustments for participation in college    programs.
   The student is responsible for contacting all instructors, in a timely manner, to discuss agreed-upon adjustments.
   The student must report back to the college staff if an agreed-upon adjustment does not work.

SMC Resources 

Disabled Student Program & Services (DSPS)

DSPS Campus locations
Disabled Student Services Offices -

Services and staff for students with disabilities are available in three locations:

   The Disabled Students Center, located in the north side of campus, next to Admissions, is open Monday through Thursday from 8 a.m. to 7 p.m and Friday from 8 a.m. to 5 p.m. For more information, please call (310) 434-4265 or (310) 434-4273 (TDD) You may also send faxes to (310) 434-4272.
      
   The High Tech Training Center, located in the north side of campus, behind Admissions in Room SS 103, is open Monday and Thursday from 8 a.m. to 6:00 p.m.and Friday from 9:30 a.m. to 1:30 p.m. For more information, please call (310) 434-4267

    The Learning Disabilities Program is located in Rooms 75 and 76 of the Math Complex. Hours are Monday-Wednesday 8 a.m. to 7:00 p.m, Thursday 8 a.m. to 5:30 p.m. and Friday 8 a.m. to 2:00 p.m.. For more information, please call (310) 434-4684 or (310) 434-4265.

Services 

Santa Monica College's Disabled Student Services is available to assist instructors and staff with any concerns about an academic adjustment and/or implementation of an adjustment.
The department offers:
   guidance on admissions requirements and procedures
   special programs to help students with academic, vocational, and career planning
   services such as tutoring, test proctoring and other assistance
   specialized adaptive equipment

The DSS's primary objective is to integrate students into all campus programs and activities so that they can function independently at SMC.

Support services to facilitate this include:
Classes in:
   personal and social awareness
   independent living skills
   adaptive physical education
   study skills, and adaptive computer technology.
   (These classes are listed in the schedule under "Counseling -- Special Education.")
    Educational assessment and intervention for students with special learning problems.
    Customized exercise programs for students who can benefit from them.
    The High Tech Training Center, designed to train students with disabilities in the use of adapted computer technology.
    The Acquired Brain Injury Program, which promotes reentry into academic and vocational programs and community living skills improvement.
    Pathfinders, a specialized program under the guidance of Emeritus College that is designed to support adults who have disabilities due to     a stroke.
    Assistance with finding note-takers and/or readers, ordering alternate-format texts, etc.
    Academic and personal counseling

DSPS Staff Directory 

Contact Information

Name	Phone	Email
Judith Schwartz, Coordinator	4444	schwartz_judy@smc.edu
Mary Jane Weil, Program Leader	4443	weil_mary-jane@smc.edu
Lynne Fuqua, DSS Specialist	4625	fuqua_lynne@smc.edu
Elena Throckmorton, DSS Specialist	4265	throckmorton_elena@smc.edu

                                                                            
Academic and Vocational Counseling:

Name	Phone	Email
Ava Gawronski	4266	gawronski_ava@smc.edu
Georgia Farber	4795	farber_georgia@smc.edu
Nathalie Laille	4299	laille_nathalie@smc.edu
Lisette Rabinow-Palley	4070	rabinow_lisette@smc.edu

Personal Counseling:

Name	Phone	Email
Steven Zucker	4265	zucker_steven@smc.edu

Acquired Brain Injury Program:

Name	Phone	Email
Sandi Burnett	4442	burnett_sandra@smc.edu
Jeanne Adams	4948	adams_jeanne@smc.edu
Mark Christiansen	4265	christiansen_arnold@smc.edu

                                                                                           

High Tech Training Center – Adapted Computer Technology:

Name	Phone	Email
Ellen Cutler	4496	cutler_ellen@smc.edu
Tom Peters	8706	peters_thomas@smc.edu
Lisa Courto	4267	courto_lisa@smc.edu

                                    
Sign Language Interpreters:

Name	Phone	Email
Jo An Joseph-Peters	8452	joseph-peters_jo_an@smc.edu
Billie Puyear	4497	puyear_billie@smc.edu
Nani Vigil	4497	vigil_nani@smc.edu
Denise Henniger	4497	henninger_denise@smc.edu
Dena Schechter	4497	schechter_dena@smc.edu
Naomi LaCosse	4497	la_cosse_naomi@smc.edu

                                                    

Developmental Disabilities Program/Physical Fitness Program:

Name	Phone	Email
Jennifer Weinstein	4948	Weinstein_jennifer@smc.edu

Learning Disabilities Program (located in MC75 and MC76):

Name	Phone	Email
George Marcopulos	3975	marcopulos_george@smc.edu
Sheila Halcomb	4684	halcomb_sheila@smc.edu
Anita Johnson	4684	johnson_anita@smc.edu
Audrey Morris (tutoring coordinator)	3555	morris_audrey@smc.edu
Tiffanie Lau	4684	lau_tiffanie@smc.edu
Sharon Teruya	4659	teruya_sharon@smc.edu

Pathfinders – mature adults, post-stroke:

Name	Phone	Email
Sandi Burnett	4442	burnett_sandra@smc.edu
Jeanne Adams	4948	adams_jeanne@smc.edu

Alternate Media Specialist:

Name	Phone	Email
Aaron French	8934	french_aaron@smc.edu

Technical Resources - Special Equipment 

Adaptive Equipment Available on Campus
Locations of each type of equipment are noted in parentheses.

Cassette/Tape Recorders	Compatible with Recording for the Blind & Dyslexic Tapes (Library, LD)
TDD (Telecommunications Device for the Deaf)	Enables an individual who is deaf or has a hearing-impairment to communicate by telephone if the other party being called also has a TDD. (DSP&S)
CCTV (Closed-Caption TV)	Enables an individual who is deaf or has a hearing-impairment to read real-time captioning on TV (Library, Proctoring Room, LV 13)
Real-time Captioning Service	(DSPS, Sign Language Interpreter)
Assistive Listening Devices	(DSPS, Science)
Portable Word Processor	For note-taking (Check out at High Tech Training Center)
Scan-Read Equipment	Scans printed material into the computer, which reads it out loud.(HTTC, Library)
Copier	Makes large-print single copies of syllabi, tests, brief readings, and handouts. (DSPS)
NCR/Carbonless note paper	For note-taking by a classmate. (DSPS)

The High Tech Training Center (HTTC) is a computer lab which provides access to students with disabilities. A student must be enrolled in academic classes at SMC and registered with the DSS in order to be eligible to use this facility.

Computer/Adaptive Devices in the High Tech Center

Screenreading software	Provides speech output of documents for students with visual impairment and/or learning disabilities
Magnification software	for students with visual impairments
Voice recognition software	allows input into computer by talking rather than typing
Scan and read technology	Scans printed material into the computer, which reads it out loud
Braille translation software	translates computer documents into braille
Braille printer	prints out the documents above in braille
On-screen keyboard	for those who can use a mouse rather than type on a keyboard
Alternative input devices (e.g., trackballs, glide pads, joy stick)	provides computer access for students who cannot use a keyboard or voice input
Ergonomic Aids	adjustable chairs, footstools, etc.

In addition to providing the computer equipment, Center staff teach students how they can use technology to compensate for any educational limitations caused by their disabilities.

 Mainstream labs

All of the technology and ergonomic aids available in the High Tech Training Center (with the exception of Braille translation software and a Braille printer) are either currently available, soon to be available, or are available upon request (by students with documented disabilities) in campus mainstream computer labs.

Recommended technology and equipment for Santa Monica College Computer Labs include::

Type of Technology/Equipment	Purpose
19-20 inch monitor capable of multiple resolutions including the lower resolutions (i.e., 640x480, 800x600) available on station with magnification software	With resolution held constant, the larger the monitor, the larger the screen images appear. These enlarged images are extremely helpful for many people who are partially sighted and/or have visual perception deficits.
Magnification software, including SoundBlaster compatible sound card for speech component (A networked installation is preferred to ensure availability from any station in addition to the station with the large monitor)	Enlarges screen images and provides integration of magnification with voice output
Large print keytop labels for stations with large monitor	Provides enlarged key labels for partially sighted people who benefit from magnification
Software specifically designed to the mouse pointer and insertion point	Provides clear, visible point to people who are partially sighted or have visual perception deficits
Screen reading software, including SoundBlaster compatible sound card	Provides speech output of screen for visually impaired and severely dyslexic students
Strategically placed locator dots	Provide tactile references
Voice recognition software, including SoundBlaster-compatible sound card	Enables verbal input for individuals who have difficulty using the keyboard and/or pointing devices
Trackball	Provides pointing alternative for people with physical disabilities
Scan/Read station -Components include a scanner and software for scanning and reading	Scans and reads printed material for people with learning disabilities who are auditory learners and for people who are visually impaired
Height adjustable tilting footrest	Provides appropriate table height for wheel chair users. Although more expensive, an adjustable table would meet the needs of a wider range of users
Ergonomic chair (adjustable height, back, and tilt)	Provides appropriate chair height, back position, and seat position for all users
Specialized keyboard, wrist rest, desk extension, arm supports, joy stick, scanning software with switches	Can be ordered on an as-needed basis to accommodate the needs of specific users
Aisle width to allow a 5- foot, wheel chair turning radius	Mandated by the Americans with Disabilities Act
CCTV	Magnifies printed material

Special Programs 

The Learning Disability Program (LD)

The Santa Monica College Learning Disability Program is designed to provide support services to students with learning disabilities who are enrolled in regular SMC classes. The LD program is dedicated to helping these students to achieve their goals by identifying those eligible for its services, according to state-mandated guidelines, and by assisting them in becoming independent, optimally functioning college students. General information about Santa Monica College's Learning Disabilities Program can be found at the LD Program home-page.

SUPPORT SERVICES
LD Program goals are met by the following activities:

    * Screening, testing and certification of learning disabilities according to state guidelines
    * Developing individual plans and recommending appropriate academic accommodations to provide academic equity
    * Teaching compensatory learning strategies, fostering self-awareness of learning strengths and weaknesses

A more detailed Guide to LD Program Services can be found at the LD Program page of services.

Before a student can receive these support services, he/she must be evaluated to determine eligibility for the program. This evaluation is achieved in an 8 week Assessment Workshop. For more information about eligibility and diagnosis of Learning Disabilities, see the DSS Web-pages on Learning Disabilities.

The LD Specialist also interprets test results in order to make individual recommendations on how to improve learning strategies, as well as appropriate accommodations. Orientations explaining the assessment process are offered regularly throughout the year.

After the assessment process, a Student Educational Contract (SEC) will be developed with recommendations for needed skills training and appropriate accommodations.

Santa Monica College offers 8-week workshops which focus on specific study strategies deemed necessary for success in college. The workshops are scheduled during the Fall and Spring semesters. In these small group settings, the students are taught active, efficient techniques to learn more effectively. For a list and links to description of these workshops go to the LD workshops page

For more information and specific accommodations for students with Learning Disabilities, see Section on Learning Disabilities

The Acquired Brain Injury Program (ABI)

As part of the ABI Program, Santa Monica College has developed various services to better accommodate students with acquired brain injuries so that they may participate in the College's educational programs.

Students are recommended for either the non-credit community-living skills program, known as ABI Connections, or the Credit Programs for ABI based on their current functional abilities, interests and goals. The latter program may require enrollment in a block of core courses: Problem Solving, Physical Education, Independent Living Skills, Adapted Computer Instruction, Career Planning/Job Search Skills; as well as transfer, degree, vocational and basic skills classes.

For more information and specific accommodations for students with acquired brain injuries, see Section on Acquired Brain/Head Injury. For more information on Santa Monica College's ABI program and how students may enroll see the Department's ABI Program page.

Veterans Administration Training for College & University Staff

http://www.mentalhealth.va.gov/College/

Pathfinders -Post-stroke Program

Pathfinders is a unique program which is sponsored by SMC Disabled Student Services, Emeritus College and the Sundin Speech Disorders Foundation, to provide occupational and speech therapy for individuals who have had strokes. Aiming to increase the life skills and sense of empowerment of these adults, the program offers classes, at the Emeritus College Classrooms [1227 2nd Street, Santa Monica], in communication skills and physical exercise. For more information see the Department's Pathfinder pages.

Developing Occupational Skills

The Developing Occupational Skills class is a two-year program designed for students with developmental disabilities. The curriculum includes development of basic skills in the area of meal planning and preparation, shopping, money management, sex education, social behavior, leisure, and pre-vocational skills. Students in this free adult education program, may be given an initial assessment to determine if they may benefit from this class.

Workshops for Faculty and Staff

Periodically, the District will offer a series of workshops for all faculty and staff concerning the rights of disabled students and how to effectively respond to requests for academic adjustments. These usually occur as part of the District-offered Professional Development Days (i.e. flex-time) activities

General Etiquette 

As an educator and a professional, you should be aware that your behavior and the language
you use can create a negative or positive view of people with disabilities. The following
guidelines, reflecting input from over 100 national disability organizations and experts,
may help you to project a sensitive non-discriminatory manner.

      DO

          Put people first, not their disability.
          Emphasize abilities, not limitations….
          Show people with disabilities as active participants…
          Be supportive, but not overly solicitous

      DO NOT

          Use generic labels for disability groups
          Focus on the disability --focus, instead, on the issues
          Refer to people with disabilities as patients or "cases"

      Preferred Language

      People with disabilities:
            - prefer to be called "people with disabilities," not "disabled people"
            -are not conditions or diseases; they are individuals first and only
             secondarily do they have one or more disabling conditions.
      

ACCEPTABLE/Preferred TERMS	UNACCEPTABLE TERMS
Person/persons with a disability	Handicap, handicapped person
People with cerebral palsy, people with a spinal cord injury, muscular dystrophy, etc..	Cerebral palsied, spinal cord injured people, etc. Never identify people solely by their disability.
Deafness/hearing impairment "Deafness" refers to a person who has partial loss of hearing within a range of mild to severe.	Deaf and dumb--is as bad as it sounds. Inability to hear or speak does not suggest less intelligence.
Person with a speech disorder, or person without speech.	Dumb [see above]; mute
Person who has a mental or psychiatric disability, or emotional disorder.	Psycho, nut, lunatic, crazy, schizo, psychiatric, schizophrenic
Person who has a mental or developmental disability.	Retarded
Uses a wheelchair or crutches; a wheelchair user; walks with crutches	Confined/Restricted to a wheelchair, wheelchair bound. Most people who use a wheelchair or mobility devices do not regard them as confining
Stroke/Cancer survivor	Stroke/Cancer Victim
People who do not have a disability; non-disabled	People who do not have a disability - Normal--When in use as the opposite of "disabled," implies the person with a disability is abnormal. Also inappropiriate are "able-bodied" "healthy" or "whole."

  
 
Adapted from Oklahoma Disability Etiquette Handbook, from the Office of Handicapped
Concerns, Oklahoma City, Oklahoma, 1993 and Guidelines for Reporting and Writing about
People with Disabilities , University of Kansas -Research and Training center on Independent
Living, 1996)

Information on Specific Disabilities 

Deafness and Hard of Hearing Disabilities

How to Communicate with a Student with a Hearing Disability

The two main types of hearing loss are sensori-neural (nerve deafness which involves
impairment of the auditory nerve) and conductive deafness (usually a dysfunction of a part
of the ear mechanism). Hearing loss is measured by decibels, and according to the decibel
count the loss may be mild, moderate or profound.
More individuals in the United States have a hearing impairment than any other physical
disability. The 21 million people in the United States who have this disability differ
considerably. A person may be born with a hearing loss or may become hard of hearing because
of an accident or illness.
If the age of onset occurs before the acquisition of language and the development of speech,
the individual may have language-based deficiencies such as poor syntax and vocabulary, and
difficulty understanding abstract concepts.

Communicating with Deaf and Hard of Hearing Students

Although they may wear hearing aids, many students rely primarily on lip reading. Even
highly skilled lip readers usually comprehend only 30-40% of what is said. Also, lip reading
students frequently miss class members’ comments and have difficulty understanding
instructors who cover their lips, face the chalkboard, move around, or have a mustache.
People who wear hearing aids may not hear sounds the way others do. Hearing aids amplify all
sounds and can make small noises, loud air conditioners, hissing fluorescent light fixtures,
traffic noise and the like, overwhelming. Sometimes people with hearing aids hear only
jumbled and disjointed fragments.
An interpreter may be necessary to convey the oral message to the deaf student by the use of
sign language as described in detail below.
Deaf student in class There are many ways to make communication more effective with a person
who is deaf. Santa Monica College hires sign-language interpreters to go to classes and
meetings with deaf and hard-of-hearing students. This is the most effective method of
communication for such students.
If a sign-language interpreter is not available, such as if a deaf student drops by your
office without making an appointment or if you happen upon the student in the cafeteria,
here are some helpful hints for communicating:

      If the person lipreads, try speaking slowly and clearly, using short phrases. Do not
raise your voice!

      If the person does not understand something you say, try rephrasing it. Don’t repeat
the same thing over and over.

      Do not cover your mouth.

      Maintain eye contact.

      Not all deaf people lipread, so it may not work! Try using gestures and pantomime.

      It is not considered rude to offer a deaf person paper and a pen in order to
communicate.

      If you know the American Sign Language alphabet, use it!

As a general rule, deaf people appreciate any attempts you make at trying to communicate
with them.
Luckily, SMC hires qualified interpreters for classes, labs, field trips, and exams whenever
there is a stringent need for exact and efficient communication. The times that are
necessary to communicate without an interpreter should be few.

Sign Language

Some communication modes which deaf people use are American Sign Language (ASL) or visual
form of English such as Signed English, Signed Exact English or Cued Speech. ASL has its own
sentence structure, grammatical principles, and semantics. It is not related to spoken or
written English. Signed English uses the individual signs of ASL and puts them in English
word order. Signed Exact English (SEE) and other similar signing systems were fabricated by
educators in the hopes of teaching English to the deaf. Cued Speech is a way to manually
‘cue’ a lipreader as to what is being said on the mouth.
woman signingYou can have a sign-language interpreter assigned to your class. An interpreter
may be necessary to convey oral messages to the deaf or hard-of-hearing student by the use
of American Sign Language (ASL) or a visual form of English (such as Signed Exact English or
Cued Speech). When you are using the services of a sign-language interpreter to communicate
with a deaf student, there are a few things to keep in mind.

The Interpreter’s Role

Interpreters are communication facilitators. They sign everything that is said and voice
everything that is signed. At no time will an interpreter interject his or her own thoughts,
opinions, or explanations, or otherwise alter what is communicated by any party.
Interpreter signingThe interpreter will do whatever possible to be inconspicuous so that
communication can occur as naturally as possible among student, teacher, and classmates. To
make this work as efficiently as possible, the interpreter would appreciate not having any
undue attention drawn to him or her. It is not necessary to introduce the interpreter to the
class, stop the lecture to make sure the interpreter is keeping up, or do anything else
which would take time away from the class lecture.
The interpreter should not participate in the class or be asked to perform any duties other
than interpreting. Please do not ask the interpreter to get the lights, pass out papers,
tutor, or explain anything to the student after class. The interpreter is not there to
summarize, supplement, or substitute for you and the knowledge you possess as a professor.
Feel free before and after class to ask questions about creating a better communicative
environment. However, interpreters may not and will not give academic or personal
information about the student; if appropriate, those questions are best answered by the
student.

Interpreter Seating Arrangements

Typically, the interpreter sits in front of the classroom off to one side where the
professor and the interpreter are both in full view of the deaf student, but where the
interpreter will create the least distraction. If positioning presents any problems, then
you, the deaf student, and the interpreter should work out acceptable alternatives.

More on Relating to a Deaf Student

Even with an interpreter present, deaf people appreciate being spoken to directly, using the
pronoun "you." There is no need to use phrases such as, "Tell him…" or "Ask her…." The
process is much more effective if you speak to the student in the same way that you would
speak to anyone else.
It is important that you use the same policies for a deaf student as you would with any of
your hearing students, especially when adding and dropping from your class rosters.

FM System

Some hard of hearing students need to have the instructor’s speech amplified so that they
can hear more effectively. An instructor may be asked to wear a small wireless FM microphone
that is compatible with the student’s hearing aids. DSS checks out such devices to
individuals who qualify for the accommodation.

Real-Time Captioning

Other students may need to use the services of a real-time captioner. A Captioner will go to
class with the student and will use a steno-machine (like a court reporter uses) to
transcribe the lecture onto a laptop computer from which the student will read. The
captioner brings and sets up all of this equipment. While the student reads the lecture, he
or she can also take notes on the laptop. At the end of class, the lecture and notes are
saved to disc and the student prints them out in the Disabled Students Center to use when
studying for exams. DSS will arrange for this service when necessary.

Remote Real-Time Captioning

In cases where no Captioner is available to come to class with the student, a very small
wireless microphone can be clipped to the neck-area of the instructor's shirt. The
microphone transmits the instructor's voice to a special modem which is connected to the
student's laptop computer. The lecture, via the modem, will be heard by a captioner at an
agency on another site. The captioner will transcribe the lecture, and the transcription
will appear on the student's laptop computer screen.
The software which is used allows the students to add notes to the transcription. It also
allows the student to type messages to the captioner, like, "Class is over early - I'm
leaving." At the end of class, the captioner cleans up the notes and either emails them to
the Lead Interpreter in Disabled Students Center, to be picked up, or directly to the
student. The microphone, laptop computer, modem, and any other equipment will be set up by
the Lead Interpreter, and will be collected by her or, in special cases, by the student at
the end of each class session. This process sounds complicated, but it works very well and
has been used successfully many times on this campus. To see a demonstration of this
service, contact Lead Interpreter Mary Cancilla, who will make an appointment to show how
it's done.
If an instructor is particularly uncomfortable with the fact that an entire lecture is being
transcribed, he or she should discuss it with the Lead Interpreter Mary Cancilla. One
solution is to have students sign a contract stating that they will not share their notes,
publish transcripts, or whatever will ease the mind of the instructor.

Captioned Videos

If using television shows or films for classes, faculty should use films that are captioned
whenever possible. Otherwise, an interpreter will be needed. As for slides and non-closed
captioned videotapes and films, it is beneficial to give a brief synopsis before the
presentation and to review key concepts afterwards.

In-Class Readings

It is rarely necessary to slow down when speaking through an interpreter. Under usual
circumstances, an interpreter can keep up with a normal rate of speaking. The only exception
to be aware of is when long passages are read aloud, since people tend to read much faster
than they speak conversationally. If you (or a student) plans to read aloud, it would be
helpful if you make sure to indicate the page number of the passages being read so that the
deaf student can follow along in the book.

Telephones

Technology is available to make telephone communication available to individuals who are
deaf or hard-of-hearing. Some hard-of-hearing students can use a regular telephone if it has
a volume control. Other individuals must use a TDD (telecommunication device for the deaf).
California has a Telephone Relay Service that makes it possible for a TDD user and a hearing
person to communicate. The telephone number for this Relay Service is 1-800-735-2922. The
Disabled Students Center also has a TDD that faculty/staff can use to call students. The pay
phone nearest to the Disabled Students Center has a TDD available for public use.

Notetakers

Deaf students, like all students, rely heavily on class notes. However, it is difficult for
them to look down to write notes when they are required to watch the interpreter. To remedy
this situation, a deaf student may ask the class for a volunteer notetaker, or may bring a
notetaker to class with them.

Visual Disabilities

Just as people have varying degrees of hearing impairments, the ability to see may exist
anywhere along a continuum from sighted to blind. Within the range of visual impairment, it
is uncommon for someone to be completely without any vision. The amount of usable sight
varies from person to person, and visual acuity may change under differing light conditions.
Vision is measured in terms of how MUCH can be seen (field of vision), and how CLEARLY it
can be seen (visual acuity).
Legal Blindness consists of having less than 10% of "normal" visual acuity in both eyes
(20/200 vision or less), and/or 20% or less of normal peripheral vision in both eyes (i.e.
the person, while wearing glasses, can see less at 20 feet than a person with normal vision
can see at 200 feet).
Low Vision or Partially Sighted means having visual acuity and/or field or vision that is
less than normal, even with corrective glasses, or having a severe visual limitation in only
one eye. Vision that is limited to a narrow angle in the center of the field of vision
sometimes is called tunnel vision.
Visual disabilities are so varied that it is often difficult to detect such a student in the
classroom or on the campus. The student may appear to get around without assistance, read
texts, and/or even take notes from the chalkboard. However, in most cases some form of
assistance is needed.
Some students use aids such as guide dogs. These dogs are trained to move at the direction
of their masters and are well-disciplined to function in group settings. It is important to
note that guide dogs are not to be petted or distracted in any way while they are on duty.
Guide dogs are allowed by law in all college buildings, including laboratories, food
services areas, classrooms and administrative offices.
Other students may use white canes, and a few use special electronic sensing devices to
enhance mobility. Special considerations may be needed for the student who is visually
impaired when a class is moved to a new location, when a group goes on a field trip, or when
the furnishings in a room are moved for a special program.

Adaptive Technology Aids
Challenges to accessing information faced by students who are visually impaired and

strategies available for meeting those challenges:
 
Computer Access

   1. Images on the screen cannot be seen clearly
          Screen magnification software
          Enlarged pointer and insertion point
          Glare screen
          Adjustment of color schemes
          Colored filters to decrease glare and increase contrast

   2. Output to the monitor cannot be seen at all
          Screen reader software with sound card
          Refreshable Braille display

   3. Keyboard characters cannot be seen clearly
          Keycaps
          Large print key labels
          Locator dots

   4. Keys cannot be seen at all
          Locator dots
          Braille labels

Printed Material

   1. Printed materials cannot be seen clearly
          Closed circuit TV to magnify printed materials
          Produce larger print material
          Enlarge printed materials using a copy machine
          Obtain electronic version of printed material and print copies with larger print
          Audio cassettes for listening to printed material
          Obtain electronic version of printed material (e.g., through scanning) and
          access printed material on computer with appropriate accommodations (e.g., listen to text
          and view text with appropriate visual adjustments

   2. Printed material cannot be seen at all
          Use scanner, optical character recognition software, and screen reader
          Obtain electronic version of printed material and listen to material on a
          computer with a screen reader
          Obtain electronic version of printed material, translate to Braille, and print
          to a Braille printer
          Listen to audio cassettes of printed material

Recent California state legislation [AB422/January, 2000] requires publishers of textbooks
used in public community colleges to make available the electronic files to qualified
students with disabilities. As of now, the specific methods for distribution to individual
students have not yet been implemented.
 

Suggested Modifications for Students with Visual Disabilities

   1. Provide reading lists or syllabi in advance to allow time for arrangements to be made,
       such as the taping or Brailling of texts.
   2. Allow the student to use notetaking devices such as Braille-writers.
   3. Allow tape recording of lectures and class discussions.
   4. Team the student with a sighted classmate or lab partner.
   5. Reserve front seats for low-vision students. Make sure seats are not near or facing
       windows. Glare from the light can make it hard for a student to see the instructor or the board.
   6. Verbalize the content printed on transparencies, on the chalkboard, or when using
       computer projections such as PowerPoint.
   7. Face the class when speaking.
   8. Provide large print copies of classroom materials by enlarging them on a photo copier.
   9. Be flexible with assignment deadlines, especially if library research is requested.
  10. If a specific task is impossible for a student to carry out, consider an alternative
        assignment.
  11. Provide alternative testing formats (e.g. oral, large print, bold pring, Braille or
        taped).
  12. Allow extended time for tests.
  13. Other adaptations suited to specific situations (such as tactile materials in
        presenting graphs or illustrations, or "real-time" interpretation of video or stage
        presentations) may be helpful.

Learning Disabilities

Each person with a disability has a unique set of assets and limitations. Each student
should thus be viewed individually. Several definitions of specific learning disabilities
exist. The definition most often used in higher education is that of the U.S. Department of
Education, Rehabilitation Services Administration, which reads as follows:

A specific learning disability is a disorder in one or more of the central nervous
system processes involved in perceiving, understanding, and/or using concepts through verbal
(spoken or written) language or nonverbal means. This disorder manifests itself with a
deficit in one or more of the following areas: attention, reasoning, processing, memory,
communication, reading, writing, spelling, calculation, coordination, social competence and
emotional maturity.
This dysfunction continues despite instruction in standard classroom situations. Some common
attributes of learning disabled individuals are:

    Average to superior intelligence
    A chronic disorder of neurological origin which causes severe processing deficit
    A severe discrepancy between achievement and aptitude in one or more areas
    Measured achievement in an instructional or employment setting; and
    Measured age-appropriate adaptive behavior in an instructional or employment setting

Often people assume that students with learning disabilities are unmotivated and
unintelligent. Many question whether these students can succeed in college. In reality,
students with learning disabilities are not intellectually limited nor are they unmotivated.
They have the potential to succeed in higher education. The student's problems are
associated with information processing, whereby the information received or transmitted is
distorted.
Common instructional methods, such as lectures, are often inadequate for the student's
learning needs. Alternative methods will increase the student's academic performance, as
well as decrease his or her frustration in learning situations.
Some of the specific terms for disorders included under the umbrella term "learning
disabilities" are:

    dyslexia (difficulty with reading)
    dysgraphia (difficulty with writing)
    dyscalculia (difficulty with mathematics)

The exact causes of a learning disability are unknown; they may be neurological,
biochemical, psychological, or environmental in origin.
Depending on the specific disability, some of the characteristics of college students with
learning disabilities may include the following:

    Study Skills
          Inability to change from one task to another
          No system for organizing notes and other materials
          Difficulty scheduling time to complete short and long-term assignments
          Difficulty completing tests and in-class assignments without additional time
          Difficulty following directions

      Interpersonal Skills
          Impulsivity
          Difficulty delaying resolution to a problem
          Disorientation in time - misses class and appointments
          Poor self-esteem

      Reading
          Difficulty reading new words, particularly when sound/symbol relationships are

inconsistent
          Slow reading rate - takes longer to read a test and other in-class assignments
          Poor comprehension and retention of material read
          Difficulty interpreting charts, graphs, scientific symbols
          Difficulty with complex syntax on objective tests

      Writing
          Problems in organization and sequencing of ideas
          Poor sentence structure
          Incorrect grammar
          Frequent and inconsistent spelling errors
          Difficulty taking notes
          Poor letter formation, capitalization, spacing and punctuation
          Inadequate strategies for monitoring written work

      Oral Language
          Difficulty concentrating in lectures, especially lectures of several hours
          Poor vocabulary, difficulty with word retrieval
          Problems with grammar

      Math
          Difficulty with basic math operations
          Difficulty with aligning problems, number reversals, confusion of symbols
          Poor strategies for monitoring errors
          Difficulty with reasoning
          Difficulty reading and comprehending word problems
          Difficulty with concepts of time and money

Educational Implications

The student's perceptual problems may require a different presentation of learning material.
For example, a visual learner will have difficulty learning from a lecture, which requires
auditory skills. A note-taker or individual tutoring, both of which may be supplied by the
DSS, may be required. On the other hand, a student who has difficulty with written symbols
may need to use a reader or tape-recorder. A student whose ability to concentrate is
hampered by auditory or visual distractions in the classroom, may require a secluded space
to take tests or to do written work.
The student whose written work appears careless may not be able to communicate effectively
in writing. Examples abound of scientists, mathematicians, and others who have poor reading
and writing skills due to learning disabilities. Oral examinations and reports would provide
more valid evaluations of what these students have learned. Or the student might use a
typewriter or word-processor.
Although a learning disability cannot be "cured", its impact can be lessened through
instructional intervention and compensatory strategies. Possible Modifications for Students
with Learning Disabilities may be necessary. Some of these, as listed on the SMC student
"Recommended Accommodations" form, might include:

    Alternative Assignment(s) [i.e. project, paper, demonstration, presentation, etc.]
    Books on tape
    Testing Accommodations
          Test-proctoring by DSS
          Extended time for tests.
          Test to be read to the student.
          Test to be dictated into tape recorder for transcription
          Use of a word processor, language master and/or spell-check

Psychosocial Considerations

Social skill problems
Due to inconsistent perceptual abilities, an adult with a learning disability may be unable

to

    detect the difference between a joking wink and a disgusted glance
    notice the difference between sincere and sarcastic comments
    recognize other subtle changes in tone of voice.

These difficulties in interpreting nonverbal messages may cause problems in meeting people,

working cooperatively with others, and making friends.

Lowered self-esteem
As a result of social difficulties and because they may have been inappropriately labeled as
retarded or unmotivated students with learning disabilities may have low-esteem about their
own worth. With new instructional methods, these students often gain confidence in their
learning abilities.
Students who have suffered embarrassment in past learning situations may appear either shy
or overly aggressive when faced with negative feedback. They may also be fearful of
discovery by others. A helpful, understanding manner will help decrease these kinds of
student fears. In time, as the student develops trust in an instructor, he or she will be
more open to constructive criticism.

Acquired Brain Injury/ABI

More than one million people who incur head injuries each year are between the ages of 15
and 28 years of age. Many sustain injuries that leave them with hidden disabilities,
decreased abilities not easily understood by others.
Brain injury can occur in two ways:
   1. from external events, such as a head trauma resulting from a severe blow, or
   2. from internal events, such as cerebral vascular accident, strokes or tumors.

The consequences of brain injury are many and complex. The structures of the brain and their
role in thinking and doing may be the most complex puzzle in science. For our educational
purposes understanding how the brain functions differently after injury has much greater
importance than knowing the cause or type of the injury.

Areas of Impairment

There is great variation in the possible effects of a head injury on an individual. Injuries
may result in some degree of impairment in the following functions:
    Memory - Memory difficulties are probably the most common characteristic of students
with brain injury, and present the greatest challenge for learning. The primary problem is a
decreased ability to store information and recall it at a later time. The storage and
retrieval of pre-injury memories or previously acquired knowledge may be surprisingly
intact.
    Distractability – Poor attention and concentration, often caused by poor filtering or
processing of sensory information, may reduce the ability to focus long enough for learning
to take place.
    Speed of Thinking –New information may take longer to process effectively.
    Communication-Language functions such as writing, reading, speaking, listening, and
"pragmatics" may be impaired. Communication pragmatics problems are interrupting, talking

out of turn, dominating discussions, speaking too loudly or rudely, or standing too closely
to the listener.
    Spatial Reasoning refers to the ability to recognize shapes of objects, judge
distances accurately, navigate, read a map, visualize images, comprehend mechanical
functions, or recognize position in space. Mathematic abilities are linked to spatial
reasoning.
    Conceptualization – Deficits of this type may reduce the ability to categorize,
sequence, abstract, prioritize, and/or generalize information.
    Executive Functions - The ability to set goals, plan, and work methodically toward a
goal, especially with any mental flexibility, may be impaired. The difficulty may show as
disorganization and poor problem solving and judgement especially with time and money.
    Psychosocial - Some common types of psychosocial disabilities may appear as depression
or withdrawal, poor insight, poor reality orientation, low frustration tolerance, heightened
irritability, restlessness, anxiety, emotional lability, impulsiveness, poor social
judgment, disinhibited sexual behavior, euphoria, apathy, fatigue, and/or poor personal
hygiene.
    Movement, Vision, Hearing, and Physical Disabilities - Specific somatic impairments
may be present after an injury.

Educational Implications

Those with learning differences due to acquired brain injuries can use a variety of
compensatory strategies to improve their performance. Often the greatest hurdle is coming to
terms with the changes as on-going rather than "curable." Beneficial strategies may involve
the consistent use of memory devices (calendar notebooks, notetaking systems, etc.) and
learning enhancement procedures (such as multiple encoding or mneumonics). Many of the
approaches used by those with lifelong learning disabilities can also be useful with some of
these types of acquired problems. Santa Monica College has developed the Acquired Brain
Injury Program to address the unique challenges of this type of disability.
Common needs for students with head injuries
      Structure - Survivors of recent injuries often do not organize well. Returning to, or
entering, school may provide a badly needed routine.
      Flexibility - A great deal of flexibility is needed in scheduling the re-entry.
Routines may need to be slowed down, and placement decisions may need to change after
periods of rapid recovery.
      Reduced Demands - Reducing demands on the student with a head injury may involve
substituting a less demanding class, altering response modes (such as oral vs. written
responses), providing books and lectures on tape, or providing other support services. The
students may need a reduced course load, or classes that meet for shorter periods of time,
and should be encouraged to enroll in a study skill refresher course.
      Supervision - The poor judgment and memory problems of a student with a head injury
may make supervision a necessary ingredient of the educational program. For the student,
this supervision could take the form of a planning and monitoring system which requires the
faculty member and the student to plan together, set goals and report and evaluate progress.
      Intervention - With head injuries, students are often not conspicuous before they
begin to have serious trouble and they often misjudge their own problems. The head injury
may make the student unable to assess the need for help without direct intervention.

Comparison with Specific Learning Disabilities
On the surface, problems encountered by the person who has survived a head injury may seem
like those common to students with learning disabilities. Many of the academic modifications
listed for students with learning disabilities will also be appropriate for students with
head injuries. Whereas similarities exist, there are important differences which have
significance on effective programming.
Compared to students with learning disabilities, the student with an acquired brain injury
may:

    Be more impulsive, hyperactive, distractible, verbally intrusive, and/or socially inappropriate
    Have discrepancies in ability levels that are more extreme and harder to understand, such as reading 
    comprehension at a level four years lower than spelling ability
    Learn some material rapidly, since they may need only to be reacquainted with a process |
    or concept which they knew pre-injury
    Have more severe problems generalizing and integrating skills or information
    Resist new learning strategies which seem too elementary (not accepting the changes caused by the injury)
    Be unable to process information presented through usual remedial strategies because
    comprehension may deteriorate as the amount and complexity of material increases
    Require a wider variety of strategies to compensate for impaired memory and problems
    with word retrieval, information processing and communication
    Have more pronounced difficulty with organization of thoughts, cause effect 
    relationships, and problem solving;
    Require on-going monitoring of tasks using independent thinking and judgment
    Retain the pre-trauma self-concept of a student without a disability and have difficulty
    accepting that abilities and behaviors have changed and need to be adjusted

ADD/ADHD
(Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder)

What is AD/HD?

The generally accepted definition (as established in the DSM – IV) of
Attention-Deficit/Hyperactivity Disorder, previously known as Attention Deficit Disorder
(ADD), distinguishes between three types of attention disorders:
        The type primarily characterized by inattention (difficulty sustaining attention to
task.) 
        The type characterized by hyperactivity-impulsivity (excessive fidgeting or talking,
difficulty refraining from saying whatever or doing whatever comes to mind) and 
        The "combined type" in which both inattention and hyperactivity-impulsivity are
present
ADD/ADHD are neurobiological disabilities whose characteristics of inappropriate degrees of
inattention, impulsivity and/or hyperactivity appear in early childhood. These disabilities
are relatively chronic in nature and are not due to other physical, mental or emotional
causes.
Diagnosis:
    Diagnosis is made by a psychiatrist, a doctoral level clinical or educational
psychologist or a combination thereof. (The SMC Learning Specialist Program and Disabled
Student Services cannot make this diagnosis, but does give referrals to qualified
practitioners) 
    The following five criteria must be met in order for a diagnosis to be made: 
        The person must display a persistent pattern of inattention and/or
hyperactivity-impulsivity that is more frequent and severe than his/her peers. 
        Some of these hyperactive or inattentive behaviors must have been present before age
7 years. 
        Some impairment due to the symptoms must be present in at least two settings. (for
example: workplace and school) 
        There must be clear evidence of interference with developmentally appropriate
social, academic or occupational functioning. 
        The "disturbance" is not better explained by another disorder, such as
schizophrenia, depression, autism, chronic anxiety, etc.

The diagnosis is made through the process of an interview, observation, and questionnaires.
Complete medical, developmental and educational histories are taken and evaluated, along
with impressions from "significant others" in the person’s life.

COMMON CHARACTERISTICS OF AD/HD

Following are some typical characteristics of persons with AD/HD. This is only a partial
list, and not meant to be diagnostic:
        Often seems inattentive to details, makes frequent errors in school work 
        Has difficulty sustaining attention 
        May seem not to listen when spoken to directly 
        Difficulty with "following through"/ fails to complete tasks 
        Has trouble organizing tasks and activities 
        Avoids tasks requiring sustained mental effort 
        Loses things necessary for tasks 
        Is easily distracted by the environment 
        Frequently forgets appointments or other daily activities 
        Fidgets or squirms restlessly 
        Inability to engage in leisure activities quietly 
        Is always "on the go" 
        Talks excessively 
        Blurts out answers before questions are completed
        Often interrupts or intrudes on others

As the public and professional awareness of AD/HD increases, the number of students who have
been identified and treated for this disability is increasing. AD/HD often appears with
other neuro-biological disabilities. Like other students with disabilities, those with AD/HD
may have frequently been misunderstood. They often try to control their symptoms and appear
as if they have no disability. To avoid being embarrassed, they try to keep up with everyone
else. This can cause poor academic performance, low self-esteem, difficulty in relationships
with peers, depression and/or anxiety, substance abuse, and procrastination.
New students have a great deal of anxiety regarding increased expectations at the
post-secondary level. Some externalize this anxiety by expressing frustration and blaming
problems on faculty or advisors. They often have difficulty with change, complex procedures
and understanding rules.
Suggested Modifications for Students with AD/HD Disabilities

   1. Extended time and/or private room for exams.
   2. Use of a computer or word processor for written work and personal organization.
   3. Permission to tape record lectures.
   4. Eligibility on a case-by-case basis, for a course substitution from an approved list of courses.
   5. Use of a calculator, speller’s dictionary, proofreader and/or word processing equipment.
   6. Use of a notetaker based on their inability to concentrate on listening and simultaneously taking notes.
   7. Ability to receive textbooks on tape.
   8. Allowing the student to sit up front in the classroom.
   9. Clear course syllabi with information about course content, work expectations and definitive time lines for when work is due.
   10. Use of visual references for auditory instructions such as writing instructions on the blackboard and giving verbal directions.
   11. Making eye contact with the student before calling on him/her or giving instructions.
   12. Prompt, explicit feedback, both written and oral.
   13. Use of multi-media presentations.
   14. Technological tools that assist in compensation for problems with organization that include: personal organizers, tape players and time management training.

Additional accommodations may include those listed for students with learning disabilities.

Psychological Disabilities

The term "psychological disabilities" covers a wide range of conditions and may include (but
not be limited to) chronic conditions such as severe personality disorders, psychoneuroses
and psychoses.
People with severe psychological disabilities have some structural and biochemical
characteristics in their brains that are different from those of people who are not mentally
ill. Psychological disabilities are usually, although not always, a chronic condition. It is
important for those around this person to realize that this type of disability is biological
and not "a matter of choice." With appropriate treatment, the vast majority of psychological
disorders are effectively cured or controlled. Treatment, which often combines medications
and psychotherapy, can effectively stop acute symptoms in 80% of those living with
schizophrenia, end the terror of phobic disorders, and halt the downward spiral in
approximately 90% of those living with depressive disorders.

Misconceptions

Problems related to providing educational support services to students with a history of
mental illness are founded in the misconceptions and stigmas about the illness. Common myths
about psychological disabilities often cause college faculty and staff to be reluctant to
approach students realistically because of fears that the students are very fragile or could
be violent. In reality, people with mental illness do not commit more violent crimes than
the rest of the population. Although comparatively few students with psychological
disabilities may react to stress by becoming agitated or even threatening, faculty who are
aware of this kind of disability report that incidents of disruptive behavior by individual
students can often be predicted, and, therefore, prevented.

Dealing with Disruptive Behaviors When They Occur

Most students with psychological disabilities never draw attention to themselves by behaving
disruptively. Few, because their symptoms are more persistent and/or cyclical, may
experience periods in which "holding it together" becomes more difficult. Disciplinary
issues should not be confused with mental health issues. All students, including students
with psychological disabilities, have the responsibility to meet the college Code of Conduct
by adapting behavior to the educational environment. If disruptive behaviors persistently
occur or a student code of conduct is violated, the issue should not be defined as a health
issue. It should be defined as a disciplinary issue, and a referral to the college
disciplinarian should be made.

Suggested Modifications for Students with Psychological Disabilities

The Disabled Student Services staff may help students with psychological disabilities to
identify and explain their functional classroom limitations, such as difficulty with oral
presentations, or the need to accommodate side effects of medications (e.g. thirst, itching,
agitation, frequent trips to the bathroom, etc.).
Providing services for students with psychological disabilities on campus is a relatively
new phenomenon. However, based on existing knowledge and experiences, the following may be
needed by students:

          Assistance with orientation/registration/financial aid forms
          Assistance in choosing classes and instructors
          Extended time for exams or a distraction-reduced exam environment.
          Notetakers, readers, tape recorders
          Modification in seating arrangements
          Beverages allowed in class to manage medication side effects
          Possible flexibility in the attendance requirements of a course in the case of hospitalization/crisis
          Incomplete or late withdrawals, rather than failures, in the event of prolonged illness-related absences
          or crises
          Time management and study skills assistance.

Orthopedic/Mobility Disabilities

A variety of mobility-related disabilities result from neuro-muscular and orthopedic
impairments. These disabilities may be congenital or they may be the result of an accident
or illness. They may include conditions such as spinal cord injury, paralysis, cerebral
palsy, severe forms of arthritis, polio/post polio, spina bifida, orthopedic injury,
amputation, cardiac conditions, cystic fibrosis, later stages of AIDS, stroke, and muscular
dystrophy. Although many muscular and mobility impairments are visible, many are not (e.g.,
multiple sclerosis, arthritis).
The degree of severity of the disability varies within each condition. Some are such that
the person experiences pain, spasticity, or lack of coordination. In other conditions, there
are intermittent flare-ups (when a student might be absent from class) and periods of
remission, when the student seems to have no impairment of function (e.g., multiple
sclerosis). Accommodations therefore, are on a case-by-case basis.
Student with leg bracesA number of students who use wheelchairs are able to stand but not
walk any distance. Some can walk short distances with the aid of mobility equipment, such as
canes, crutches, braces, or walkers. An electric scooter or a wheelchair may be used to
conserve energy or move about more quickly, as even a short distance can be physically
exhausting. Access to facilities is a major concern of these students who use wheelchairs or
other mobility equipment.
Some students who use wheelchairs have full use of their arms and hands, whereas others do
not. Students with muscular and mobility impairments also may have a hearing or speech
impairment (e.g., cerebral palsy). Others may tire very easily. Because of vast differences
among students, even when they have similar impairments, the best judge of what the student
can or cannot do is the individual him or herself.

Suggested Modifications for Students with Mobility Disabilities

   1. Some flexibility in your tardiness policy may be necessary with these students if they
are occasionally late getting to class, particularly in inclement weather. Advisors and
students should schedule classes to allow extra time for getting from class to class. Also,
it may be necessary to schedule classes physically close together on campus.   
   2. Many of these students will need notetakers, tape recorders in class, and/or
adjustable height desks or tables. The DSS can help with these accommodations.    
   3. Most students will have no unusual needs with test-taking. Some, however, will need
extended time and/or special arrangements (e.g., word processor, scribe, audio-taping
answers or oral exams) which can be arranged through the Disabled Student Services.
    4. Extra time may be needed to complete assignments due to large blocks of time spent in
doctor’s offices or hospitals. Disabled Student Services has absence report forms for
documentation of such needs by a medical practitioner. 
   5. If you intend to hold a class in a new location or go on a field trip, check to be
sure that the new site is accessible. If the college provides transportation for field
trips, it is required to provide accessible transportation
   6. Some students will require help manipulating tools and/or laboratory equipment. An
assistant or lab partner, who functions as the student’s hands or legs, also may be needed.       
   7. Recognize and educate others who are not disabled to realize that most people who need
special parking are not wheelchair users.      
   8. Treat the student as you would all other students whenever possible. In most cases,
you will not need to do anything special at all.      
   9. When speaking with a student who is a wheelchair user for any extended period of time,
you may want to sit down.      
  10. Talk to students about whether their disability affects their ability to do activities
needed for your course and about particular accommodations.

 Other Disabilities

A large number of students on campus who are registered with Disabled Student Services have
illnesses or medical conditions that do not fit into any of the major disability groups
outlined on other pages. These students, however, are covered by Section 504/ADA. Their
illnesses or conditions can affect their energy level, memory, mobility, speech, vision,
and/or muscular control. In some cases, the degree of impairment may even vary from one day
to the next because of the nature of the medical condition, medication received, or therapy.
Illnesses may not follow a set course and may be progressively debilitating, which can cause
emotional issues for the student.
A partial list of these, often hidden, disabilities include:
AIDS  Allergies  Arthritis
Burns  Cancer  Cerebral Palsy
Chronic pain  Diabetes Mellitus  Epilepsy
Fibromyalgia  Heart Disease  Hemophilia
Huntington's Chorea  Lupus  Multiple Sclerosis
Muscular Dystrophy  Renal-Kidney Disease  Respiratory Disorders
Sickle-cell Anemia  Stroke  Tourette’s Syndrome

Because of medical involvement in many of these condition, some students may be absent from
class frequently, and may need similar accommodations to those discussed elsewhere in this
guide. Other students will need no accommodations.

Common side effects of medications include

    fatigue
    memory loss
    shortened attention span
    loss of concentration
    drowsiness.

Often, the degree of impairment varies from time to time.

Suggested Modifications for Students with Other Disabilities

    Extended-time for exams
    Enlarged printed materials or use of CCTV
    Tape recording of lectures
    Use of a reader to access printed material
    Flexibility in attendance requirements in cases of health-related absences
    Computers or other assistive/adaptive technologies
    Use of a scribe for exams
    Other accommodations found elsewhere in this guide