|K-12 IDEA ‘97||K-12 504 Plan||College 504 and ADA|
Success more of a right
No guarantee. Student responsible for own success
District identifies disability
Parent provides documentation of disability
Student provides documentation of disability and need for accommodation
Free evaluation of disability
District develops Individual
Education Plan (IEP)
Parent/school develops plans
Student identifies accommodation needs
Entitled to services identified on IEP
Services determined by plan
College services not automatic; each college decides eligibility and services
District ensures that the IEP is implemented
District/parent/ student responsible
Student responsible for own progress
Student advocates for self
Fundamental alterations to program of study permitted as identified on IEP
Fundamental alterations of program of study permitted as identified on 504 plan
None allowed: Accommodation may not alter fundamental nature of course or impose an undue burden on an institution
Personal services: e.g., transportation, personal attendant, nurse
- Academic counseling
- Personal counseling
- Assistive technology
- Learning Disability Assessment
- Acquired Brain Injury Support
- Deaf and Hard of Hearing Services such as sign language interpreters, real time captioning (CART), and assistive listening devices.
- Special classes designed for students with disabilities.
See “Counseling – Disabled Student Services” section of class schedule.
- Textbooks/classroom materials in an alternate format (e-text, Braille, audiotape, mp3, captioning of videos and DVD’s)
- Test accommodations
- Priority registration when appropriate
- In-class assistant (scribe, reader, note-taker)
- Equipment (alpha smart, audio recorder) when available
- Special furniture or equipment (table and chair)
- Changing a classroom that is not accessible such as any classroom on the 2nd floor of the Letters and Science or the Liberal Arts building (see the schedule of classes for classroom accessibility).
- Financial assistance
- Transportation to/from campus
- Parking permits
- Personal care attendants
- Devices or services for personal use
CSD counselors provide the following services:
- Academic counseling (eg, help select classes and/or major)
- Determine and authorize appropriate accommodations for all classes
- Assist with disability related issues between the student and the instructor or staff
- Personal counseling
- Teach CSD counseling classes
- Serve as liaison with off campus community and agencies
- Conduct campus tours for high schools
Disabled Student Services Counseling Courses
Counseling 12H: Career Planning
Counseling 13H: Personal and Social Awareness
Counseling 15H: Job Search Techniques
Counseling 41H: Roadmap to Academic Readiness
CSD Counselor Contact Information
To schedule a counseling appointment with a CSD/DSPS counselor please contact our office via phone or email.
Location: Student Services Center, 1st Floor
Phone: 310-434-4265 voice
Deaf and Hard of Hearing (DHH) services and accommodations ensure full access to SMC’s academic classes, events and co- curricular activities. Services and accommodations include:
- Sign Language Interpreters
- Real-Time Captionists
- Note takers
- Assisted Listening Devices
- Test accommodations
- Videophone (current students with access card)
How to request DHH support services?
- Enroll in SMC course(s)
- Complete CSD application
- Provide documentation verifying your disability
- Meet with CSD counselor to plan classes and sign the DHH Student Rights and Responsibilities for Interpreting/RTC Services
Students are responsible for requesting services and accommodations every term, well before the semester begins or as soon as you enroll in classes in order to best ensure and facilitate timely service delivery.
To obtain more information for DHH and to request services please visit SMC Deaf and Hard of Hearing website at SMC Deaf & Hard of Hearing Services
DHH Contact Information
Deaf and Hard of Hearing services are located in the Center for Students with Disabilities Office, Student Services Center, 1st floor.
Services at HTTC
- Teach courses in industry-standard applications integrated with assistive technology and ergonomics to students with disabilities enrolled in SMC academic courses.
- Partner with Academic Computing to support students with disabilities using campus labs.
- Evaluate technology needs and provide training in assistive technology and ergonomics to SMC students and employees with disabilities.
- Consult with faculty and staff on campus-wide access to electronic information technology and ergonomics including compliance with federal and state standards.
- Collaborate with Learning Disabilities faculty on integrating technology with our study skills workshops.
Courses Offered at High Tech Training Center
Counseling 21H: Adapted Computer Technology
Counseling 22H: Adapted Computer Technology, Internet Skills for Academic Success
Counseling 25H: Adapted Computer Technology, Technology Tools for Academic Success
Counseling 26: Technology Literacy for Academic Success
Schedules for Counseling 21H / 22H / 25H / 26 are arranged by instructors.
Counseling 21H / 22H / 25H / 26 are available in the Fall and Spring semesters only.
Counseling 921 (Open lab) provides technology-related support for students with disabilities relevant to mainstream courses taken at Santa Monica College.
Assistive Technologies Instruction and E-Text ordering
By Appointment Only, call 310-434-4267
How do I request services?
- Students must be registered with CSD and enrolled in an academic class at SMC. Visually impaired students must have functional typing skills.
- To request HTTC services, referrals are primarily made by the faculty of the Learning Disabilities and the Acquired Brain Injury Programs and by CSD counselors.
HTTC Contact Information
Office: Student Services Center SS 159
Phone: 310-434-4267 voice
In keeping with the policy that all persons shall have equal access to educational materials, programs, facilities, admissions, and activities, Santa Monica College makes every effort to provide material in alternate formats for students with disabilities.
What does the Alternate Media Specialist do?
The Alternate Media Specialist provides materials (e.g. handouts, exams, textbooks, videos, DVDs) provided for students with disabilities in their preferred format. (e.g. braille, electronic text, large print, captioning of videos or DVDs).
Examples of Alternate Media
- Electronic Text (E-Text) such as Microsoft Word, Adobe PDF files, or Kurzweil files which can be accessed on a computer with screen reading or screen magnification software. E-text can be easily stored, can be searched and indexed, and can be converted to large print or braille. E-texts are either created on campus by scanning the material or are acquired from the publishers, under the provisions of AB 422, which requires publishers to provide E-text to students with disabilities.
- Large Print documents for those with sufficient vision, large print is often desirable. Although they are somewhat bulky, materials in large print have the advantage of being relatively portable and requiring no special equipment while conveying all the graphic and spatial information contained in the original material.
Braille is a system of reading and writing which is used by approximately 10 percent of blind and low vision individuals. Braille can be quickly referenced without any equipment and can include charts, tables, simple diagrams, and a reasonable approximation of the format of a printed document.
Santa Monica College is equipped to provide braille material for students through the use of braille translation software and a specialized braille printer. Requests should be made far in advance of need, because it takes a considerable amount of time to produce lengthy, complex documents such as textbooks in braille.
- Tactile Diagrams are printed on special heat-sensitive paper to produce raised lines and images accessible to people who are blind.
Videos and DVD’s can be closed captioned. Santa Monica College is equipped to create captions in-house for videotapes and digital videos. The captioning process can take up to 6-8 weeks to complete.
To request Alternate Media, a student must be eligible for CSD services and it must be approved by either a CSD counselor, LD specialist or an ABI faculty member as a reasonable accommodation.
Santa Monica College has developed various educational approaches to serve students with acquired brain injuries. Our students’ success rates are such that we encourage anyone with an interest in educational growth to take part in our program.
The SMC Acquired Brain Injury (ABI) Program is designed for the adult who wants to pursue educational goals. SMC offers two types of educational opportunities for those with acquired brain injuries:
- “For Credit” coursework with support services to complete a degree or certificate at SMC or transfer to another accredited higher education institution. Enrollment in the “for credit” includes at least two core courses, such as ABI Strategies, Orientation to Higher Education, Physical Education, Academic Skill Building, Adapted Computer Training, as well as mainstream academic or vocational courses. Support services include review of educational limitations and recommended academic adjustments, educational planning, classroom accommodations such as note takers, modification of testing, audiotaping, assistive listening devices, alternate media, and priority registration.
"Noncredit" coursework with or without support services are offered to further personal development and/or work towards academic readiness. Enrollment in this pathway may include classes such as:
- ABI Connections to develop personal activities of daily living skills, exploration of community resources, social/cognitive stimulation exercises
- Emeritus Pathfinders classes to maintain physical, communication and cognitive skills
- Adult Education classes focusing on specific job re-entry skills
Who enrolls in the Acquired Brain Injury Program?
This program is designed for the student who is at least 18 years of age or has a high school diploma. The student should have the potential to profit from educational programs:
- Have a verifiable medical documentation
- Demonstrate sufficient self-help skills to manage basic bodily functions or provide own attendant care
- Have sufficient language skills to benefit from the educational program
- Consistently refrain from behaviors which deny the personal rights or safety of others
- Be free of substance abuse
- Have potential to benefit from instruction in a group setting
How do I enroll?
Before beginning the program, a student must meet with an ABI specialist for an intake and review of the student’s current skill level. Students will be provided with recommendations for starting the program to foster academic readiness.
Individuals must submit medical verification of an acquired brain injury as well as complete departmental and college applications.
Contact Stephanie Lewis, Program Specialist, at 310-434-4442 or email@example.com for enrollment information.
What are Learning Disabilities?
Definition: Learning disabilities are learning differences which may interfere with the ability to understand, remember, and/ or use information. The effects are quite individual, but it is generally accepted that these difficulties create a gap between a person’s true capacity and his or her day-to-day performance and productivity.
These learning differences may include difficulties with:
- Attention or concentration
- Visual and/or Auditory processing
- Spatial orientation
These problems with learning are not a result of factors such as educational disadvantage, emotional/psychological disturbance, physical disabilities or limited ability. Students with learning disabilities experience frustrations with learning that make school difficult even though they have the aptitude to succeed.
Diagnosis and Eligibility for Services
Student must meet certain eligibility criteria in order to be considered eligible for accommodations and services.
- Intake Screening: Includes personal/educational history, goals, past difficulties, etc.
- Measured Achievement: Documents areas of strength in an academic discipline
- Ability Level: Documents average to above average intellectual ability
- Processing Deficit: Documents weaknesses in acquiring, integrating, storing, retrieving and/or expressing information.
- Aptitude-Achievement discrepancy: Identifies areas where the student’s achievement is significantly less than that of his peers with the same ability level.
Learning Disabilities Support Services
After the assessment process, an Academic Accommodation Plan is developed with recommendations for needed skills training and appropriate accommodations. Following is a list of accommodations and services that the student may be eligible for as indicated in his/her educational plan.
- Test Proctoring
- Priority Registration when appropriate
- Volunteer Note takers
- Alternate Media
- Study Strategies Classes
- High Tech Training Center
- Academic Advisement (CSD Counselor)
Learning Disabilities Study Strategy Classes
Counseling 51: Test taking/Memory Strategies
Counseling 52: Textbook/Memory Strategies
Counseling 54: Organizational Strategies
Counseling 56: Written Language Strategies
Counseling 57: Listening, Note taking and Memory
Counseling 58: Math Strategies
Counseling 59: Textbook Strategies Using Technology
LD Contact Information
Student Services Center, 3rd floor,
Tel: 310-434-4684 voice