Policy and Procedures

Disability Resources for Students — General Policy

Purpose

Sources

Procedure

1. Schedule an appointment with the Disability Resource Center manager
   
2. provide required disability documentation to the Disability Resource Center manager
   
3. preregister or register for classes
   
4. meet with DRC manager EACH semester to discuss and set up accommodations

Policy

1. academic, personal, and career consultation
   
   
2. registration information, special registration status, and academic advisement referrals
   
   
3. sign language interpreters
   
   
4. in-class notetakers
   
   
5. nonstandard testing accommodations
   
   
6. alternative print formats, including supplemental reader services in coordination with Recordings for the Blind and Dyslexic (RFB&D), Braille, large print, and electronic text
   
   
7. laboratory assistants for students who are blind or have severe, multiple disabilities
   
   
8. orientation
   
   
9. physical facilities accessibility
   
   
10. TDD pay phone
    
    
11. adaptive computers in the Computer Commons

Purpose

Sources

Policy

General Eligibility Requirements

Each applicant with a disability must be enrolled as an MCCCD student and must provide the Disability Resource Center with required documentation verifying the nature and extent of the disability prior to receiving any accommodation. The disability services manager/ coordinator is responsible for evaluating documentation and determining accommodation eligibility.

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Specific Eligibility Requirements

Physical Disabilities – Required Documentation
Student must submit a written, current diagnostic report of any physical disabilities that are based on appropriate diagnostic evaluations administered by trained and qualified (i.e.,certified and/or licensed) professionals (e.g., medical doctors, ophthalmologists, neuropsychologists, audiologists). Disability diagnosis categories include:

1. orthopedic disability
   
2. blind or visual impairment
   
3. deaf or hard-of-hearing
   
4. traumatic brain injury
   
5. other health-related/systemic disabilities

1. clear disability diagnosis, including a clinical history that establishes the data of diagnosis, last contact with the student, and any secondary conditions that might be present.
2. procedures used to diagnose the disability.
3. description of any medical and/or behavioral symptoms associated with the disability.
4. discussion of medications, dosage, frequency, and any adverse side effects attributable to their use that the student has experienced.
5. clear statement specifying functional manifestations (i.e., substantial limitations to one or more major life activities and degree of severity) due to the disability and/or medications for which the student may require accommodations.
6. recommendations for accommodation, including rationale. If the accommodation recommendations are specific to limitations in learning (e.g., reading, mathematics, written expression), an appropriate psycho-educational or neuropsychological evaluation must be administered to document ability/achievement discrepancies.

Specific Learning Disabilities-Required Documentation

1. Aptitude. The evaluation must contain a complete intellectual assessment, with all sub-tests and standard scores reported.
2. Academic achievement. The evaluation must contain a comprehensive achievement battery with all sub-tests and standard scores reported. The test battery should include current levels of functioning in the relevant areas, such as reading (decoding and comprehension), mathematics, and oral and written expression.
3. Information processing. The evaluation should assess specific information processing areas such as short- and long-term memory, sequential memory, auditory and visual perception/processing, processing speed, executive function, and motor ability.

1. Wechsler Adult Intelligence Scale-Revised (WAIS-R)
2. Wechsler Adult Intelligence Scale-Third Edition
3. Stanford Binet Intelligence Scale-Fourth Edition
4. Woodcock-Johnson Psycho-educational Battery- Revised: Tests of Cognitive Ability
5. Kaufman Adolescent and Adult Intelligence Test

1. Wechsler Individual Achievement Tests (WIAT)
2. Woodcock-Johnson Psycho-educational Battery- Revised: Tests of Achievement (W-JR)
3. Standford Test of Academic Skills (TASK)
4. Scholastic Abilities test for Adults (SATA)

1. Subtests of the WAIS-R or WAIS-Third Edition
   
2. Subtests on the Woodcock-Johnson Psycho-educational Battery- Revised: Tests of Cognitive Ability

Diagnostic Report

1. A diagnostic interview that addresses historical information, past and current academic achievement, instructional foundation, past performance in areas of difficulty, age at initial diagnosis, and history of accommodations used in past educational settings and their effectiveness.
2. A list of all instruments used in the test battery.
3. Discussion of test behavior and specific test results.
4. A diagnostic summary statement with the following information:
   1. A clear and direct statement that a learning disability does or does not exist, including a rule-out of alternative for the learning problems. Terms such as "appears," "suggests," or "probable" in the diagnostic summary statement do not support a conclusive diagnosis.
   2. A clear statement specifying the substantial limitations to one or more major life activities.
   3. A psychometric summary of scores.
   4. A recommendation for accommodations, including rationale.

ADHD / ADD  |   Psychological  |   Temporary  |  Top of page

Attention Deficit Hyperactivity Disorder (ADHD) / Attention Deficit Disorder (ADD) –
Required Documentation

1. A diagnostic interview addressing relevant historical information, past and current academic achievement, age at initial diagnosis, discussion of medication, and history and effectiveness of accommodations in past educational settings.
   
   
2. The procedures used to diagnose the disability (including a list of all instruments used in the assessment).
   
   
3. Discussion of the testing results and behavior, including the symptoms that meet the criteria diagnosis. If the student was evaluated while on medication, please indicate the effect this may have had on performance.
   
   
4. DSM-IV diagnosis (including all five axes).
   
   
5. A diagnostic summary statement that includes the following information:
   1. A clear statement that ADHD / ADD does or does not exist, including a rule-out of alternative explanations for behaviors. Terms such as "appears, " "suggests," or "has problems with" in the diagnostic summary statement do not support a conclusive diagnosis.
   2. A clear statement specifying the substantial limitations to one or more major life activities and the degree of severity. If the limitations are in learning (e.g., reading, mathematics, and written expression), an appropriate psycho-educational evaluation must be administered to document ability/achievement discrepancies.
   3. A recommendation regarding medications or medical evaluation(s).
   4. A recommendation for accommodations, including rationale.

Psychological Disabilities - Required Documentation

1. A clinical interview, relevant historical information, age at initial diagnosis, duration and severity of the disorder.
   
   
2. A discussion of medications, review of past and current academic achievement, and history of disability accommodations and their effectiveness.
   
   
3. The procedures used to diagnose the disability (including a list of all instruments used in the assessment and test scores as applicable).
   
   
4. Discussion of the assessment results.
   
   
5. DSM-IV diagnosis (include all five axes).
   
   
6. A diagnostic summary statement that includes the following:
   1. A clear statement that a disability does or does not exist. Terms such as "appears," "probable," and "suggests" in the diagnostic summary statement do not support a conclusive diagnosis.
   2. A clear statement specifying the substantial limitations to one or more major life activities. If the limitations are in learning (e.g., reading, mathematics, and written expression), an appropriate psycho-educational evaluation must be administered to document ability/achievement discrepancies.
   3. A discussion of medications and their possible impact on academic functioning (e.g., concentration, attention, sedation).
   4. A recommendation for essential accommodations relative to the diagnosed disability, including rationale.
   5. The duration for which these accommodations should be provided based on the current assessment.
   6. A recommendation regarding revaluation to determine ongoing need for disability accommodations (e.g., one semester, one year, two years.)
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Temporary Impairments

1. Written correspondence on letterhead from a qualified professional stating diagnosis, functional limitations necessitating the accommodation, and estimated length of time services will be needed.
   
   
2. Services will be provided for ten (10) working days pending receipt of documentation. If documentation is not received by that time services will be canceled.

Purpose

Sources

Background

Policy

1. extended testing time
2. use of a reader, scribe, adapted equipment, interpreter, or alternative print format
3. a test instrument restructured by the faculty member; and/or
4. a private room

Test Administration Responsibility

If instructors choose to administer tests, quizzes, and exams, they should consult with the DRC regarding appropriate accommodations and test administration procedures.

The DRC administers academic examinations requiring private rooms, readers, interpreters, scribes, and/or adapted equipment in the Disability Resource Center. However, the DRC may not be able to provide scribes or readers in some technical fields (e.g., foreign language, mathematics, science, computer courses). Consequently, faculty may need to provide personnel to administer these examinations.

Academic examinations requiring only extended test time will be administered in the Testing Center.

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Testing Guidelines

To protect the integrity and security of each test, the DRC follows these testing administration guidelines:

1. All DRC-administered tests, quizzes, and exam are proctored.
   
2. The DRC testing coordinator calculates testing time for the student according to the full class period unless otherwise designated by the instructor.
   
3. Student employees and staff do not administer exams for classes in which they are currently enrolled.
   
4. Tutors do not administer tests to students whom they are currently tutoring.
   
   
5. Generally, students with disabilities take exams at the same time as the rest of the class unless there are time conflicts, in which case an alternate testing time is assigned with the instructor’s written approval.
   
   
6. Authorized DRC test aides assisting with the testing procedure only read and translate materials. They do not interpret, modify, or clarify the questions or responses.
   
   
7. Students caught cheating or found cheating during their use of the DRC testing accommodations have their testing materials confiscated immediately. The appropriate faculty member is contacted and informed of the situation. It is the faculty member’s responsibility to determine appropriate academic discipline. In such cases, future tests taken by the student at the DRC are proctored one-on-one with the proctor sitting at the same testing table as the student.
   
   
8. In-class interpreting services are provided to ensure that the student has access to the instructor’s instructions, comments, class discussions, etc. The student’s questions and comments are interpreted. Interpreters only interpret between parties and do not attempt to “interpret” the questions for the student. Written test questions are not interpreted into sign language. The student must direct all questions to the test administrator in the classroom and the interpreter interprets between the student and the test administrator.
   
   
9. Testing conducted at DRC does not include interpreter services.
   
   
10. DRC administers tests from 8:00 a.m. until 6:00 p.m. The Assessment Center hours vary each semester. Currently the Assessment Center is open and administering tests at the following times:

    Mon.	8:30AM – 7:00PM
    Tues.	8:30AM – 8:00PM	CLEP by Appt.
    Wed.	8:30AM – 8:00PM	CLEP by Appt.
    Thurs.	8:30AM – 7:00PM
    Fri.	8:30AM – 3:00PM
    Sat.	9:30AM – 1:00PM

Procedures

1. Register for classes.
   
2. Meet with the DRC Manager/Coordinator to:
   1. request testing accommodations
      
   2. verify eligibility for services
      
   3. complete an Authorized Academic Accommodation Form for each class in which testing accommodations are appropriate
      
3. Notify each instructor of the need for testing accommodations and request the
   instructor’s signature on the Authorized Academic Accommodation Form.
   
4. Tear off carbon copy of Authorized Academic Accommodation Form. Instructor keeps yellow copy and student keeps pink copy, DRC keeps white copy.
   
5. Student should notify Testing Coordinator
   1. at least 3 working days before exams or quizzes (being administered in DRC)
      
   2. seven working days if tests must be converted to an alternative format (e.g., Braille, large
      print, etc.
      
   3. at least one week in advance for readers, scribes, or for assistants
      
   4. ten working days before the last day of class for final exams. Faculty/ Instructor Responsibilities
      
      1. Sign the Authorized Academic Accommodation Form. Keep yellow copy. Give pink copy
         to student.
         
      2. When dropping off tests to DRC or Assessment Center faculty will list the appropriate, agreed upon, accommodations on the Instructor Exam Request Form.
         
      3. If test requires alternative print format (e.g., Braille, large print, audio tape), deliver the print materials to the DRC a minimum of seven (7) working days before the scheduled test date.
         
      4. Pick up tests from Assessment Center or the DRC at the agreed upon time.

Purpose

Sources

Policy

1. facilitate the ordering and acquisition of recorded textbooks from Recordings for the Blind and Dyslexic (RFB&D).
   
2. provide recorded portions of textbooks and class handouts for students.
   
3. produce certain class materials in alternative formats (e.g., Braille, E-Text, audio text, and large print).
   
4. facilitate the process of procuring textbooks for sign language interpreter preparation.

Procedures

Disability Resource Center   |  Faculty/Instructor   |  DRC Interpreter  
|  PVCC Bookstore   |  Funding Agency

1. Must preregister for all courses in which alternative print materials are needed.
   
2. Within one week following preregistration:
   1. provide the DRC Manager / Coordinator with a copy of the completed Authorization
      for Textbooks and Print Conversion Form for each class.
      and
      
   2. purchase one copy of each required textbook or print material for each class and
      submit proof of purchase (e.g., sales receipt) to the DRC Manager/Coordinator.
   NOTE: If unable to obtain copies of required textbooks or print materials, notify the DRC Manager/Coordinator as soon as possible.
3. As appropriate, work with the DRC Manager/Coordinator to complete the application process for Recordings for the Blind and Dyslexic (RFB&D) Institutional and/or Personal Membership.
   
4. Check RFB&D Website online to determine whether the text is in the national archive of recorded texts (www.rfbd.org/catalog):
   1. students with personal RFB&D memberships can order the audio recordings directly from RFB&D
      
   2. institutional members submit completed Authorization for Textbooks and Print Conversion Form and course syllabus for each class to the DRC Manager / Coordinator.
   NOTE: Alternative format materials are provided commensurate with the class reading list or syllabus until RFB&D recordings arrive or if RFB&D does not have the text available on tape.
5. Notify funding agencies (e.g., Vocational Rehabilitation, Services for the Blind) of the need for alternative format.
6. At the end of each semester, return all DRC tapes, disks, and loaned equipment to the DRC. In lieu of returning tapes or disks, students may supply the DRC with an equal number of blank tapes or disks.
   
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1. Notify the instructor that a student is requesting an alternative format accommodation in a specific area.
2. Facilitate the RFB&D process and/or conversion production of print materials to Braille, audio text, large print, or E-Text for qualified students with disabilities.
3. Order extra copies of each textbook or print materials to be converted or used for sign language interpreter preparation.
4. Catalogue audio-recorded master tapes for future use (dubbings).
5. At the end of each semester, collect all loaned textbooks and return them to faculty, academic departments, or the PVCC Bookstore.
   
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1. Textbooks, handouts, and incidental print materials: Within ten working days on date needed, supply the DRC Manager/Coordinator with a list of all print materials, textbooks, and a syllabus or reading list (e.g., sequence of textbooks, chapters, or pages) for the designated course. DRC may need to use these materials until such time as they become available from the PVCC Bookstore.
   
2. Tests, unscheduled assignments or readings, and impromptu homework assignments:
   1. Three working days before expected use in the classroom, provide print materials (e.g., quizzes, mid-terms, periodic exams, unscheduled assignments or readings, and impromptu homework assignments) to DRC Manager/Coordinator.
      
   2. Finals: One week (five working days) before scheduled exam date, provided print materials to DRC Manager/Coordinator.
   NOTE: If the requested information and/or the text materials are not provided by the academic department or faculty within the appropriate time, the cost for outside agency rapid print conversion services may be billed to the instructor, faculty, and/or department.To Receive Textbooks for Sign Language Interpreter Preparation
   
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1. Contact faculty to get a list of needed textbooks.
2. Submit list to DRC Manager/Coordinator.
3. DRC Manager/Coordinator will compile a list of textbook requests.
4. Pick up books from DRC Manager/Coordinator when they arrive from PVCC Bookstore.
5. Return all books to DRC at the end of each semester.

Purpose

Sources

Policy

Procedures

1. Register for classes.
   
2. Request note-taking services and complete a Request for Note Taking form with the DRC Manager/Coordinator.
3. Meet with the DRC Manager/Coordinator to:
   1. clarify in-class note-taking procedures.
      
   2. pick up two note-taking packets for each class, which includes one packet for the faculty/instructor and one for the in-class notetaker.
      
   3. request backup procedures to cover notetaker absence or if no one in the class volunteers (e.g., a tape recorder).
      
   4. request ongoing support as needed.
4. Meet faculty prior to first class to discuss the need for note-taking accommodations, explain note-taking procedures, and provide faculty with the note-taking packets.
   
5. Ask the instructor for assistance in selection of the most qualified notetaker from the students who volunteer. If possible, select a primary and back-up notetaker.
   
6. If no one volunteers to take notes on the first or second day of class, notify the DRC immediately.
   
7. Give the primary notetaker the Note Taker packet and ask him/her to read through it and follow all the directions to ensure they get paid.
   
8. Provide note-taking guidelines to notetaker volunteers upon request.
   
9. Attend all classes.

1. Discuss the note-taking accommodations request with the student.
   
2. If necessary, clarify with the DRC Manager/Coordinator the student’s in-class accommodations.
   
3. Read the in-class announcement, verbatim, to the class, and distribute note-taking packets to volunteer(s).
   
4. Collect packets from volunteer(s) after class and give them to the student requesting note-taking accommodations.
   
5. When asked, assist the student by reviewing notes for accuracy and recommend the most qualified primary note-taker.
   
6. If no one volunteers in the first class, read the in-class announcement at the beginning of the second class.
   
7. Maintain student confidentiality.

1. To receive full payment or a letter of recommendation, return signed contract to DRC within two weeks of signing the Note-Taking Agreement Contract. Payment or letter of recommendation is delivered at the end of the semester.
   
2. Provide clear and concise notes to the student in accordance with Note-Taking Agreement Contract.
   Note: The student requesting note-taking accommodations must attend class to receive notes. The only exception to this policy would occur if an interpreter for a deaf student fails to attend class. In this case, the deaf student may leave the classroom, but the notetaker should continue to take notes.
   
3. When unable to attend class, notify the student 24 hours in advance of any absence.
   
4. Supply copies of notes when requested by the student or faculty.
   
5. If dropping the class, notify the DRC Manager/Coordinator as soon as possible

On-Campus Transportation for Individuals with Disabilities

Purpose

Sources

Policy

Off-Campus Transportation for Students with Disabilities

Purpose

Sources

Policy

Procedure