Student Handbook

Welcome. . .

Laws

• The Rehabilitation Act is generally regarded as the first “civil rights” legislation for persons with disabilities on the national level.
  
  
• Section 504 of the Rehabilitation Act bears directly upon college programs.
  
  
• Section 504 is a program access statute that prohibits discrimination on the basis of disability in any program or activity offered by an entity or institution receiving federal financial assistance.
  
  
• Section 504 does not require special educational programming to be developed for students with disabilities, but does require that an institution (public or private) be prepared to make appropriate academic adjustments and reasonable modifications to policies and practices in order to allow the full participation of students with disabilities in the same programs and activities available to non-disabled students.

“No otherwise qualified person with a disability in the United States…shall solely on the basis of disability, be denied access to, or the benefits of, or be subjected to discrimination under any program or activity provided by any institution receiving federal financial assistance.”

Rights and Responsibilities

• Equal access to all courses, programs, services, jobs, activities, and facilities offered by PVCC
  
• Appropriate disability accommodations without cost to the student
  
• Due process to appeal accommodation denials
  
• Confidentiality of disability-related information
  
• Information in accessible formats
  
• Guide their own process
  Student Responsibilities
  
• Meet the minimum standards and expectations of a qualified student
  
• Self-disclose their disability to the appropriate department/person at the institution to request accommodations
  
• Provide appropriate documentation, in accordance with institutional policy, to verify the presence of a disability
  
• Provide ample time to process the disability-related information
  
• Follow published procedures and college regulations
  
• Notify faculty/DRC immediately when an accommodation is not being provided completely or correctly
  
• Follow specified procedures in order to get the appropriate accommodations
  
• Act as their own advocate

• Set policies governing the procedures for complying with 504 and ADA
  
• Establish essential functions, technical standards for courses, programs, services, jobs, activities, and facilities, and evaluate performance according to these
  
• Request and receive appropriate documentation supporting requested accommodations
  
• Deny an accommodation if documentation is inadequate or demonstrates the accommodation is not warranted
  
• Establish Disability Resource Center as the point of contact for disability-related accommodations and expect reasonable notice of requests for accommodation
  
• Expect appropriate performance standards and behavior of its students
  
• Deny accommodations that pose an undue hardship, fundamental alteration, or direct threat to others
  Institutional Responsibilities
  
• Prohibit discrimination against persons with disabilities and post notice of nondiscrimination and have an appeal procedure
  
• Ensure that courses, programs, services, jobs, activities, and facilities are provided in the most integrated and appropriate setting
  
• Foster a hospitable learning and working environment and provide information to the campus community in an accessible format
  
• Accommodate all reasonable and appropriate accommodation requests and demand responsive services
  
• Maintain appropriate confidentiality
  
• Provide accommodations only to students who are registered with DRC. It is NOT the institution’s responsibility to provide accommodations to students who are not registered with DRC
  
• Provide leadership on access and opportunity for everyone

Are You Transitioning From High School?

• the documentation provided by the student;
• the in-take interview with student;
• academic policies of the student's college;
• the policies and practices set forth in the handbook;
• consultation with course faculty, if necessary, regarding the essential course elements and the manner in which student mastery of course material is to be evaluated.

Aids, benefits, and services, to be equally effective, are not required to produce the identical result or level of achievement for handicapped and nonhandicapped persons, but must afford handicapped persons equal opportunity to obtain the same result, to gain the same benefit, or to reach the same level of achievement, in the most integrated setting appropriate to the person's needs.

Recipients need not provide attendants, individually prescribed devices, readers for personal use or study, or other devices or services of a personal nature.

Eligibility for Accommodations — Required Disability Documentation

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.
   
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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.

Learning Disability Screening & Evaluation

Equipment Loan

• amplification system
• temporary use of a manual wheelchair - through the Safety office
• 4-track tape recorders
• talking calculators

1. Request use of adaptive equipment from DRC Coordinator/Manager.
2. Following approval, schedule appointment with DRC Coordinator/Manager to check out equipment. (Bring class schedule).
3. Sign Equipment Loan Form and request photocopy.
   
   Note:

   If equipment being checked out is an FM transmitter with lapel microphone, the student must ask instructors to wear the FM transmitter and lapel microphone and remind instructors to repeat questions taken from the class.

4. Follow instructions for proper care of equipment.
5. Return all equipment and/or accessories to the DRC by the due date.

Note Taking Requests

Test Accommodations Requests

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:
   • clarify in-class note-taking procedures
   • pick up two note-taking packets for each class, which includes one packet for the faculty/instructor and one for the in-class note taker
   • request backup procedures to cover note taker absence or if no one in the class volunteers (e.g., a tape recorder)
   • 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 note taker from the students who volunteer. If possible, select a primary and back-up note taker.
6. If no one volunteers to take notes on the first or second day of class, notify the DRC immediately.
7. Give the primary note taker 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 note taker volunteers upon request.
9. Attend all classes.

1. Register for classes.
2. Meet with the DRC Manager/Coordinator to:
   • request testing accommodations
   • verify eligibility for services, and
   • 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 (in DRC)
   • at least 3 working days before exams or quizzes (being administered in DRC)
   • seven working days if tests must be converted to an alternative format (e.g., Braille, large print, etc.)
   • at least one week in advance for readers, scribes, or for assistants
   • ten working days before the last day of class for final exams
6. Exams not administered in DRC, that require extended time, will be administered in the (Assessment) Testing Center, located on the second floor of the KSC.

Requesting Interpreters

Agreement for Alternative Texts

1. Pre-register for classes.
2. Within seven days following pre-registration for fall and spring semesters, fill out the Request for Interpreter Form in the DRC. Attach a copy of your class schedule.

1. Notification received less than 48 hours in advance is considered a late notice.
2. Notification received less than 30 minutes before class is considered a "no-show."
3. Two late notices are considered one "no-show."
4. Three "no-shows" a class results in suspension of Interpreter/Transliterator services. Reinstatement of services requires a formal request to the DRC Coordinator/Manager.

1. The students must qualify as having a disability that is covered by 2 U.S.C. Section 135a; 46 Stats.1487. Students' disabilities shall be verified by competent authority. Documentation of the student's disability will be submitted to Disability Resource Center and the student will meet with the DRC Coordinator/Manager.
   
   
2. The student must provide a physical copy of the textbook they are requesting in alternative format per publishing law.
   
   
3. The student must be registered for classes currently at Paradise Valley Community College at the time of the student's request for alternative format.
   
   
4. The student will not copy or reproduce any of the specialized format texts, nor allow anyone else to do so.
   
   
5. The student agrees to notify Disability Resource Center immediately of a course Drop/Add situation.
   
   
6. The student must purchase the materials that they wish to have converted and deliver them to Disability Resource Center. If a book must be destroyed in order to convert it to an alternative format, DRC will replace the textbook during the same semester.
   
   
7. Materials that are provided to Disability Resource Center at least six (6) weeks prior to the start of class should be ready at the beginning of the semester. Any materials arriving afterwards will be put into production as soon as a syllabus for the class is delivered to DRC. Converting math and science books along with highly technical material into Braille or tactile graphics will typically require more time. Textbooks will be converted in chapter order unless a course syllabus is received. No guarantees can be made as to when material will be completed unless a syllabus with due dates for assignments is received. It is the student's responsibility to contact departments or professors to obtain a copy of the syllabus for the course.

Evacuation Procedures

Working with Faculty

1. — At the West end of the building, just in front of the entrance to the Continuing Education offices.
   
   
2. — At the East end of the building, just outside the Duplicating (IPC) office.

1. — The stairs on the East side of the Theater
2. — Outside door 201 by the large stairs (North end)
3. — By stairs at the classroom elevator

• Students should not request academic accommodations from faculty until they have completed intake with the Manager/ Coordinator of the Disability Resource Center.
  
  
• After a student has received an Authorized Academic Accommodations Form from the Manager/ Coordinator of the Disability Resource Center, it is the responsibility of the student to promptly meet with the faculty members who teach the student's courses in order to discuss implementing the accommodations listed.
  
  
• When meeting with a faculty member, you should:
  • be on time for a scheduled appointment,
    
    
  • present a copy of the Authorized Academic Accommodation form and review it together.
  
  
  
• Request only those accommodations listed on the Authorized Academic Accommodation Form.
  
  
• Discuss specific details about how the accommodations will be handled.
  
  
• Be flexible - there is often more than one right way to provide an accommodation. If you cannot immediately identify a solution, participate in problem solving with an open mind. Also, contact the DRC for technical assistance.
  
  
• Be calm and courteous. If you are unable to make arrangements for accommodations, the next step is to request the assistance of the Manager/ Coordinator of the DRC.

Classroom Suggestions

Other Resources at PVCC

• Make active use of office hours for information clarification.
  
  
• Individual assistance can be quite helpful in promoting the learning experience. Don't be afraid to ask for it.
  
  
• Ask for the course syllabus and a list of required readings in advance of the course.
  
  
• Get to know a Department contact during semester breaks in case you need information and you cannot reach your instructor.
  
  
• Get your texts before the course begins and get ahead on the reading.
  
  
• Ask the teacher for a course study guide, or exam study questions which cover specific terms you need to master.
  
  
• Ask for lecture outlines or copies of overheads used in class.
  
  
• Make sure you understand new or technical vocabulary and concepts on handouts.
  
  
• Always understand the purpose and objectives of your assignments. Ask for clarification and get written directions, requirements, and grading scale for each, if necessary.
  
  
• Review deadlines for upcoming reading requirements, assignments, papers, projects, or exams frequently and well in advance of when they are due.
  
  
• Provide adequate opportunities for class discussion, questions, and participation including review sessions.
  
  
• Use the Learning Support Center for additional tutoring.
  
  
• Find study groups in and out of class.

• Learning Support Center
  E-Building
  602-787-7180
  
  The mission of the LSC is to support learning and help learners achieve their full potential. Free tutoring is available in most subject areas.
  
  
• Counseling & Personal Development Division
  KSC, Room 117
  602-787-6540
  
  The CPD Division offers free, confidential counseling services for all students, as well as a variety of personal growth classes.
  
  
• Student Life Center
  KSC, Room 135
  602-787-7244
  
  The Student Life Center motivates and inspires students to engage in the learning process and educationally purposeful activities, become involved in college and community life, and complete desired educational goals.
  
  
• Financial Aid
  KSC, Room 101
  602-787-7100
  
  The Financial Aid Office provides students with financial counseling, assistance in completing the financial aid application process and information regarding scholarship programs.
  
  
• Academic Advising
  KSC, Room 186
  602-787-7060
  
  The Advising Center is here to help you with your planning of educational, personal, and professional goals.
  
  
• Fitness Center
  F-Building, Room 110
  602-787-7270
  
  The Fitness Center is a state-of-the-art facility designed for convenient workouts, physical education activities, and health related classes. Adapted P.E. is also available for students with disabilities.
  
  
• Child Development Center
  D-Building, Room 101
  602-787-7150
  
  The Child Development Center is available for children of PVCC students. The program's main focus emphasizes the development of language, fine motor, and social skills for children between the ages of 2 and 8 years.
  
  
• Job Placement Office
  KSC, Room 101
  602-787-7110
  
  The Job Placement Office assists students with job searches for positions on campus and throughout the community.
  
  
• Veterans Services
  KSC, Room 111
  602-787-7045
  
  PVCC provides on-campus services for all veterans and veteran's dependents. Veterans Services provides forms and assistance to apply and maintain compliance for Veterans Administration educational benefits.