Skip Ribbon Commands Skip to main content
Disabled Students Programs and Services

DSPS Faculty and Staff Resources

Accommodations

Blindness and Guide Dog Etiquette

When You Meet a Person Who is Blind

  • Treat a person who is blind the same as you would anyone else. They do the same things as you do, but may use different techniques.
  • Speak in a normal tone of voice. Blindness doesn't equal hearing loss.
  • Talk directly to a person who is blind, not to their companion. Loss of sight is not loss of intellect.
  • When entering a room, identify yourself; when exiting, be sure to mention that you are leaving. Address the person by name so they will know you are speaking to them.
  • If you leave a person who is blind alone in an unfamiliar area, make sure it is near something they can touch - a wall, table, rail, etc.
  • Being left out in empty space can be very uncomfortable.
  • Be sure to give useful directions. Phrases such as "across the street" and "left at the next corner" are more helpful than vague descriptions like "over there."
  • Don't worry about using common, everyday words and phrases like "look," "see," or "watching TV" around a person who is blind.
  • If a person looks as though they may need assistance, ask.
  • Pulling or steering a person who is blind is awkward and confusing - it's really not helpful. Avoid grabbing their arm, and please don't touch or steer a guide dog's harness.
  • Ask, "Would you like me to guide you?" Offering your elbow is an effective and dignified way to lead someone who is blind. Do not be afraid to identify yourself as an inexperienced human guide and ask for tips on how to improve.
  • Leave doors all the way open or all the way closed - half-open doors or cupboards are dangerous. Don't rearrange furniture or personal belongings without letting the person know.
  • Be sensitive when questioning someone about their blindness. This is personal information and boundaries should be respected.

When You Meet a Working Guide Dog Team

  • As tempting as it may be to pet a guide dog, remember that this dog is responsible for leading someone who cannot see. The dog should never be distracted from that duty.
  • A person's safety may depend on their dog's alertness and concentration. It is okay to ask someone if you may pet their guide. Many people enjoy introducing their dogs when they have the time. The dog's primary responsibility is to its blind partner and it is important that the dog not become solicitous.
  • A guide dog should never be offered food or other distracting treats. Food rewards are used as a motivational and training tool, but those rewards are only given to the dogs by their handlers.
  • It's not all work and no play for a guide dog. When they are not in harness, they are treated in much the same way as pets. However, for their safety they are only allowed to play with specific toys. Please don't offer them toys without first asking their handler's permission.
  • In some situations, working with a guide dog may not be appropriate. Instead, the handler may prefer to take your arm just above the elbow and allow their dog to heel. Others will prefer to have their dog follow you. In this case, be sure to talk to the handler and not the dog when giving directions for turns.
  • Access laws in the U.S. and Canada, including the Americans with Disabilities Act, permit guide dogs to accompany their handlers anywhere the general public is allowed. Guide dogs are trained to stand, sit, or lie quietly in public places when not leading.

Reference: Guidedogs.com

Extended Time on Assignments

The purpose of this policy is to confirm that extended time on course assignments may be a reasonable accommodation in certain situations because one's disability, including but not limited to medical or clinical situation, or poses challenges with completing the assignment deadlines. Through its established process, DSPS will consider extended time to submit assignments as an accommodation upon notification from the student. Note that students must factor in the reality of their own personal situation and use time effectively to complete assignments. This accommodation does not correct poor time-management skills or decision making unrelated to a student's disability.

Student Responsibilities

  • Make a request for extended time on assignments as an accommodation to the DSPS counselor.
  • Provide DSPS verification of the disability-related need for extended time on assignments.
  • Engage in an interactive process with DSPS. As part of the process, it may be necessary to discuss different types of assignments individually, as reasonable extensions may differ by assignment.
  • DSPS requires students to present the accommodation letter and initiate a conversation with the instructor upon receiving DSPS approval for extended time on assignments.
  • Deadline date adjustments must be arranged with the instructor and DSPS counselor consistent with the approved accommodation. Assignments cannot be submitted whenever desired.
  • Assignments cannot be turned in after the semester concludes and grades are posted (whichever comes first), unless DSPS approves this as part of the accommodation.
  • Accommodations are not meant to be retroactive. Missed assignments that occur prior to the instructor receiving the accommodation letter are not covered under the accommodation process. DSPS recommends that those missed assignments be handled in accordance with the course assignment policy.

DSPS Responsibilities

Upon request by the student, DSPS will determine if the accommodation of extended time on assignments is an approved academic adjustment through an interactive process with the student, and will consider the following when making the determination:

  • The nature and extent of the student's disability.
  • How the student is impacted by the disability.
  • The individual needs of the student: educational and functional limitations and circumstances surrounding this request.
  • Any information provided by the student recommending that he or she receive extended time on assignments.
  • Relevant information in the student's college record.
  • Additional documentation that the student provides.
  • The average time all students are expected to spend on assignments relative to the applicable deadlines and if the requesting student's disability necessitates an extension beyond these deadlines.
  • Whether this accommodation would be a fundamental alteration of the course.

Memory Aid

Note Taking

Request for Note Taker

DSPS will generate an email to your class requesting a volunteer note taker and will coordinate the services between the volunteer and DSPS student. Upon confirmation of services rendered, they will receive a letter of commendation from the Dean of Counseling Services for their invaluable service. We will request your assistance to make an announcement for a volunteer note taker only when we have not received a response from our email.

Personal Service Attendant (PSA)

Irvine Valley College makes every reasonable effort to accommodate individuals with disabilities as addressed by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. In keeping with this commitment, Personal Service Attendants (PSA) will be allowed entrance into the classroom.

A qualified student who requires attendant care services must make arrangements to provide for his/her own PSA. Irvine Valley College does not assume coordination or financial responsibilities for personal attendant care services.

The student and attendant will sign the Personal Service Attendant agreement below. Copies will be provided to the student, attendant, instructor(s), and DSPS office.

Personal Service Attendants (PSA) are:

  • Responsible for personal care duties such as turning pages, retrieving books, taking off coats, etc.
  • DSPS office staff, not the Personal Service Attendant, will be responsible for assuring that all classroom accommodations such as note-taking, or interpreting are provided.
  • To remember that any problems or concerns about the student’s performance or attendance should be directed to the student.
  • Not responsible for the student’s progress or behavior.
  • To avoid non-related classroom conversations with the student during class.
  • Expected to encourage their clients to actively participate in the class or in conversations between the student and faculty, staff, and/or other students and remain neutral and silent throughout any of these exchanges.
  • NOT to discussing any confidential information about the student with faculty, staff, and/or other students.
  • Expected to follow the College’s Student Code of Conduct.

Service Animals & Emotional Support Animals

Definition

Service Animal:

  • Any dog or miniature horse that has been trained to do work or perform tasks for the benefit of an individual with a disability
  • Any breed of dog
  • The work or tasks must be directly related to the handler’s disability
  • Does not require “formal” training, but trained to perform a specific task

Emotional Support Animal (ESA):

  • Provides companionship, relieves loneliness and sometimes helps with depression, anxiety and certain phobias
  • Sometimes called therapy, comfort or companion animals
  • Almost any breed of animal except for reptiles or monkeys
  • Sole role may be its presence
  • Must be trained enough to be controllable but it need not be trained to perform a specific task

Laws

Service Animal:
Title II of ADA

  • Section 35.104 (definition)
  • Section 35.136 (requirements)
  • Section 504; 34 C.F.R. 104.44 (academic adjustments)

Emotional Support Animal (ESA):
Section 504
*ESA is not just a form of housing accommodation

Verification

Service Animal: Verification of disability is not required by DSPS

Emotional Support Animal (ESA):

  • Verification of disability is required by DSPS
  • Requires supporting documents that the ESA will ameliorate identified symptoms of an individual’s (emotional or psychological) disability

Determination Process

Service Animal:

  • Look for physical indicators (i.e. harness, carrying implements)
  • Observe the behavior of the animal
    • Paying attention to handler
    • Civility that comes from training
  • The only permissible verbal assurance questions:
    • Is the animal required because of a disability?
    • What work or task has the animal been trained to perform?

Emotional Support Animal (ESA):

  • Interactive process must include consideration of permitting ESA to be present with the student
  • Review of documentation

Characteristics

Service Animal:

  • Active — recognition and response
  • Trained to perform a task
  • Trained to ground a person with a mental health disorder

Emotional Support Animal (ESA):

  • Passive — merely sensing the event
  • Untrained to perform a task
  • Presence affects a person’s disability

DSPS or 504/ADA Officer Approval Required

Service Animal: No

Emotional Support Animal (ESA): Yes

Considered an Accommodation

Service Animal: Yes

Emotional Support Animal (ESA): Maybe — Admission might not be required or allowed

Universal Rules

  • Colleges may report unvaccinated or abused animals to the city/county animal control
  • Abandoned animals may be taken to an animal shelter – with notice to the handler and shelter location
  • Must be housebroken
  • Must be under the control of the handler though not necessarily by leash
  • Colleges need not continue to permit a service animal or ESA if it disrupts the classroom or environment — unless the disruption is for the purpose of a safety warning for the benefit of the handler
  • Allow the animal to accompany the student at all times and in public areas on district property
  • Do not attempt to pet the animal
  • Do not attempt to feed the animal
  • Do not attempt to separate the animal from its handler

Impermissible Inquiries

  • Require special ID card/collar etc. for animal Ask to have the animal demonstrate the service
  • Request any kind of documentation for training or licensing
  • Ask the nature of the student’s disability

Alternate Media

Alternate Media Services Faculty Information

Assistive Listening Device

Poor acoustics caused by noise, reverberation, and the distance between the speaker and listener may cause additional difficulty for students with hearing loss. Many students who are hard of hearing benefit from the use of an Assistive Listening Device (ALD), an approved accommodation provided to them.

What is an Assistive Listening Device (ALD)?

ALDs support the use of hearing aids and cochlear implants by allowing the user greater ability to separate speech sounds from ambient noise when the person speaking is at a distance of more than a few feet.

How does an ALD work?

The ALD uses a microphone that is worn by the lecturer and it broadcasts wirelessly over an FM (frequency modulation) transmission. The student will be wearing an FM receiver and will tune into the signal and listen to the lecture. Only the student that has an FM receiver will be able to hear the amplified sound. The student will be able to access the sound via headphones, hearing aid or cochlear implant. The FM receiver does not have the capability to record the lecture.

Questions

If you have any questions or would like a demonstration on how to use Assistive Listening Devices, please contact the alternate media specialist at 949-451-5499 or email ivcaltmedia@ivc.edu. Please call or email to schedule an appointment. Office is located at BSTIC 110.

Livescribe Smartpen

Accommodation

Some students have difficulty with notetaking in classes for a variety of disability-related reasons. There are students that benefit from the use of a Livescribe Smartpen and it is a note-taking accommodation that is available to IVC students.

What is a Livescribe Smartpen?

Livescribe Smartpen with the use of a special notebook; it allows the student to record the lecture and synchronizes the recording with notes that the student takes.
Livescribe Smartpen Introduction describes how a Livescribe Smartpen works. You can also go to Livescribe for more information.

A student that is eligible for this accommodation agrees to the following code of conduct and terms of use:

  • Student will notify instructors of the use of the Livescribe Smartpen to record classroom lectures, labs or other instruction before any recordings are made.
  • The use of the audio recording is for educational purposes only.
  • Student will not copy, upload to the internet, post to social media sites, or share the recordings without the expressed consent of the instructor(s).
  • Student agrees to stop recording at any time if the instructor asks.

Questions

If you have any questions or would like a demonstration on how to use a Livescribe Smartpen, please contact the alternate media specialist at 949-451-5499 or email ivcaltmedia@ivc.edu. Please call or email to schedule an appointment. Office is located at BSTIC 110.

Sonocent Audio Notetaker

Some students have difficulty with notetaking in classes for a variety of disability-related reasons. There are students that benefit from the use of Sonocent Audio Notetaker and it is a note taking accommodation that is available to IVC students.

What is a Sonocent Audio Notetaker?

Sonocent Audio Notetaker is an audio recording application that allows the student to record notes on a laptop or a mobile device.

Sonocent Audio Notetaker describes how powerful this tool can be for students. You can also go to Sonocent for more information.
A student that is eligible for this accommodation agrees to the following code of conduct and terms of use:

  • Student will notify instructors the use of the Sonocent Audio Notetaker to record classroom lectures, labs or other instruction before any recordings are made.
  • The use of the audio recording is for educational purposes only.
  • Student will not copy, upload to the internet, post to social media sites, or share the recordings without the expressed consent of the instructor(s).
  • Student agrees to stop recording at any time if the instructor asks.

Questions

If you have any questions or would like a demonstration on Sonocent Audio Notetaker, please contact the alternate media specialist at 949-451-5499 or email ivcaltmedia@ivc.edu. Please call or email to schedule an appointment. Office is located at BSTIC 110.


Disability Laws in Postsecondary Education

Overview

Individuals with disabilities are entitled by law to equal access to postsecondary programs. There are two laws that protect persons with disabilities in postsecondary education: The Rehabilitation Act of 1973 (Pub. L. No. 93-112, as amended) and the 1990 Americans with Disabilities Act (Pub. L. No. 1001-336). According to the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA, 1990), a student with a disability is someone who has a physical or mental impairment, has a history of impairment, or is believed to have a disability that substantially limits a major life activity such as learning, speaking, seeing, hearing, breathing, walking, caring for oneself, or performing manual tasks.

The Rehabilitation Act

Title V of the Rehabilitation Act of 1973 is generally regarded as the first civil rights legislation on the national level for people with disabilities. Section 504 of the Rehabilitation Act is a program-access statute. It prohibits discrimination on the basis of disability in any program or activity offered by an entity or institution receiving federal funds. Section 504 states (as amended):

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.

Under Section 504, institutions were required to appoint and maintain at least one person to coordinate its efforts to comply with the requirements of Section 504. Individuals working in this office have the ongoing responsibility of assuring that the institution/agency/organization practices nondiscrimination on the basis of disability and should be included in any grievance procedures developed to address possible instances of discrimination brought against the institution. At Irvine Valley College, the established office is Disabled Students Programs and Services (DSPS).

The Americans with Disability Act (ADA)

The ADA is a federal civil rights statute that prohibits discrimination against people with disabilities. There are four main sections of the law: employment, government, public accommodations, and telecommunications. The ADA provides additional protection for persons with disabilities in conjunction with the Rehabilitation Act of 1973. The ADA is designed to remove barriers, which prevent qualified individuals with disabilities from enjoying the same opportunities that are available to persons without disabilities.

Postsecondary institutions are covered in many ways under the ADA. Employment is addressed by Title I, and Title II addresses accessibility provided by public entities. Accessibility provided by private entities is addressed in Title III, and Title IV addresses telecommunications. Miscellaneous items are included in Title V.

Amendments to the ADA, which took effect January 1, 2009, clarify who is covered by the law's protections. The Americans with Disability Act Amendments Act (ADAAA) revises the definition of "disability" to more broadly include impairments that substantially limit a major life activity. The amendment also states that mitigating measures, including assistive devices, auxiliary aids, accommodations, medical therapies and supplies have no bearing in determining whether a disability qualifies under the law.

The ADA in Relation to Section 504 of the Rehabilitation Act

Institutions that receive federal funds such as IVC are covered under Section 504. The ADA does not supplant Section 504 but the ADA standards apply in those situations where the ADA provides greater protection. Therefore, postsecondary institutions must adhere to both the Rehabilitation Act and the Americans with Disabilities Act.

Section 508 of the Rehabilitation Act

In 1998, Congress amended the Rehabilitation Act and strengthened provisions covering access to information in the federal sector. As amended, Section 508 of the Rehabilitation Act requires access to the federal government's electronic and information technology. The law covers all types of electronic and information technology in the federal sector and is not limited to assistive technologies used by people with disabilities. It applies to all federal agencies when they develop, procure, maintain, or use such technology. Federal agencies must ensure that this technology is accessible to employees and the public to the extent it does not pose an "undue burden." The law directs the Access Board to develop access standards for this technology that will become part of the federal procurement regulations. The Electronic and Information Technology Accessibility Standards were released on December 21, 2000. The deadline for Section 508 compliance was June 21, 2001.

The scope of Section 508 is limited to the federal sector. It does not apply to the private sector, nor does Section 508 impose requirements on the recipients of federal funds. However, the Department of Education interprets the Assistive Technology Act (the "AT Act"), 29 U.S.C. 3001, to require that states receiving assistance under the AT State Grants program to comply with Section 508, including these standards.

Section 508 in no way replaces or otherwise limits the rights or remedies available under any other existing Federal law that protects the rights of people with disabilities. As part of the Rehabilitation Act, it clarifies and strengthens the Federal government's existing obligation to ensure that technology is accessible to people with disabilities.

Section 104.44 Academic Adjustments (I.E. Recording Classes)

According to the US Department of Education, Office for Civil rights, the recording of classroom sessions as an accommodation for students with disabilities may not be restricted. It is specifically addressed under Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities Act. The legal reference, found in the code of federal regulations 34CFR104.44 (b) for Section 504 reads as follows:

(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 dog guides in campus buildings that have the effect of limiting the participation of handicapped students in the recipient's education program or activity.


Documentation and Confidentiality

Documentation of Disability

Irvine Valley College requests that students notify DSPS of any accommodation needs. This notification will help ensure the quality and coordination of services requested. Students are responsible for providing the appropriate documentation to DSPS before or on the day of their intake appointment. A letter, written report, or medical record from a professional (such as a physician or an audiologist) stating the student's disability(s) and functional limitations in an educational environment is required. All accommodations are discussed and determined with a DSPS counselor through an interactive process. Furthermore, it is the student's responsibility to request their accommodation(s) from their instructors by providing them with a current DSPS Accommodation Form.

Confidentiality

Information that a student does or does not have a disability for which accommodations must be made is not a part of public information and must be treated as confidential. Every effort must be made to preserve the privacy of the student who requests accommodation(s) and to treat the individual with the same dignity and courtesy accorded to all other students in the classroom.

In addition to ADA and Section 504, the key federal law that applies to students with disabilities and institutions' treatment of the students are the Family Educational Rights and Privacy Act of 1974 (FERPA). FERPA regulates the keeping and the dissemination of education records at all institutions that receive federal funds. Consent must be obtained to release education records to a third party, with certain exceptions contained in the law. College officials with a legitimate educational interest in the record may have access to it.


Responsibilities of Faculty and Students

Faculty Responsibilities

  • Cooperate with DSPS to provide approved accommodations and support services in a fair and timely manner.
  • Meet with the disabled student when necessary, to discuss access and accommodations in the classroom.
  • Provide reasonable accommodations determined by DSPS.
  • The student's documentation of his or her disability is confidential information, so it cannot be shared with anyone outside of DSPS, including faculty or other staff. However, it is permissible to ask the student how the learning process is occurring, or have the student describe how he or she learns best might be helpful.
  • Arrange the requested accommodations with the student.
  • Expect the student to be responsible for the same course content as all the other students in the class.

Student Responsibilities

  • Self-identify to DSPS and provide of documentation of disability.
  • Request accommodations for support services from DSPS.
  • Consult with DSPS to determine specific academic adjustments.
  • Request specific accommodations and show the DSPS Accommodation Form to faculty.
  • Maintain the same responsibility for academic standards, attendance, participation and behavior as is required of all students.
  • Give timely notification of any requests for reasonable accommodations, (i.e. interpreter, note taker).
  • Self-advocate appropriately, independently and through DSPS for classroom/campus support.

Strategies and Guidelines

DSPS Faculty Tips

The DSPS department provides academic adjustments, auxiliary aids and support services to students with a disability enabling them to fully participate and benefit from an equitable college experience.

  • The DSPS office is your resource for information and support to accommodate students with disabilities. There is additional information available under Faculty and Staff Resources on the DSPS webpage
  • If you notice a student struggling in your class who could benefit from DSPS, it may be appropriate for you to make a referral. Address your concerns with the student directly and in private. Mention that you have noticed the student has been having difficulty in an academic area and encourage the student to seek out support services on campus such as DSPS. Our office can then assist your student by determining program eligibility, referring them for an assessment and/or providing support services.
  • Add a simple statement regarding students with disabilities on your syllabus.
    • Example: If you have a documented disability and require academic accommodations, please contact the Disabled Students Programs and Services (DSPS) office at 949-451-5630, ivcdsps@ivc.edu or visit them in SSC-171. Please discuss your accommodations with me during office hours or after class so I may be of assistance to you.
  • Remember that multimedia materials are required to be accessible, specifically that all materials must be captioned prior to being shown, even if a student does not request an accommodation. If you require assistance with any of your class materials in alternate media formatting, please submit your request to ivcaltmedia@ivc.edu
  • Students are required to submit their test proctoring request at least 1 week in advance for any exam/quiz that will be proctored in the DSPS Testing Center (DTC1).
  • If we do not receive your exam or guidelines prior to the time scheduled, we will not be able to proctor the test for you. Please note that if it needs to be provided in an alternate format, we require receipt of your exam at least 2 business days before the scheduled date of the exam.
  • When a student requests an accommodation, please ask to see their Accommodations Form (Do not make a copy) and confirm that the accommodation has been approved during the current academic year. Remember that a student's diagnosis of a disability is considered confidential information.
  • If a student requests an accommodation, but states that they do not want to apply for DSPS services, you are still required to provide the requested accommodation(s). The student must present appropriate documentation stating a disability, signed by an appropriate professional to the ADA/504 Officer. Please contact the Office of the Vice President, ADA/504 Officer, to assist you with verifying the documentation and the appropriate accommodation(s) the student is eligible to receive.

Autism Spectrum Disorder (ASD)

Overview

Autism is marked most commonly by significant deficits in the following areas:

  • Social communication (lacking or diminished social gestures and utterances).
  • Expressive (or verbal) language.

Additionally, the autistic person may experience:

  • High levels of self-stimulatory (or repetitive) behavior.
  • A desire or demand for sameness in routine.
  • Perseverative behavior regarding a particular topic or thought.
  • Impaired social skills/communication/interactions.
  • Typical, if not precocious, expressive language development, but difficulties with receptive language as well as the pragmatics of language and conversation. Speech may also have an unusual cadence.
  • A desire or demand for sameness in routine.
  • Perseverating behavior regarding a particular topic or thought.
  • Intellectual functioning varies.

Frequently individuals with autism may also:

  • Have impaired motor skills.
  • Have difficulty with handwriting.
  • Have tactile, visual and/or auditory sensitivities.
  • Have difficulty maintaining eye gaze with others.
  • Struggle with tasks that involve executive functioning (i.e. planning, organizing and managing time and space).

Accommodations for Students with Autism

Below is a list of possible characteristics a student with autism may experience. Also provided are accommodations that may be helpful for a student with such characteristics and must be approved by DSPS each academic year.

Remember that when you've already met one person with autism, you've only met ONE person with autism.

CHARACTERISTIC

ACCOMMODATION

Limited eye contact

  • Do not assume that the student is not listening or attending sometimes not looking at the speaker increases the student's ability to focus. Forcing the student to make eye contact can be very uncomfortable for them.

Auditory sensitivities

  • Assist student in locating a place in the room with reduced auditory stimuli.
  • Allow student to wear ear plugs during tests
  • *Student may need to take tests in a private room.

Visual sensitivities

  • Assist student in locating a place in the room with reduced visual stimuli (This could be at the front near the instructor)
  • *Student may need to take tests in a private room.

Tactile sensitivities

  • Ask before touching the student. Some students may have a heightened sense touch and feel physical discomfort when touched.

Expressive language delays

  • Allow for longer pauses in conversation, resist filling blank "air time". Some students will need extra time for word finding or to clearly express their thoughts.

Difficulty interacting with others

  • When having to work in groups or pairs, assist student in finding a group, or assign group members. The instructor can also ask the student if there are people in the class they know or feel comfortable working 'with.

Inability to multitask

  • Write assignments or multi step directions on the board/overhead, or provide information on a handout.
  • *Student may need to use a note-taker or tape recorder.

Easily overwhelmed

  • Talk with student privately regarding developing a signal or cue for when student may need to take a break during class time.
  • *Student may need extra time and a private room for testing

Difficulty with handwriting

  • *Student may need to use a note-taker
  • *Student may need to use a laptop/word processor during class time and for in class written exams/assignments
  • *Student may need extra time for tests

Difficulty getting "the gist" or understanding "bigger picture concepts"

  • Ask student to paraphrase concepts or complex assignments to check for comprehension during class time or office hours

Deaf and Hard of Hearing (DHH) Students

Overview

A deaf or hard of hearing (DHH) student has enrolled in your class and will be using a professional sign language interpreter or a captionist in the classroom as an educational accommodation to facilitate communication.

Tips for working with deaf students

  • When working with an interpreter/captionist, speak directly to the student. DHH students will usually require seating at the front of the classroom, near to and facing the instructor, to make optimum use of visual cues.
  • If requested, assist in finding another student in class to take notes; DHH students may miss parts of the lecture if they are trying to watch the interpreter and write notes simultaneously.
  • The interpreter/captionist is there to communicate EVERYTHING that is said in class. Please do not ask the interpreter/captionist to censor any information.

Things to Remember When Working with an Interpreter/Captionist

  • The primary responsibility of the interpreter/captionist is to facilitate communication. Instructors should refrain from asking the interpreter/captionist to function as a teacher's aide, to participate in class activities, or to perform other tasks. Doing so may interfere with the quality of communication provided, compromise the role of the interpreter/captionist, and prevent full communication access for the student.
  • Use "I" and "you" when communicating with DHH students through an interpreter/captionist. Look directly at the student with whom you are communicating, not the interpreter/captionist. Use of third-party phrases such as, "ask her" or "tell him" can compromise the relationship between the instructor and student.
  • For classes longer than two hours, two interpreters will be assigned to team and switch off during lectures and labs.

508 Compliance

  • Federal and State laws mandate that all multimedia materials be accessible, specifically that all materials must be captioned prior to being shown.
  • Receiving permission from the student to show non-captioned material is still a violation of Section 508.
  • If you require assistance in captioning your educational materials, please contact the alt media specialist at 949-451-5499 or at ivcaltmedia@ivc.edu.
  • If you have any questions or concerns, please contact IVC DSPS at ivcdhhservices@ivc.edu or at 949-451-5630.

Syllabus Accommodation Statements

Accommodation statements on your syllabus indicates the college’s commitment to providing reasonable accommodations to individuals with disabilities. Accommodation statements are used in conjunction with efforts to make all services offered by IVC accessible to everyone — not as a substitute for those efforts.

Sample Accommodation Statements:

  • IVC views disability as an important aspect of diversity and is committed to providing equitable access to learning opportunities for all students. The Disabled Student Programs and Services (DSPS) is the campus office that collaborates with students who have disabilities to provide and/or arrange reasonable accommodations. If you have an Accommodation Form from DSPS, please contact me to discuss your approved accommodations; however, if you need to obtain the Accommodation Form, please contact the DSPS office at (949)451-5630 or at ivcdsps@ivc.edu DSPS is located at SSC 171.
  • Students with disabilities who need academic accommodations are encouraged to privately discuss their authorized accommodations from Disabled Student Programs and Services (DSPS) with me. To receive accommodation services, please contact the DSPS office at (949)451-5630 or at ivcdsps@ivc.edu DSPS is located at SSC 171.
  • Students who may need an academic accommodation based on the impact of a disability must initiate the request with the Disabled Student Programs and Services (DSPS). Students should contact DSPS as soon as possible to request and receive accommodations in a timely manner. If you have the DSPS Accommodation Form, please meet with me privately to discuss how I can best meet your needs. To receive accommodation services, please contact the DSPS office at (949)451-5630 or at ivcdsps@ivc.edu DSPS is located at SSC 171.
  • To receive academic accommodations, students need to privately present an Accommodation Form from the Disabled Student Programs and Services (DSPS). To obtain the Accommodation Form, please contact the DSPS office at (949)451-5630 or at ivcdsps@ivc.edu DSPS is located at SSC 171.

Universal Design for Learning (UDL)

Provide Multiple Means of REPRESENTATION

PRESENT INFORMATION AND CONTENT IN DIFFERENT WAYS

  • Post online material in multiple formats (i.e. PDF and MS Word). *Assistive technologies vary in compatibility.
  • Pick one volunteer to take lecture notes and post them on Canvas the same day.
  • Voice record your lectures and post the recordings on Canvas.
  • Post the lecture Power Point slides at least 2 days before instruction.
  • Whenever possible, choose textbooks that provide the audio version as well.
  • Provide readings at least one day before in-class discussion, not on the same day. *Most students need additional time to process new information.
  • Illustrate non-verbal information that compliment your lectures such as diagrams, charts, symbols...draw out the process.
  • Provide clear cut, step-by-step instructions. Ask questions to make sure your students understand.
  • Confirm that all online interface programs used in your classroom is accessible.
  • Be verbally descriptive when illustrating on the board. *Some students are audio recording.

Provide Multiple Means of ENGAGEMENT

STIMULATE INTEREST AND MOTIVATION FOR LEARNING

  • Allow students to volunteer in the classroom setting, instead of calling on them.
  • Allow students to choose readings, topics that relate to them personally, culturally and socially.
  • Utilize in-class group work. *If you notice one of your students to be extremely shy or nervous, make them your partner.
  • Provide feedback on assignments, quizzes and exams that are frequent, timely and specific.
  • Ask your students how you can facilitate their learning style.

Provide Multiple Means of ACTION & EXPRESSION

DIFFERENTIATE THE WAYS STUDENTS CAN EXPRESS THEIR KNOWLEDGE

  • Allow students to create their own goals and benchmarks for the course. This will optimize autonomy.
  • Provide models or examples of the process and product of goal-setting.
  • Build in plenty of low stakes grading before high stakes grading.
    *Permit students at least one high stakes project/exam where they get to choose how they will express their knowledge for the material (i.e. class presentation or essay or multiple choice or a combination of expression).
  • Utilize student journals to allow them to reflect on their progress in the course/goals.
  • Use multimedia to compliment course topics (i.e. videos, virtual reality).
  • Provide differentiated models to emulate (i.e. models that demonstrate the same outcomes but use differing approaches, strategies, skills, etc.).

Contact

T: 949-451-5630
Fax: 949-451-5386
E-Fax: 949-340-2004
E: ivcdsps@ivc.edu

Disabled Students Programs & Services
Student Services Center, SSC 171

Department Hours

Monday   7:30 am - 6 pm ​
Tuesday   7:30 am - 6 pm ​
Wednesday   7:30 am - 6 pm ​ ​
Thursday   7:30 am - 6 pm ​​
​Friday ​  CLOSED

Hours may vary, please confirm office hours by calling 949-451-5630 or email ivcdsps@ivc.edu.


All college-printed materials and web information are available in alternate formats upon request.
Please contact the Alt Media Specialist at 949-451-5499 or ivcaltmedia@ivc.edu.