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DSPS:

DSPS Faculty and Staff Resources

Accommodations

Note Taking

Note Takers Request

A student requesting a note taker accommodation will present a Note Taker Request form indicating that the student has been approved a note taker as an accommodation. The form also provides the instructor with the classroom announcement and instructor's tips for note taker requests. Although it is helpful for the instructor to find a note taker who attends class regularly and writes legibly, the instructor is NOT responsible for the content or accuracy of the notes.

Extended Time on Assignments

Accommodation

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.

Service Animals

What is the purpose of a service animal?

Service animals are permitted on campus for the purpose of ensuring qualified individuals can participate in and benefit from District services, programs, and activities, and to ensure the District does not discriminate on the basis of disability.

What constitutes a service animal?

NOTE: Service animals are significantly different from emotional support animals.

Service Animals:
Service animals are specifically trained to do work for or perform tasks for individuals with disabilities that are directly related to the individual's disability. The need of the individual with a disability and the specific function the service animal is trained to perform legitimizes the use of such an animal under federal and state laws. The task the animal performs must be active not passive. Legally, only dogs and miniature horses are recognized as service animals. Documentation of an individual's disability nor verification of an animal's training are required under the law. Students may go through DSPS to have the use of a service animal included on their Accommodations Form; however, it is not required.

Emotional Support Animals:
Emotional support animals are also referred to as "comfort," "companion," or "therapy" animals. ESAs do not meet definitions of a service animal and, therefore, do not have the same ADA protections. ESAs need not have specific training; the presence of the animal alone provides support related to the individual's disability. ESAs are utilized for their calming influence, affections, stability, or a feeling of security. In the context of housing, ESAs are permitted in residences according to The Fair Housing Act. However, ESAs are not permitted on campus.

What tasks do service animals perform?

The work or tasks of the service animal must be directly related to the individual's disability. The work of the service animal must be active, not passive. The provision of emotional support, well-being, comfort, or companionship do not constitute work or tasks. Examples of work or tasks performed include, but are not limited to:

  • Guiding individuals who are blind
  • Alerting individuals who are deaf
  • Reminding an individual to take medication
  • Alerting and protecting an individual who is having a seizure

What questions may I ask students regarding service animals?

It is illegal to ask an individual to disclose their disability or the reason they have a service animal.

When it is not obvious what service an animal provides, college faculty/staff may ask only two questions:

  • Is the service animal required due to a disability?
  • What work or task does the animal provide?

Under what circumstances may use of a service animal be restricted?

Individuals using service animals may be asked by college faculty or staff to remove their service animal (not themselves) from the classroom and/or campus in the following circumstances:

  • The animal is behaving in a disruptive manner; or
  • The animal is behaving in a directly threatening or aggressive manner; or
  • The animal is not housebroken or clean; or
  • The presence of the animal poses a direct threat to the health or safety of others that cannot be eliminated by modification of policies, practices, or procedures, or by the provision of auxiliary aids or services.

Please contact and/or refer the student to DSPS for guidance and support regarding potential access restrictions.

Allergies or fear of animals are not valid reasons for denying access or refusing service to individuals using service animals. If another student in the classroom has concerns about exposure to the animal, they may be required to provide DSPS with medical documentation that identifies their conflicting disability and need for accommodation(s). Please refer any students with concerns to DSPS at 949-451-5630 or SSC 171.

How should faculty and staff behave with service animals?

All college faculty and staff should behave with service animals in the following manner:

  • 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 deliberately startle or distract the animal.
  • Do not attempt to separate the animal from its partner or training handler.

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 accommodationprovided 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 accommodationthat 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 accommodationthat 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 for Specific Populations

DSPS Faculty Tips

The DSPS department provides support services, specialized instruction and accommodations to students with a physical, psychological or learning disability, and other health related issues, 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.
  • 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 DSPS office at 949-451-5630 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 if you have a student requesting that accommodation. If you require assistance with any of your class materials in alternate media format, please submit your request to ivcaltmedia@ivc.edu.
  • Students must inform their instructors one week in advance of any exam/quiz that will be proctored in DSPS, and two weeks if the exam/quiz needs to be provided in an alternate format. If you choose to email your exam, send it to ivcdsps@ivc.edu.
  • 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.
  • Faculty SHOULD NOT provide students with an accommodation (i.e. extended time on exams) unless the students are active participants of the DSPS program and the accommodation has been approved. Doing so may put you and the institution at liability as their disability may not be verified.

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. Accommodations with an "*" 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.

Contact

T: 949-451-5630
Fax: 949-451-5386
Video Phone: 949-333-0595
E: ivcdsps@ivc.edu

Disabled Students Programs & Services
Student Services Center, SSC 171

Department Hours

Monday   8 am - 7 pm ​
Tuesday   8 am - 7 pm ​
Wednesday   8 am - 7 pm ​
Thursday   8 am - 7 pm ​
​Friday ​  8 am - 5 pm ​
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