Frequently Asked Questions

Will you be disclosing my disability to anyone?

Federal law protects a student's right to privacy. All student information and records submitted to the DRC are treated as confidential. No information will be released about a specific student's disability unless the student:

• gives his/her/their written permission to do so;
• the student poses risk of imminent harm to self or others;
• or in the unlikely event that disclosure is compelled by legal process.

All information is maintained in confidential files in the Accessibility and Disability Services Office and is not included in the student's permanent university record.

Do you keep my records forever?

No.  We will destroy any student files that are inactive for over 5 years.  

 Do I have to take all my tests and quizzes with the DRC?

No.  That is entirely up to you and your professors.  

 

What is a Learning Disability?

A learning disability (LD) can be described as a learning difference in the way a person understands, remembers, and/or expresses information. This translates into difficulties with reading, writing, and/or math.  

 

To qualify as having a learning disability at the community college level, one must exhibit at least average to above average intelligence. It isn't because they can't learn - they just learn differently. The signs of learning disabilities vary from person to person. Common signs that a person may have learning disabilities include the following:

 

Reading

●      Confusion of similar words, difficulty using phonics, problems reading multi-syllable words

●      Difficulty finding important points or main ideas

●      Slow reading rate and/or difficulty adjusting speed to the nature of the reading task

●      Difficulty with comprehension and retention of material that is read, but not with materials presented orally

 

Writing

●      Difficulty with sentence structure, poor grammar, omitted words

●      Frequent spelling errors, inconsistent spelling, letter reversals

●      Difficulty copying from chalkboard

●      Poorly formed handwriting -- might print instead of using script; writes with an inconsistent slant; have difficulty with certain letters; space words unevenly

●      Compositions lacking organization and development of ideas

 

Listening

●      Difficulty paying attention when spoken to

●      Difficulty listening to a lecture and taking notes at the same time

●      Easily distracted by background noise or visual stimulation

●      Might appear to be hurried in one-to-one meetings

●      Inconsistent concentration

 

Oral Language

●      Difficulty expressing ideas orally which the student seems to understand

●      Difficulty describing events or stories in proper sequence

●      Difficulty with grammar

●      Using a similar sounding word in place of the appropriate one

 

Math

●      Difficulty memorizing basic facts

●      Confusion or reversal of numbers, number sequences or symbols

●      Difficulty copying problems, aligning columns

●      Difficulty reading or comprehending word problems

 

Study Skills

●      Problems with reasoning and abstract concepts

●      Exhibits an inability to stick to simple schedules, repeatedly forgets things, loses or leaves possessions, and generally seems "personally disorganized"

●      Difficulty following directions

●      Poor organization and time management

Social Skills

●      Difficulty "reading" facial expressions, body language

●      Problems interpreting subtle messages, such as sarcasm or humor

●      Seems disorganized in space: confuses up and down, right and left; gets lost in a building, is disoriented when familiar environment is rearranged

●      Seems disoriented in time: is often late to class, unusually early for appointments or unable to finish assignments in the standard time period

●      Displays excessive anxiety, anger, or depression because of the inability to cope with school or social situations

 

DRC welcomes questions and partnering with classroom faculty so we can support you in your efforts to accommodate a student with a disability. Individual consultations with our highly qualified DRC staff are most welcome and available to all Cañada College faculty and staff on any disability-related issue. We look forward to collaborating with you.

Resources

•  Council for Learning Disabilities
•  International Dyslexia Association (Formerly the Orton Dyslexia Society)
•  Recordings for the Blind and Dyslexic

What are accommodations?*

What are Accommodations?

Accommodations are alterations in how students receive information and express information that remove barriers to learning. Accommodations should NOT alter the learning outcomes of the rest of the class.  Students who are registered with the DRC are expected to meet the same learning outcomes as their classmates; they are just doing so in a different way.  Here are just a few examples of accommodations depending on students' challenges:

Students who have visual challenges, may require:

• All text to be enlarged or have access to a magnifying machine in the classroom or test setting
• Textbooks and worksheets to be uploaded to a text-to-voice software
• Have text read out loud to them
• Text converted into braille
• And even have the option to take oral exams instead of written exams

Students who are undergoing medical treatment for life threatening illnesses, may require:

• Flexible attendance, in case they are ever hospitalized during the semester
• Extra time on exams due to medication causing slow processing
• Extra time on outside class assignments, in case they are ever hospitalized during the semester

Students with auditory deficits, may require:

• Class lectures to be transcribed so they can read it at a later time
• A copy of notes and/or a copy of professor's lecture notes
• Closed captions on videos 
• All oral directions to also be offered in writing

Students with dyslexia may need to have:

• A private room so they can read the questions on tests out loud
• A reader to read to their tests to them
• Option to take oral exams 
• Use of color transparencies to lay over text
• Exams to be printed on colored paper 
• Access to text-to-voice software

 

As you can see, accommodations that are provided to a student depend on an individual student's challenges and how that disability affects their access to the education process.

 

Accommodation Confidentiality

Students do not need to disclose the nature of their disability to instructors in order to receive accommodations. Academic Accommodation letters from Disability Resource Center never disclose a student’s disability, only the accommodations that are authorized. 

 

Cañada College DRC uses the information requested on the Disability Resource Center (DRC) forms for the purpose of determining a student's eligibility to receive authorized services provided by DRC. Personal information recorded on these forms will be kept confidential in order to protect against unauthorized disclosure.  

 

Portions of this information may be shared with the Chancellor's Office of the California Community Colleges or other state or federal agencies; however, disclosure to these parties is made in strict accordance with applicable statutes regarding confidentiality, including the Family Educational Rights and Privacy Act (20 U.S.C. 1232(g)). Pursuant to Section 7 of the Federal Privacy Act (Public Law 93-579; 5 U.S.C.§ 552a, note).

 

How can students with disabilities get a parking pass?

Only those vehicles with a current DMV plaque or Disabled Veteran plate will be allowed to use handicapped parking. Temporary handicapped plaques are available through DMV and students are asked to contact DMV directly. The DMV placards do not exempt students from daily/semester parking fees.

 

Does the DRC work with the Department of Rehabilitation?

Yes. The DRC staff works closely with student's rehabilitation counselor in order to provide effective service coordination.