Types of Students Served

Learning Disabilities

A Learning Disability is defined by the California Community College system as a persistent condition of neurological dysfunction which may also exist with other disabling conditions. This dysfunction continues despite instruction in a standard classroom situation. Learning disabled adults, a heterogeneous group, have these common attributes:

• Average to above average intellectual ability
• Processing deficits
• Aptitude achievement discrepancies
• Measured achievement in an instructional or employment setting

Characteristics

Students with learning disabilities may exhibit any or all of the following:

• Slow reading rate and/or difficulty with comprehension and retention
• Ability to grasp material verbally, but does poorly on exams
• Difficulty with sentence structure, spelling, poor grammar, omitted words, and composition organization
• Poorly formed handwriting
• Trouble listening to a lecture; taking notes at the same time
• Distracted by background noise or visual stimulation
• Need for reliance on a calculator
• Confusion or reversal of numbers, number sequences or symbols
• Difficulty following directions
• Poor organization and time management
• Problems interpreting subtle messages
• Disorganization in space and time

Strategies

• Detailed syllabus
• Rules clarification
• Multisensory teaching (presented in as many modalities as possible)
• Announcements presented in both oral and written form
• Memory tricks and acronyms
• Seating in front of classroom

Accommodations

• Use of calculator when mathematical disability is severe
• Use of a dictionary/spell-checker for essay exams
• Specialized tutoring
• Tape recording of lectures
• High Tech Center resources
• Books on tape or e-text
• Extended time on exams
• Exams taken in a distraction free environment
• Exams read to the student by a proctor when appropriate
• Exams written by a scribe or done on a computer, if necessary

Developmental Delayed Learner

A Developmental Delayed student is one who exhibits below average intellectual functioning and potential for measurable achievement in instructional and employment settings.

Accommodations

• Career counseling and job development registration assistance, disability management advising

Mobility Impairments

Mobility or orthopedic impairment refers to a serious limitation in locomotion or motion functions which indicate a need for special services. Mobility impairments include use of wheelchairs, crutches, braces, walkers, or canes to move about; however, not all students with mobility impairments require mobility aides.

Characteristics

• May require more time to get to and from classrooms
• May rely on mobility assistance
• May be absent during a prolonged course of medical treatment

Strategies

• May need special transportation for field trips to be arranged by college
• Classes taught in lab setting will usually require some modification of the work station
• When talking to student in wheelchair for more than a few minutes, achieve eye level, sitting down, if possible.
• Remember that a wheelchair is part of a student's personal space.

Accommodations

• Tape recording of lectures, note taking services, use of adaptive computers, extended time on exams, exams scribed and/or proctored

Psychological Disabilities

A psychological disability is defined as: Persistent psychological or psychiatric disorder, or emotional or mental illness. This disability must be verified by an appropriately licensed or certified professional.

Characteristics

Characteristics and limitations vary widely from individual to individual. Some are highly aware of their limitations and skilled in disability management; others may need support.

• May be easily distracted, have difficulty with focus and concentration, or may have difficulty following through on assignments
• May become anxious during exams, when in unfamiliar situations, or when called upon in class
• may have difficulty processing feedback about their behavior
• May be hesitant to articulate information about their disability due to the fear of stigma that often comes with disclosure
• May have problems with attendance when symptoms are acute

Strategies

• Suggest meeting privately to discuss limitations, implementation of accommodations and cooperative solutions.
• Provide directions for assignments in both oral and written Formats.
• If concerns arise, speak with student directly, then consult the DSPS office.
• Remember that all students, regardless of disability, must abide by the Student Conduct Standards of the District. Do not allow destructive behaviors.

Accommodations

Extended time on exams and/or distraction free test environment Breaks during exams or high intensity learning situations Tape recording of lectures Note takers Preferred seating (i.e. in student's preferred location) Liquids allowed in class (to alleviate thirst caused by medications)

Vision

Visual Impairment means total or partial loss of sight.

Strategies

It is absolutely critical for faculty to select and submit their textbook choices for purchase promptly for a student who is blind or visually impaired. It may take as long as eight (8) weeks for textbooks to be read on tape, formatted on e-text or Braille. Also, please keep in mind that last minute assignments can present a problem due to preparation and reader scheduling.

Accommodations

• Tape recording of lectures
• Books on tape, e-text, Braille or large print
• Reader services
• Extra time on exams
• Exams read/scribed
• Adaptive technology

Other Disabilities

Includes all students with disabilities who do not fall into any of the categories previously described, but who indicate a need for support services or instruction.

Characteristics

• AIDS
• Autistic
• Cardiac disorders
• Chemical dependency
• Chronic pain Diabetes
• Multiple Sclerosis
• Muscular Dystrophy
• Speech impairment
• Tourette Syndrome

Specific strategies and accommodations will be recommended based upon the educational limitations of the disability.

Seizures

Most seizure disorders stem from a brain disorder commonly known as Epilepsy, in which there are abnormal electrical discharges which cause temporary loss of control over certain body functions.

Characteristics

There are three main types of seizures: Grand mal, Petit mal, and Partial. Grand mal is characterized by loss of consciousness, stiffening or shaking of the entire body, violent jerking of the limbs, and irregular breathing. Students frequently have auras as a pre-warning of impending seizures.

Petit mal seizures can take the form of having a blank spell, losing awareness, twitching, and/or staring and blinking. This is sometimes mistaken for daydreaming or inattentiveness.

Partial or Psychomotor seizures are characterized by a 1-2 minute lack of awareness and surroundings. The student may seem dazed and will mumble. He/she may try to pick up objects, run or appear afraid. Post seizure confusion may be lengthy. The student does not recall what happened during the seizure period.

Strategies

Following are some simple procedures to follow if a student should have a Grand mal seizure:

• Protect the student from nearby hazards
• Help student onto his/her side to keep the airway clear
• Stay with student and ask for someone to call the school nurse at ext. 3271 or 3272. Give the student's name, that it appears to be a seizure, and your exact location
• Wait for the school nurse to arrive and reassure the student