Prepared by
The Advisory Committee on Services to Students with Disabilities
January, 1996
Choice of eleven topics:
1.The Law and SDSU
2. Defining Disabilities
3. Disabled Student Services
4. Responsibilities of Students
5. Responsibilities of Disabled Student Services
6. Responsibilities of Faculty
7. Responsibilities of Academic Administrators
8. Required Timelines for Compliance
9. Complaint Procedures
10. Appendix A: Academic and Test Accommodations Forms
11. Appendix B: CSU Policy for Provision of Services to Students with Disabilities
DSS Home Page
The Law and SDSU
The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 are major pieces of federal legislation which prohibit discrimination against persons with disabilities. These Acts state that:
...no otherwise qualified handicapped person shall on the basis of handicap, be excluded from participation in, be denied the benefits of, or otherwise be subjected to discrimination under any academic...or other postsecondary education program receiving federal financial assistance.
Under these laws, a qualified handicapped person is defined as "one who meets the academic and technical standards requisite to admission or participation in the ...education program or activity." They specify that individuals with hidden disabilities (psychological and learning disabilities) have the same legal entitlements as adults with physical or sensory disabilities. Section 504 of the Act prohibits discrimination on the basis of handicap against persons in programs or activities receiving or benefiting from federal assistance. Thus, in a university setting, Section 504 mandates "reasonable accommodation" for students with learning and psychological disabilities via such methods as taped textbooks and alternative testing arrangements in the same way that it mandates curb cuts and ramped entrances to classroom buildings for students with physical disabilities or sign language interpreters for students who are deaf.
Serving Students at SDSU
San Diego State University is a public institution of higher education which receives federal assistance. Thus, the faculty, staff and administrators of SDSU are legally bound to prohibit discrimination in the recruitment process, the admissions process and the educational process of students with disabilities. Students with documented disabilities are entitled to receive approved modifications, accommodations, or auxiliary aids which will enable them to participate in and benefit from all educational programs and activities on the SDSU campus.
Under the provisions of Section 504, SDSU may not:
Academic adjustments may include adaptations in the way specific courses are conducted, the use of auxiliary equipment and support staff, and modifications in academic requirements. The University has the flexibility to select the specific aids and services it provides, as long as they are effective. Such aids and services are determined by Disabled Student Services on a case-by-case basis in consultation with the student who will use them.
Thus, under the provisions of Section 504, one or more of the following services may be required to accommodate the educational needs of students with disabilities:
The purpose of the above accommodations is to provide educational equity, not advantage. Faculty members are not responsible for modifying their grading procedures or course standards for students with disabilities.
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Defining Disabilities
Most students with disabilities fall into one of the following eight categories.
1. Learning Disability
The CSU Office of the Chancellor defines a learning disability as:
...a generic term that refers to the heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning or mathematical abilities. These disorders occur in persons of average to very superior intelligence and are presumed to be due to central nervous system dysfunction. Even though a learning disability may exist concomitantly with other handicapping conditions (e.g. sensory impairments) or environmental influences (e.g., cultural/language difficulties), it is not the direct result of these conditions or influences.
The chancellor's office further requires diagnostic documentation to include
(a) significant discrepancies in intra-cognitive abilities or aptitude-achievement abilities; (b) at least average intellectual capacity; and (c) average or greater achievement scores in at least one academic area, as measured by the diagnostic instrument. This documentation must be dated no more than three years prior to the date of the student's request for DSS services.
A learning disability affects the manner in which individuals with normal or above average intelligence take in, retain, and express information. Like interference on the radio or a fuzzy TV picture, incoming or outgoing information may become scrambled as it travels between the eye, ear or skin, and the brain.
Learning disabilities may cause problems in organization skills, time management, and study skills.
A learning disability is not due to poor schooling, environmental or cultural deprivation, mental retardation, emotional disturbance, hearing or visual dysfunction.
Students with learning disabilities often have to deal not only with functional limitations, but also with the frustration of having to "prove" that their invisible disabilities may be as disabling as paraplegia.
2. Visual Limitation
The CSU Office of the Chancellor defines visual limitation as:
...blindness or partial sight to the degree that it impedes the educational process and necessitates procurement of supportive services or programs.
People with visual disabilities are those who, even with treatment and corrective lenses, have vision so restricted that it significantly affects their daily functioning. To be considered legally blind, a person's vision must be either:
No more than 20/200 in the better eye, with correction. (This means that they can see at 20 feet what a normally sighted person can see at 200 feet.)and/orOf a very restricted range -- no more than a 20 degree angle in the better eye. (This is sometimes called "tunnel vision.")
This term thus includes people with extremely limited vision as well as those with none at all.
Blindness or visual disability is not a sign of mental handicap or hearing impairment. People with visual disabilities are just as varied in their abilities as any group of people.
3. Communication Disability
The CSU Office of the Chancellor defines a communication disability as:
...limitation in the processes of speech and/or hearing which impedes the educational process and necessitates the procurement of supportive services or programs.
There are several different types of hearing and communication disabilities. Some can be partly corrected with a hearing aid, and some cannot. Some kinds of communication disabilities do not simply reduce the volume of sound; they also distort it, so that words cannot be understood.
4. Deafness
The CSU Office of the Chancellor defines deafness as:
...limitation in the process of hearing which impedes the educational process and necessitates the procurement of supportive services or programs. Students in this category usually require oral or sign language interpreters.
Skilled sign language interpreters will assist instructors in communicating with deaf students in their classes.
5. Mobility Limitation
The CSU Office of the Chancellor defines mobility limitation as:
...limitation in locomotion or motor functions which indicates a need for supportive services or programs. Included in this category would be persons who have asthma, cardiovascular problems, or who do not have motor functions necessary to lift or carry items normally used in an academic setting (i.e., books and supplies).
Mobility limitations can include permanent or temporary disabilities. Many of the individuals who have mobility disabilities use canes, braces, wheelchairs, etc. in order to get around the campus and community. People with upper body mobility disabilities may have difficulty taking notes and completing other physical tasks. They will probably have notetakers or audio cassette tape players to assist them. Many students with lower body mobility disabilities will simply require wheelchair seating in the classroom. They may require a modified desk or lab station. They will also use elevator and ramp access on the campus and in the community.
6. Psychological Disability
The Disabled Student Services office defines psychological disability as:
...a persistent psychological disorder or psychiatric disorder, emotional or mental illness that adversely affects educational performance and/or functioning and frequently requires medication.
Students with psychological disabilities will often not be apparent in the classroom. Some may request extended time for classroom testing or a quiet distraction-free testing environment. Psychological disabilities are the most frequently misunderstood and stereotyped of all the disabilities. If you have questions about any psychological disability, ask the student about it in a private setting which protects student confidentiality.
7. Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD)
Disabled Student Services defines two types of Attention Deficit/Hyperactivity Disorder:
The first type (ADD) is primarily characterized by inattention (difficulty sustaining attention to tasks) and the second type (ADHD) is primarily characterized by hyperactivity- impulsivity (excessive fidgeting or talking or difficulty in refraining from saying or doing whatever comes to mind). ADD/ADHD are not the result of another disorder (for example, autism, schizophrenia, chronic depression, chronic anxiety, a dissociative disorder or a personality disorder).
In an academic setting, students with ADD/ADHD may face some common problems such as the following: slow reading and/or writing, difficulty recalling information which has been carefully memorized, inability to "screen out" distractions while studying or taking exams, difficulty grasping the "main idea" of a lecture or a reading assignment.
8. Other Functional Limitations
The CSU Office of the Chancellor defines other functional limitations as:
...any other dysfunction of a body part or process which necessitates the use of supportive services or programs, and which does not fall within the categories listed above. This category may include students with epilepsy, diabetes and other non-visible dysfunctions.
Individuals who fall into this category will probably require services similar to those described above. Specific services will, of course, depend on the individual situation.
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Disabled Student Services
On the SDSU campus, Disabled Student Services (DSS) provides support services for students with mobility limitations, learning disabilities, hearing or visual impairments, and other disabilities. Counselors are available to help students plan an SDSU experience to meet their individual needs. They assist students in making personal, academic, and vocational choices, and show how best to utilize campus facilities. Prior to receiving this assistance, documentation from a qualified professional source must be submitted to DSS. The CSU Office of the Chancellor provides the policy for verification of a disability as follows:
...a professionally verified disability means a condition certified by a licensed physician, psychologist, audiologist, speech pathologist, registered nurse, social worker, rehabilitation counselor, physical therapist, corrective therapist, learning disability specialist, or other appropriate professional. Where the nature and extent of the disability is obvious (e.g., amputee, blind, quadriplegic) the Director of DSS or designee may verify the disability. In those cases where the Director is unable to verify the disability, the student shall either provide the verification documentation to the Director, or sign a release authorizing the campus to obtain necessary documentation from one of the above professional persons or agencies. A student with a learning disability must provide testing/evaluation results that are dated no more than three years prior to the date of request for learning disability services.
Any CSU student who has transferred and received services from a California community college or UC campus in the last three years as a student with disabilities will be eligible for services from DSS.
In compliance with CSU policy, students with disabilities may be found eligible for one or more of the following services from DSS:
The CSU Office of the Chancellor also supports additional services for students with disabilities depending upon the needs of students and available funding.
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Responsibilities of Students
1. The student will identify him/herself to DSS and provide professional verification of his/her disability. A professionally verified disability is a condition:
...certified by a licensed physician, psychologist, audiologist, speech pathologist, registered nurse, social worker, rehabilitation counselor, physical therapist, corrective therapist, learning disability specialist, or other appropriate professional.
2. If the student has a learning disability, he/she will provide testing and evaluation results dated no more than three years prior to the date of requesting accommodations at SDSU.
3. The student will consult with a DSS counselor to determine specific accommodations that will be needed while he/she is enrolled in courses and/or completing testing requirements at SDSU.
4. The student will meet with his/her individual instructors to discuss his/her disability and needed accommodations.
5. The student will present a list of his/her required accommodations, as specified by DSS, to the faculty member(s) in whose class(es) accommodations or support services will be provided.
6. The student will inform DSS of test dates and times for which authorized accommodations are needed. DSS will then assure that approved accommodations are made available.
7. The student will abide by departmental, school, and University policies and academic regulations, as all students are expected to do.
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Responsibilities of DSS
1. DSS will determine whether or not a student is eligible to receive reasonable accommodations and/or support services on the SDSU campus. DSS requires verification by an appropriate professional, i.e. a physician, rehabilitation counselor or therapist.
2. DSS will provide assessment of Learning Disabilities when a student does not have previous documentation.
3. DSS professional staff will identify appropriate accommodations and support services on the campus and in the classroom, including test-taking accommodations.
4. DSS will identify reasonable accommodations for an individual student. DSS will provide the student with an Authorized Academic Accommodation Form which will be presented to the instructor at the beginning of the semester. (A photocopy of the Authorized Accommodation Form appears in Appendix A.)
5. DSS will keep confidential records for each student.
6. DSS will provide access, when feasible, to computers and other technological adaptations to assist students with disabilities.
7. DSS will provide consultation to instructors regarding how to implement most effectively the authorized academic accommodations.
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Responsibilities of Faculty
1. Faculty will cooperate with DSS in providing authorized accommodations and/or support services for the student in a fair and timely manner.
2. Faculty will review the Authorization for Accommodations Form with each eligible student.
3. Faculty will review, complete, and sign the Reservation for Test Accommodation form so that the disabled student can return the form to DSS one week prior to each exam requiring accommodation.
4. Faculty will consult with a representative of DSS if there is any question regarding how to implement the authorized accommodations.
5. Faculty will allow tape recording of course content by a student with a disability when it has been determined that this is the most effective way to provide equal access to course material. (The student may be required to sign an agreement protecting copyright.)
6. Faculty will provide a classroom atmosphere which is harassment-free in nature and nondiscriminatory for students with disabilities.
7. Faculty are encouraged to make an announcement at the beginning of each semester encouraging students with disabilities who need support services to identify themselves to the instructor. It is suggested that faculty provide time during office hours or in a private setting to protect student confidentiality.
8. If you have questions about any disability ask the student about it in a private setting which protects confidentiality or call DSS.
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Responsibilities
of Academic Administrators
1. Administrators will make available (in department offices), copies of the CSU and University policy regarding academic accommodations for students with disabilities, to each department faculty member.
2. Administrators will provide any necessary support to the faculty member who is charged with making the accommodations.
3. When an authorized accommodation is challenged, the department chair or dean (responsible administrator) will ensure that the accommodation is provided until the matter has been formally reviewed and resolved.
4. Administrators will ensure that the faculty and staff within their departments understand SDSU's commitment to implementing law and policy assuring nondiscrimination on the basis of disability.
5. Administrators will uphold the final decision of the president regarding any formal grievance.
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Required Timelines for Compliance
1.
Submission of medical/ testing documentation to Disabled Student
Services.
BY WHOM: The Student
BY WHEN: At least four weeks
prior to date of requested services.
2.
Determination of student eligibility for accommodations and/or
support services.
BY WHOM: Disabled Student
Services
BY WHEN: At least three weeks
prior to date of requested service.
3. Determination of specific accommodations for
the individual student.
BY WHOM: Disabled Student
Services
BY WHEN: At least two weeks
prior to date of requested services.
4.
Meet with his/her individual instructors to discuss his/her
disability and needed accommodations.
BY WHOM: The Student
BY WHEN: Within 3 weeks after
beginning of semester or 1 week after diagnosis.
5.
Completion of Reservation for Test Accommodations form for classroom
exam.
BY WHOM: The Student, Faculty
Member, and DSS
BY WHEN: At least one week prior
to test date.
6.
Completion of Reservation for Test Accommodations form for final
exams.
BY WHOM: The Student , Faculty
Member, and DSS
BY WHEN: At least one month
prior to final exam.
7.
Provision of other authorized
accommodations for the student as required by DSS.
BY WHOM: Faculty Member and/or
DSS
BY WHEN: For time period as
authorized by DSS.
8.
Compliance with academic accommodation policies as set forth by the
Department, the College, and the University.
BY WHOM: The Student and Faculty
Member
BY WHEN: Throughout SDSU
career.
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Complaint Procedures
Once a student has been declared eligible to receive reasonable accommodations at SDSU, the departments and faculty members are legally bound to make such accommodations.
If a faculty member has questions about the appropriateness of an authorized accommodation, he/she should make an informal contact with appropriate DSS staff for consultation. If questions are not resolved, the faculty member should submit a written request for informal review to the department chair within five days. Informal resolution may also include input from the college dean, college assistant deans for student affairs, SDSU ombudsman, and ADA/504 Compliance Officer. If an informal resolution is not successful, the ADA/504 Compliance Officer will initiate a formal investigation of the complaint within two weeks. The department/faculty will be asked to demonstrate: (a) that the accommodations would cause undue hardship; (b) that the authorized adjustment would fundamentally alter the program of instruction being pursued by the student. The accommodations must be provided for the student unless they are officially set aside or modified. A faculty member cannot refuse to make accommodations for a student once they have been deemed required. At the conclusion of the investigation, the ADA/504 Compliance Officer will report the findings to the President, whose decision will be final.
Students and faculty alike are encouraged to seek the expertise and guidance of the experienced professionals at DSS regarding the implementation of reasonable accommodations at SDSU. Such proactive consultation may help prevent unpleasant and unnecessary conflicts.
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APPENDIX A
SAMPLE Academic and Test Accommodation Forms
(FRONT OF FORM)
AUTHORIZED ACADEMIC ACCOMMODATIONS
Student Name, date
111-11-1111
Disability/Diagnosis: Learning Disability in reading and writing
with deficits in auditory processing
Diagnosed by: Name, Learning Disability Specialist, SDS University
Tests Administered: WRAT-R Date:2/93
WAIS-R Date:2/93
DSS Counselor: Name
Testing Accommodations: Time and a Half Reader
Writer
Other Accommodations: RFB/Reader Tutoring
High Tech Center *Academic Skills
*Writing
Curriculum Modifications:
______________________________________________________________________
Elizabeth Bacon, Director Date
This form may not be duplicated or distributed without written
permission from the student named above.
(BACK OF FORM)
This form is provided to students receiving services through the Disabled Student Services Office at San Diego State University to clarify the services which have been authorized for that student and to assist the student in communicating his or her academically related needs to the faculty. Forms are provided to students who are regularly enrolled and have a permanent disability only after the disability has been appropriately determined.
Disability/Diagnosis: The disability is normally indicated in sufficient detail to make clear how it will impact the student in an academic setting. Bear in mind that this information is protected by the privacy act and should not be shared with others without the specific permission of the student. Should it be necessary exchange more detailed information on file at DSS a signed release will be needed. Examples of disabilities may include visual impairments, hearing impairments, a variety of mobility limitations, various learning disabilities and others.
Diagnosed by: This line may contain the name of a general practice physician or specialist or of a State Rehabilitation Counselor or specialized therapist for most physical or perceptual disabilities. Learning disabilities must be diagnosed by a certified learning disability specialist. Several are on staff at DSS.
Tests Administered: This section normally applies only to students with learning disabilities. Several nationally normed psycho- educational test batteries have been determined to provide the information necessary to meet the system-wide definition of learning disability. Tests must have been administered no more than three years prior to entering the DSS program. Students found to be learning disabled at a California Community College using an equivalent definition are served at DSS.
DSS Counselor: This information is provided so that both the student and faculty know who to contact if you need more information about accommodations. DSS has several general counselors as well as the Learning Disability Specialists.
Testing Accommodations: These are the accommodations required to provide equivalent access to the testing situation for this student. Examples of accommodations might include: Extended time, reader, writer, enlarged print, braille, a quiet room, etc. When extended time is granted it is usually time and a half, which is the national standard. If more time is authorized it will be noted. Occasionally accommodations differ from one type of testing situation to another. In this case a notation such as ":math only" will appear on the form. Accommodations are determined by the specialists on staff at DSS, not by the student.
Other Accommodations: This is a list of other support services for which the student is eligible. Most of these accommodations will take place outside the classroom. These may include:
RFB/Reader - tape recorded text books or material read aloudHigh Tech Center - An assistive computer technology lab with specialized hardware and software.
Notetaker in class - Your help may be needed to find a volunteer.
Tutoring - in a specific subject.
Research Assistant - used to reach, handle, or read library material. (Research assistants are instructed not to make judgments or provide content.)
Library Study Rooms - These contain special equipment and provide a quiet study area.
Special Equipment - DSS checks out tape recorders, assistive listening devices, etc.
Academic Skills - Special classes are available in math, writing, and study skills.
Curriculum Modifications: On rare occasions a disability may prevent a student from taking or benefiting from a specific course. Since waivers of University requirements are never allowed, specific course substitutions may be negotiated in these instances. For example a deaf student may be permitted to take a cultural humanities class to fulfill a language requirement, or a blind student may take a lecture class in place of a biology lab. These curriculum changes are made with the concurrence of the Undergraduate Studies Department. Course substitutions are not permitted for classes which are essential to the program of study or degree.
Approval Signature: All Authorized Accommodation forms are signed by the Director of DSS or the Learning Disability Specialist.
If you feel that this document is inaccurate or has been altered or misused, please contact DSS. Maintenance of academic standards is a responsibility we share.
The student presenting this form to you has a documented disability and is registered with Disabled Student Services (DSS), the campus office responsible for determining and providing required academic accommodations for disabled students. Testing accommodations have been determined appropriate for this individual.
___________________________________ ___________________ _____________
Student's name SS# Phone#
COURSE INFO: Dept:_________ Course #:___________ Bldg/rm #:__________
Class Time:__________________
start end
TEST INFO: Date of Test:__________ Day of Week:__________
Type of Test (multiple choice, essay ...)___________
PROFESSOR INFO: Name (please print):
______________________________________________________________
Office Location:___________ Extension:_____________ Hours:___________
A DSS test proctor will pick up the test at the class site at the
beginning of the class period UNLESS otherwise indicated. Completed
tests will be returned to the professor, if available, or to the
Department Office. DSS will assign rooms for the purpose of testing
unless otherwise notified. In order to insure that this test is
administered appropriately, DSS requests that you provide the
following information one week before the date of the test. If you
are unsure about any part of this form, or the accommodated testing
procedure, please contact Disabled Student Services at 594-6473.
Will test last entire class time:___Yes ___ No, the test will
last ____ minutes.
Please indicate (circle) any materials that may be used in the
testing situation:
Book(s) Dictionary Paper(s) Formula(s) Calculator N O N E
Other (write-in) ______________________________________________
I VERIFY THAT THE ABOVE INFORMATION IS CORRECT.
____________________________________ _________________
Professor's Signature Date
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The California State University
System Policy for the Provision
of Services to Students with Disabilities
I. Background
II. Program Goals and Objectives
III. Program Coordination
IV. Definitions
V. Verification of Disability
VI. Funding
VII. Recruitment of Support Services Staff
VIII. Provision of Services
IX. Advisory Committee
X. Reports and Evaluations
I. Background
This policy is in response to State and Federal resolutions and legislation regarding the provision of services to students with disabilities in postsecondary education. These include Assembly Bill 746 (1987), ACR 3 (1985), ACR 201 (1976), and Section 504 of the Rehabilitation Act of 1973.
II.Program Goals and Objectives
The California State University is committed to providing opportunities for higher education to students with disabilities, to increasing the representation of persons with disabilities in its student enrollment, and to making its programs, activities and facilities fully accessible to persons with disabilities.
The specific objectives to achieve these goals fall into the areas of mainstreaming, awareness and access, support services, and resources.
A. Mainstreaming
B. Awareness and Access
C. Support Services
D. Resources
III. Program Coordination
A. Systemwide Coordination
The Chancellor's Office shall be responsible for the systemwide planning, implementation, and coordination of all programs and services for students with disabilities within the California State University.
B. Campus Coordination
One person on each campus shall have the primary responsibility for planning, implementing and coordinating all campus programs and services for students with disabilities.
IV. Definitions
Section 504 of the Rehabilitation Act of 1973 provides the following definition of handicapped:
...any person who (i) has a physical or mental impairment which substantially limits one or more major life activities, (ii) has a record of such impairments, or (iii) is regarded as having such impairment.
A "qualified handicapped person" with respect to postsecondary education services is defined in the same regulations as:
...a handicapped person who meets the academic and technical standards requisite to admission or participation in the recipient's educational program or activity.
Discrimination is prohibited by the following paragraph included in Section 504:
No qualified handicapped person shall, on the basis of handicap, be excluded from participation in , be denied the benefits of, or otherwise be subjected to discrimination under any program or activity ...
The California State University has
established
the following categories for reporting purposes:
|
Visual Limitation: blindness or partial sight to the degree that it impedes the educational process and necessitates procurement of supportive services or programs. |
|
Communication Disability: limitation in the processes of speech and/or hearing which impedes the educational process and necessitates the procurement of supportive services or programs. Students in this category shall not require interpreting services. |
|
Deaf: limitation in the process of hearing which impedes the educational process and necessitates the procurement of supportive services or programs. Students in this category shall require oral or sign language interpreters. |
|
Mobility Limitation: limitation in locomotion or motor functions which indicates a need for supportive services or programs. Included in this category would be persons who have asthma, cardiovascular problems, or who do not have motor functions necessary to lift or carry items normally used in an academic setting (i.e., books and supplies). |
|
Learning Disability: a generic term that refers to the heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning or mathematical abilities. These disorders occur in persons of average to very superior intelligence and are presumed to be due to central nervous system dysfunction. Even though a learning disability may exists concomitantly with other handicapping conditions (e.g., sensory impairment) or environmental influences (e.g., cultural/language differences), it is not the direct result of those conditions or influences. |
|
Other Functional Limitations: any other dysfunction of a body part or process which necessitates the use of supportive services or programs, and which does not fall within the categories listed above. |
For reporting purposes, an individual should be counted in one category only - that of the primary dysfunction. Temporary disabilities do not constitute a separate category, but shall be placed in one of the above categories, based on the nature of the disability.
V. Verification of Disability
State funds allocated to the campuses for support services and programs shall be based on the number of professionally verified disabled students who request approved services and are regularly enrolled. A professionally verified disability means a condition certified by a licensed physician, psychologist, audiologist, speech pathologist, registered nurse, social worker, rehabilitation counselor, physical therapist, corrective therapist, learning disability specialist, or other appropriate professional. Where the nature and extent of the disability is obvious (e.g. amputee, blind, quadriplegic) the Director of the Disabled Student Services or designee may verify the disability. In those cases where the Director is unable to verify the disability, the student shall either provide the verification documentation to the Director, or sign a release authorizing the campus to obtain necessary documentation from one of the above professional persons or agencies. A student with a learning disability must provide testing/evaluation results that are dated no more than three years prior to the date of request for learning disability services.
Any CSU student who has transferred and received services from a California community college or University of California campus as a disabled student will be eligible for disabled student services provided by the CSU.
Each campus shall maintain confidential records identifying its students with professionally verified disabilities. These records shall indicate the student's name, address, social security number, nature of disability, supportive services needed, and:
1. verifying statement by the Disabled Student Services Director, or2. documentation supplied by the student, or
3. documentation obtained through a release form signed by the student, or
4. documentation signed by a California community college or University of California Director of Disabled Student Services or his or her designee.
VI. Funding
State funds allocated to the campuses shall be based on formulas approved by the Department of Finance. State funding shall be used to meet goals and objectives and provide services as specified by AB 746 (Chapter 829, Statutes of 1987) including relatively fixed costs associated with the basic ongoing administrative and operational costs of campus programs, continuing variable costs for direct support services, and one-time variable costs such as equipment and specialized supplies.
State funds shall be utilized to support activity which is consistent with the stated goals and services indicated in this policy. Funds shall not be used to duplicate services available to all CSU students.
A. Fixed Costs for Administration/Operation
It shall be the responsibility of each campus to provide for the following administrative and operational functions:
1. Access to, and arrangements for, adaptive educational equipment, materials, and supplies required by disabled students.2. Liaisons with campus and community agencies, including referral and follow up services to these agencies on behalf of disabled students.
3. On-campus and off-campus registration assistance, including priority enrollment, assistance with applications for financial aid, and related college services.
4. Special parking, including on-campus parking registration, temporary parking permit arrangements, and application assistance for students who do not have state handicapped placards or license plates.
5. Supplemental specialized orientation to acquaint students with the campus environment.
6. Activities to coordinate and administer specialized services including consultation with faculty for students with special academic needs associated with their disabilities.
7. Activities to assess the planning, implementation, and effectiveness of these services and programs.
8. Liaison with campus outreach personnel to increase the representation of students with disabilities.
9. Activities to increase general campus awareness of students with disabilities.
B. Variable Costs for Direct Support Services
The following support services for students with disabilities shall be provided by each campus. Availability of these services may vary depending upon the needs of students and available funding. The use of such services by any student with a disability shall be voluntary.
1. Diagnostic assessment, including both individual and group assessment not otherwise provided by the institution to determine function, education, or employment levels or to verify specific disabilities.2. On-campus mobility assistance to and from college courses and related educational activities.
3. Disability-related counseling and advising, including specialized academic, vocational, personal and peer counseling, that is developed specifically for students with disabilities and not duplicated by regular counseling and advising services available to all students.
4. Interpreter services including manual and oral interpreting for hearing impaired students.
5. Reader services to coordinate and provide access to information required for equitable academic participation if this access is not available in other suitable modes.
6. Test taking facilitation, including adapting tests for and proctoring test taking by, students with disabilities.
7. Transcription services such as providing Braille and large print materials not available through other sources.
8. Specialized tutoring services not otherwise provided by the institution.
9. Notetaker services for writing, notetaking, and manual manipulation for classroom and related academic activities.
C. One-Time Costs
One-time variable costs shall include expenditures for the purchase of supplies or the repair of equipment, such as adapted educational materials, equipment or vehicles. Attendants, individually prescribed devices, readers for personal use, or other devices or services shall not be provided. Additional services may be offered based on the nature and resources of each campus and the need of its population of students with disabilities.
VII. Recruitment, Selection and Scheduling of Such Support Services Staff as Interpreters, Readers and Similar Personnel
The Director of the Office of Disabled Student Services or his/her designee shall be responsible for the recruitment and selection of persons to serve as interpreters, readers, notetakers and similar support service personnel. Students with disabilities needing assistance of such persons shall have an opportunity to be involved in the selection process to determine their appropriateness and ensure that the level of skills of the person under consideration is adequate.
VIII. Provision of Services
Student requests for services should be made to the Office of Disabled Student Services as early as possible in order to facilitate scheduling or acquisition of personnel, equipment and/or materials. Disabled Student Services Directors shall establish campus guidelines to implement the provision of services. Students with disabilities denied a requested service may appeal the decision to the campus Vice President or Dean of Student Affairs, utilize the campus student grievance procedure, or utilize the Federal 504 grievance procedure.
IX. Advisory Committees
A. Systemwide
A systemwide Advisory Committee on Services to Students with Disabilities shall be established by the Chancellor's Office.
Purpose: The Systemwide Advisory Committee on services to Students with Disabilities shall review, evaluate, and recommend systemwide educational and administrative policies that affect students with disabilities and advise the Chancellor on needs and concerns of students with disabilities.
The Systemwide Advisory Committee shall meet a minimum of once per year and shall maintain and disseminate minutes of these meetings.
Membership and Terms of Office
a. Chair, to be appointed by the Chancellor (1) two year term;b. Vice President/Dean of Student Affairs (1) two year term;
c. Directors, Disabled Student Services (3) two year overlapping terms;
d. Students with Disabilities (3) one year term;
e. Academic Senate Representatives (3) two year terms;
f. Chancellor's Office Coordinator, Services to Student with Disabilities (1) indefinite term;
g. Representative, Division of Budget Planning and Administration, Chancellor's Office (1) indefinite term;
h. Representative, Division of Physical Planning and Development, Chancellor's Office (1) indefinite term;
i. Dean, Academic Affairs/Educational Support, or Designee, Chancellor's Office (1) indefinite term.
Membership should include representation from a variety of campuses and disability groups.
B. Campus
Each campus shall establish an Advisory Committee on Services to Students with Disabilities.
Purpose: The Campus Advisory Committee shall assist in the evaluation of current campus policies and procedures relating to students with disabilities, develop plans relating to programs and services for students with disabilities, recommend priorities, and develop timelines.
Membership: Members of the Campus Advisory Committees shall include students, staff, faculty, and administrators. Members of the committee shall be appointed by the campus president or designee. Additional members may be appointed from the off-campus community. Membership shall include representation from a variety of disability groups and academic disciplines.
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to Students with Disabilities San Diego State University |
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Elizabeth Bacon |
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Marty Block |
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Bea Briggs |
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Fang Chou |
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Gretchen Jones |
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Belinda Karge |
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Fred McFarlane |
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Rick Moore |
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Dean Popp |
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Carole Robasciotti |
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Mary Scheidel |
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Representatives of students with disabilities |
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Representatives of Associated Students |
X. Reports and Evaluations
A. Enrollment Data and Use of Services
Each campus shall submit data annually on verified disabled enrollment, which shall include the student's name, social security number, disability category, and services provided. This data will be submitted by the campus Disabled Student Services Director to the Chancellor's Office and be used for developing budget requests and preparing systemwide reports.
B. Systemwide Program Evaluation
Pursuant to AB 746, the Chancellor's Office shall:
C. Architectural Barrier Removal Review
Reviews of campus architectural barriers shall be conducted every five years beginning in 1990 by Physical Planning and Development to improve access for students with disabilities.
D. Campus Program Review
Annual written evaluation of services to students with disabilities shall be conducted by each campus. Such evaluations shall include student input and summaries will be forwarded for inclusion in the systemwide review.
E. Policy Review
The Policy for the Provision of Services to Students with Disabilities shall be reviewed by the Systemwide Advisory committee every five years beginning in 1990. A report including recommendations shall be prepared for the Chancellor of the California State University.
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