Student/Faculty Handbook

The Law

Congress passed Section 504 of the Rehabilitation Act in 1973. It is a civil rights statute designed to prevent discrimination against individuals with disabilities. It provides that:

"No otherwise qualified individual with disabilities in the United States shall solely, by reason of his/her disability, be excluded from participation, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance."

The American with Disabilities Act (ADA), which was modeled after Section 504, was signed into law in July 1990, but most provisions did not take effect until January 26, 1992. The ADA is a federal anti-discrimination statute and civil rights guarantee for persons with disabilities. It is designed to remove barriers which prevent qualified individuals with disabilities from enjoying the same employment opportunities, transportation, public accommodations, services provided by state and local government, and telecommunication relay services available to persons without disabilities.

Taft College Policies

Disability:: Taft College does not discriminate on the basis of disability in admission or access to its programs, services and activities.
Race, Color, or National Origin:: Taft College complies with the requirements of Title VI of the Civil Rights Act of 1964 and the regulations adopted there under. No person shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be otherwise subjected to discrimination under any program of The California Community College System.
Sex/Sexual Harassment:: Taft College does not discriminate on the basis of sex in the educational programs or activities it conducts. Sexual harassment is prohibited by Title VII of the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972, and the California Fair Employment and Housing Act.

What the Law Means at Taft College

Taft College is a public institution of higher education that receives federal assistance. Thus, the faculty, staff, and administration of Taft College 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 Taft College campus.

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 College has the flexibility to select the specific aids and services it provides as long as they are appropriate. Such aids and services are determined by the Student Support Services office 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:

Support services such as interpreters, note takers, readers (Taft College is not responsible for aids, devices or services of a personal nature, such as personal assistants), or tutoring;
Alternate testing accommodations; i.e. extended time, reader/scribe, use of assistive technology;
Assistive technology and/or adaptive equipment (i.e. screen readers, brailed materials);
Modifications or substitutions of courses, major fields of study, or degree requirements on a case-by-case basis (unless demonstrated that modifications would substantially alter essential elements of the course or program); and,
Other accommodations as appropriate.

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.

Under the provisions of Section 504, Taft College may not:

Use a pre-admission test reflecting on the applicant's disability rather than aptitude or achievement level, or other factor, the test purports to measure;

Inquire about any disability before admitting a student, unless it is trying to overcome the effects of prior limitations on enrollment of students with disabilities, and the student is willing to volunteer the information;

Limit the number of students with disabilities admitted;

Exclude a qualified student with a disability from any course of study;

Limit eligibility for financial assistance or otherwise discriminate in administering scholarships, fellowships, internships, or assistantships on the basis of a disability;

Counsel a student with a disability toward a more restrictive career;

Measure student achievement using modes that adversely discriminate against a student with a disability; or,

Establish rules and policies that may adversely affect students with disabilities.

Course Substitution

Students with a verified learning disability who are registered with the Student Support Services office may be eligible to petition for a course substitution for a General Education requirement. Information regarding course substitutions may be obtained from the Counseling Center.

How Disabilities are Defined

By definition of The Americans with Disabilities Act of 1990 (ADA), a "person with a disability" is anyone with a physical or mental impairment which substantially limits one or more major life activities, such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning or working.

Acquired Brain InjuryAcquired Brain Injury means a deficit in brain functioning which is non-degenerative and is medically verifiable, resulting in a total or partial loss of one or more of the following:

Cognitive, communication, motor, psycho-social and sensory perceptual abilities. (Administrative Code, Title V) Among the cognitive deficits persons with head injuries may experience are difficulties with concentration, memory, problem solving and abstract reasoning.

Communication Disability - The Community College Chancellors Office defines a communication disability as: impairment in the processes of speech, language, or hearing.

Hearing impairment means a total or partial loss of hearing function which impedes the communications process essential to language, educational, social, and or cultural interactions; and,

Speech and language impairments mean one or more speech/language disorders of voice, articulation, rhythm and/or the receptive and expressive processes of language.

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 disabilities do not simply reduce the volume of sound; they also distort it so that words cannot be understood.

Developmentally Delayed Learners The Title V definition of a Developmentally Delayed Learner is a student who exhibits the following:

Below average intellectual functioning

Potential for measurable achievement in instructional and employment setting.

After a students general ability has been verified and related, and educational limitations identified. A certificated DSPS staff member will determine whether a student is "otherwise qualified" to receive services from DSPS. Once a determination is made, the DSPS staff member may recommend services and special classes on which have a reasonable chance of enhancing the students; goal attainment.
Learning Disability - The Community College Chancellors Office defines a learning disability as: A persistent condition of presumed neurological dysfunction which may exist with other disabling conditions. This dysfunction continues despite instruction in standard classroom situations. To be categorized as learning disabled, a student must exhibit:

Average to above average intellectual ability;

Severe processing deficits;

Severe aptitude-achievement discrepancy(ies); and

Measured achievement in an instructional or employment setting.

Mobility Limitation - The Community College Chancellors Office defines mobility limitation as: A serious limitation in locomotion or motor function.

Mobility limitations can include permanent or temporary disabilities. Many of the individuals who have mobility disabilities use canes, braces, wheelchairs in order to get around the campus and community. People with upper body mobility disabilities will have difficulty taking notes and completing other physical tasks. They will probably have note takers or audiocassette tape players to assist them. Many students with lower body mobility disabilities will simply require a wheelchair for mobility in the classroom. They will also use elevator and ramp access on the campus and in the community.

Other Functional Limitation -The Community College Chancellors Office defines other functional limitations as: All students with disabilities, as defined in section 56002, who do not fall into any categories described in sections 56032-42, but who indicate a need for support services or instruction provided pursuant to sections 56026 and 56028. Disorders may include but are not limited to: Autism, ADD (H), chronic illness, etc.

Specific services will depend on the individual situation.

Psychological Issues cover a wide range of conditions varying in symptoms and severity. In College the most commonly observed diagnoses are disorders of mood such as bipolar disorder and major depression. Other conditions are anxiety and panic disorders, obsessive-compulsive disorder, and schizophrenia. These disabilities are recognized to have a biological basis and many can be treated with appropriate psychotherapy and psychiatric medications.

Most students with these disabilities are limited with communication because they react to the increased stress of College by withdrawing.

Psychological disabilities limit times of class choice because the student's functioning fluctuates throughout the day. Student's attendance may be limited because of relapses or hospitalizations.

Temporary DisabilitiesAny physical and or mental issues that are considered to be temporary.

Visual Limitation - The Community College Chancellors Office defines visual limitation as: total or partial loss of sight.

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 in these areas as any group of people.

Student Support Services

Mission Statement

The mission of Student Support Services is to provide support services that will enable every student, regardless of disability, to have access to a higher education. In addition, Student Support Services staff will promote campus awareness of and sensitivity to disability issues.

The office of Student Support Services seeks to:

provide educational opportunities for students with disabilities, and access to all Taft College programs and activities;

eliminate physical and attitudinal barriers that deny full campus participation; and

promote awareness and understanding of students with disabilities on campus and within the Taft community.

About Documentation

Prior to receiving assistance, documentation from a qualified professional source must be submitted to Student Support Services. The Community College Chancellors Office 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 Coordinator of Student Support Services, or designee, may verify the disability. In those cases in which the Coordinator is unable to verify the disability, the student shall either provide the verification documentation to the Coordinator, 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 current and relevant testing/evaluation results that meet guidelines for learning disability services.

Any Taft College student who has transferred from a California community college, UC, or a CSU campus and has previously received services as a disabled student should provide documentation to the Student Support Services office. The documentation will be reviewed to determine if the student meets the guidelines to receive services as a student with a learning disability, and, if so, what accommodations are appropriate.

Support Services:

In compliance with Taft College policy, students with disabilities may be found eligible for one or more of the following services:

Registration assistance with applications for financial aid and other related college services

Priority registration

Disability-related counseling and advising not duplicated by regular counseling and advising services

Learning disability assessment, review, and support services

Support staff, including ASL interpreters, readers, scribes, note takers and test proctors

Adaptive equipment, including assistive technology, Braille printer, Kurzweil reading machine, CCTV large-text display, assistive listening devices, books-on-tape and standard and 4-track tape recorders

Alternate format materials

Facilitation of arrangement for books-on-tape

Out-of-class testing accommodations, including extended time, adaptive equipment, readers, scribes and individually proctored examinations

Assistance in applying for accommodations on standardized tests (i.e. CBEST, ELM/ EPT, GED)

Assistance with classroom and campus accessibility

Parking available without Taft College permit with DMV placard

Coordination of disability services with college departments and community agencies

Equipment loans: calculators, wheelchairs, tape recorders, etc.

The Community College Chancellors Office also supports additional student support services depending on the needs of students and available funding.

STUDENT SUPPORT SERVICES POLICIES AND SERVICES

Adaptive Computer Technology/High Tech Center Access

If you have been found to be eligible for adaptive computer assistance through Student Support Services, youre entitled to utilize our High Tech Center located in the SSS building. There you will have access to state of the art computer equipment and software. The following is a list of just a few of the programs we have to offer:

Kurzweil

Dragon Naturally Speaking

Spanish Dragon Naturally Speaking

PDF Magic Pro

Acrobat Reader

Ultimate Talking Dictionary

Adobe Reader

Once you receive your accommodations card, you must:

Make an appointment with Jack Gallon, hes the High Tech Access Specialist (His office is located in the Student Support Services building) to determine the software appropriate for your needs.

Schedule appropriate number of training sessions to ensure full understanding and use of the assistive technology.

Utilize assistive/adaptive technology available in campus labs once program/technology has been mastered.

Alternate Format Materials

Alternate format materials for all college publications may be available upon request.

Requests for academic materials should be made at the beginning of each semester or as soon as the student is aware of the need.

Examples of materials that may be enlarged, tape-recorded, or brailed include but are not limited to:

Class syllabi

Class handouts

Examinations

Time needed to translate materials to alternate format will vary according to length, style and layout of materials, so students should plan accordingly. Additional time will be needed when materials are contracted out; i.e. sent to the print shop.

Books-On-Tape

If books-on-tape is a recommended accommodation, you must:

Immediately after registering for classes, contact the bookstore or professors to arrange a list of required textbooks needed for each class. If there is not a professor listed in the class schedule, contact the academic department to find out who will be teaching the course.

Come to Student Support Services building and ask for a "Books on Tape Request Form". Once this form is completed you can schedule an appointment with our High Tech Lab Assistant.

Bring your completed request form, accommodations card and your class schedule to this appointment.

Dont wait until the last minute! It can take up to 4-6 weeks to receive some books.

Recordings for the Blind & Dyslexic phone number 1-800-221-4792 Web site http://www.rfbd.org/

Equipment Loans

If you are in need of equipment (i.e. tape-recorder, calculator, spell-checker, wheelchairs, etc.), you must:

Fill out an Equipment Check-Out Request Form available in the Learning Resource Center.

Supply your own batteries and/or tapes for equipment that require them.

Return the equipment to the Learning Resource Center by the date noted on the checkout form (usually the last day of the semester).

Holds will be placed on a student's records, transcripts, financial aid, etc., if equipment is not returned by due date.

Note Taking Assistance

In order to obtain a note taker for a class, you must:

Obtain an Accommodations Card from the Student Support Services office stating that a note taker is an approved accommodation.

Obtain NCR paper from the Student Support Services office.

Student should meet with professor during office hours in order to explain need for note taker.

Give the volunteer note taker the two-part NCR paper.

Note: If you are not comfortable approaching a professor, please contact the Student Support Services office for assistance. Also, due to the expense of NCR paper, all unused paper must be returned to Student Support Services at the end of the semester.

Priority Registration & Assistance

If you have been found to be eligible for services through Student Support Services, you are entitled to have priority when enrolling for classes. This way youre insured to get into the classes you need. We also offer assistance with the registration process if needed.

Sign Language Interpreters

Role of Interpreter

The interpreter is expected to know and follow the Code of Ethics as outlined by the Registry of Interpreters for the Deaf. Questions from the student should always be directed to the instructor and conversely, questions from the instructor should always be directed to the student. The interpreter is to transmit the questions and not answer the questions. The interpreter is not to advise the student on academic situations, only to facilitate communication. Interpreters will refer the student to the Student Support Services office for assistance if problems arise. Also, should the interpreter be unable to facilitate communication due to lack of experience, skill level, or uncomfortable ness, it should be reported to Student Support Services as soon as possible.

For students who require interpreters:

Meet with Support Services Specialist to determine interpreter needs for classes.

Provide course schedule for each semester during pre-registration, if possible, and a confirmed class schedule as soon as possible.

It is up to the student to contact Student Support Services regarding adds/drops and other schedule changes as soon as possible to avoid delays obtaining interpreters.

Student Support Services will contact interpreters and match both student and interpreter schedules to arrange assignments.

Students, interpreters, and Student Support Services staff should meet prior to the beginning of each semester to discuss any necessary adjustments.

Students and interpreters should notify Student Support Services as required in case of missed classes or absences.

Refer to Interpreter Services section for a detailed description of policies, procedures and code of ethics.

Test Taking Accommodations/Extended Time

In order to receive accommodations on tests administered by the Learning Resource Center (LRC), all students must:

Obtain an Accommodation Card from Student Support Services.

Meet with professors during their office hours to discuss accommodations. Plan to do this as early in the semester as possible. Explain the effects of your disability on taking examinations and how the accommodations for which you are approved help to equalize your ability to take examinations.

Obtain from your professors all examination dates for the semester. Often these are listed on the course syllabus. If professors are unable to identify the examination schedule, explain to them that Learning Resource Center (LRC) requires one-week advance notice before taking an exam.

Determine the date and the beginning and ending time of your accommodated exam. Testing hours are set by the Learning Resource Center (LRC). Students are expected to adhere to their scheduled, accommodated exam beginning and ending time, as these times are set.

Clarify exam conditions with your instructor, such as whether or not the exam will be open book, calculator allowed, etc. If the special condition is not marked on your Accommodation Card, you will not be able to take it into the testing room with you.

Clarify exam pickup and delivery instructions.

Contact the professor and the Learning Resource Center (LRC) to reschedule an exam if an emergency warrants the postponement of an exam. The professor must approve all changes.

Tutorial Assistance

Student Support Services does not duplicate services that already exist on campus; therefore, we do not have tutoring specifically for students with disabilities. There are a number of tutoring services on campus, and Student Support Services will provide you with a list of available tutoring, locations, and hours upon request.

Responsibilities of Students

Identify him/herself to Student Support Services and provide or obtain 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.

Meet with the Coordinator and consult with the Support Services Specialist, if necessary, to arrange specific accommodations that will be needed while enrolled in courses at Taft College.

If a learning disability is present, current testing and evaluation results must be provided and a meeting scheduled with the LD Specialist to evaluate documentation and determine eligibility for services and specific accommodations.

Present a list of approved accommodations, as specified by Student Support Services, to the faculty member(s) in whose class(es) accommodations or support services will be provided.

Notify the Student Support Services office when classroom accommodations are needed. This includes the need for adaptive furniture and/or accessible locations.

Notify the Support Services Specialist of interpreter-needs prior to the start of each semester.

Abide by departmental, school, and College policies and academic regulations, as all students are expected to do.

Responsibilities of Faculty

Work with Student Support Services in providing authorized accommodations and/or support services for the student in a fair and timely manner.

Consult with a representative of Student Support Services if there is any question regarding how to implement the authorized accommodations for a student with a disability.

Provide information indicating faculty is supportive of students with disability.

Make referrals to Student Support Services when appropriate.

Encourage students to self-identify by creating an educational environment that is inclusive of students with disabilities.

Develop, maintain and share an awareness of the variety of disabilities through continued education.

Responsibilities of Academic Administrators

Make available to each division faculty member copies of the Taft College policy regarding academic accommodations for students with disabilities.

Provide any necessary support to the faculty member who is charged with making the accommodations.

When an authorized accommodation is challenged, the division chair or responsible administrator will ensure that the accommodation is provided until the matter has been formally reviewed and resolved.

Ensure that the faculty and staff within their divisions understand Taft College's commitment to implementing law and policy assuring nondiscrimination on the basis of disability.

Responsibilities of Students

Identify him/herself to Student Support Services and provide or obtain 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.

Meet with the Coordinator and consult with the Support Services Specialist, if necessary, to arrange specific accommodations that will be needed while enrolled in courses at Taft College.

If a learning disability is present, current testing and evaluation results must be provided and a meeting scheduled with the LD Specialist to evaluate documentation and determine eligibility for services and specific accommodations.

Present a list of approved accommodations, as specified by Student Support Services, to the faculty member(s) in whose class(es) accommodations or support services will be provided.

Notify the Student Support Services office when classroom accommodations are needed. This includes the need for adaptive furniture and/or accessible locations.

Notify the Support Services Specialist of interpreter-needs prior to the start of each semester.

Abide by departmental, school, and College policies and academic regulations, as all students are expected to do.

Responsibilities of Faculty

Work with Student Support Services in providing authorized accommodations and/or support services for the student in a fair and timely manner.

Consult with a representative of Student Support Services if there is any question regarding how to implement the authorized accommodations for a student with a disability.

Provide information indicating faculty is supportive of students with disability.

Make referrals to Student Support Services when appropriate.

Encourage students to self-identify by creating an educational environment that is inclusive of students with disabilities.

Develop, maintain and share an awareness of the variety of disabilities through continued education.

Responsibilities of Academic Administrators

Make available to each division faculty member copies of the Taft College policy regarding academic accommodations for students with disabilities.

Provide any necessary support to the faculty member who is charged with making the accommodations.

When an authorized accommodation is challenged, the division chair or responsible administrator will ensure that the accommodation is provided until the matter has been formally reviewed and resolved.

Ensure that the faculty and staff within their divisions understand Taft College's commitment to implementing law and policy assuring nondiscrimination on the basis of disability.

STUDENT SUPPORT SERVICES REQUIRED TIMELINES

WHAT NEEDS TO BE DONE: BY WHOM: BY WHEN:

To receive services from Student Support Services, student must identify him/herself to Student Support Services and provide Services and provide professional verification of disability STUDENT ASAP

Learning Disability - To receive services and accommodations from Student Support Support Services, student must provide current evaluation results, and schedule an appointment with the Learning Disabilities Specialist to review data to determine accommodations or to request an assessment. STUDENT ASAP

Consult with Coordinator or Learning Disabilities Specialist to discuss appropriate accommodations that will be needed when enrolled in courses. STUDENT ASAP

Request accommodations and/or furniture for Classroom(s). STUDENT PRIOR TO START OF SEMESTER

Request Taft College identification card STUDENT ASAP

Request for Alternate Format Materials STUDENT ASAP

Obtain books-on-tape for classes STUDENT
STUDENT SUPPORT SERVICES PRE-REGISTRATION

Meet with individual instructors to discuss needed accommodations. STUDENT
FACULTY ASAP

Pick up Accommodation Card from the Student Support Services office (in anticipation of upcoming exams), and any necessary equipment and/or note taking paper STUDENT BEGINNING OF EACH SEMESTER

Abide by department, school and college policies and academic regulations. STUDENT CONTINUOUSLY

Complaint/Grievance Procedures

Student Academic Grievance:

A student has the right to grieve an academic sanction imposed by a faculty member. The grievances can concern only two types of sanctions: allegations of academic dishonesty and an assigned final course grade.

The grievance must be pursued according to the College's Student Academic Grievance procedures available the Counseling Center.

Group grievances are not permitted. The College presumes the correctness of final course grades. It is the responsibility of a student appealing an assigned grade to demonstrate otherwise.

Section 504 Grievance Procedures:

Students or any other persons who believe there has been discrimination because of a disability are encouraged to discuss the matter with the College 504 Compliance Officer. The designated 504 Compliance Officer for Taft College is Willy Duncan, Vice President, and Administrative Services. His office is located in the Business Office, and he can be reached by phone at (661) 763-7717. If such discussions do not resolve the matter, the person may then initiate a formal grievance by completing the form available from the Compliance Officer.