STUDENT HANDBOOK

Revised 8/2021

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Welcome to Cypress College Disability Support Services

Congratulations! We’re happy you’ve decided to continue your education at Cypress College. Disability Support Services (DSS) would like to welcome you to our Program. It is our hope that our services will enhance your educational development and help you meet your academic goals. We hope this handbook will help you take full advantage of all the services offered here at Cypress College.

The first thing you should do is apply to Disability Support Services (DSS). You may do this by visiting the DSS webpage and following the instructions. As part of the online application process, you will need to upload your disability verification document. This may be your IEP, medical verification from a doctor, or another form of disability documentation verified and signed by a disability or medical professional. If you have questions or need assistance with the application process, please call (714) 484-7104. .

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TABLE OF CONTENTS Eligibility for Services ……………………………………………………...…………. 4

Description of Services and Accommodations……….. ………..………………….. 5 Priority Registration…………………………………………………………… 5 Alternate Media Services…………………………………………………….. 5 Auxiliary Aids………………………………………………………………….. 6 Academic Counseling………………………………………………………… 6 Accessible Parking…………………………………………………………… 6 Learning Disability Assessment……………………………………………. 6 Note-Taking Assistance…………………………………………………….. 7 Testing Accommodations…………………………………………………… 7 Accommodative Breaks During Testing ………………………….………. 9 Placement Tests……………………………………………………………… 10 Service Animals……………………………………………………………… 10 Sign Language Interpreting…………………………………………………. 11 Personal Care Attendant/Educational Coach ……………………………. 12 LLRC Tutoring ……………………………………………………………….. 12 Distance Education – Requesting Disability Services ………………….. 12 High Tech Center (Computer Lab)…………………………………………. 12

Assistive Technology on Campus………………………………. .……….…………. 14

Laws, Bills, and Statutes………………………….......……………………………….. 15

Students Rights and Responsibilities…………………………………....…………… 16

Accommodation Complaint Resolution Process.. …………………………………. 17

Suspension or Termination of DSS Services…………………………………........ 19

Qualities of a Successful Student…….……………………………………….………. 20

Self Advocacy ………………………………………… ……………………………….. 20

Time Management…………………………….……………….. ………………………. 20

Test Taking Strategies……………………….…………………………………………. 22

Tips for Reducing Test Anxiety …….…………………………………………………. 23

Important Phone Numbers……………………………………………….. …………… 24

Evacuation Procedures for Individuals with Disabilities…………………………….. 26

Key Earthquake Safety Tips for People with Disabilities……………………………. 30

Cypress College Map…………………………………………….. ……………………. 31

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Eligibility for Services

In order to be eligible for support services, you must provide us with documentation of a disability. Such documentation may include an IEP, psychological and/or medical reports, or specialized testing reports (audiogram, vision tests, LD assessment, etc.).

The categories of disabilities served include: vision, hearing, physical, learning disabilities, mental health, acquired brain injuries, intellectual, other health conditions, ADHD, and Autism Spectrum Disorder. These categories are outlined in Title 5 of the California Code of Regulations.

Once we have verification of your disability, we will arrange for you to meet with one of our Academic Counselors for a new student appointment. In this meeting, the counselor will give you an orientation to the college and DSS, develop an Academic Accommodations Plan (AAP), discuss accommodations and services, and answer any questions you may have. You will be expected to meet with the Counselor and/or request DSS services/accommodations at least once per semester to continue receiving services through DSS.

Students with learning disabilities may be required to be reassessed in order to determine appropriate accommodations for college. The Learning Disability (LD) Specialist will review all supporting documents and complete an LD assessment, if needed.

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Description of Services and Accommodations

1. Priority Registration: As a student registered with DSS, you may be eligible to

participate in advanced registration for courses. In order to qualify for priority registration you must have completed the assessment, orientation, and have met with a DSS Counselor. Once you’ve completed these requirements, an active case file should be on record with DSS a minimum of two weeks prior to the first day of registration. Continuing students must update their files in the summer or fall of each year in order to maintain access to priority registration. Additionally, continuing students must have a comprehensive Student Educational Plan (SEP) on file after he/she has completed 15 units of coursework. This SEP is developed by you and your counselor.

To receive priority registration as a continuing student, you must be in good academic and/or progress standing AND have completed 75% or more of your earned units with grades of A, B, C, CR, and P, AND have not earned more than 100 degree-applicable units at Cypress AND Fullerton.

2. Alternate Media Services: Alternate media generally refers to text or other materials produced in a specialized format intended for use by persons with disabilities. Types of alternate media include, but are not limited to, Braille, large print, audio material, electronic text (PDF or Word/RTF), and tactile graphics.

Procedure for using this service:

• Meet with your DSS Counselor to determine eligibility for alternate format accommodations.

• Purchase the textbook. Make sure to keep the receipt.

• Contact Steve Auger, Alternate Media Specialist. The Alt Media Specialist will request a copy of the textbook proof of purchase (receipt).

• Sign an agreement to refrain from sharing text or other alternate format materials with others and to adhere to all pertinent copyright laws.

HOT TIP: Students must request this service as early as possible prior to the start of the semester. In some cases the production of materials may take up to 8 weeks. Order your textbooks at the same time you register for classes.

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3. Auxiliary Aids: Students must identify the need for an auxiliary aid and give adequate notice of the need. Students must meet with their DSS Counselor to determine eligibility for the use of an auxiliary aid. Some of the various types of auxiliary aids may include: electronic readers, audio recorders, assistive listening devices, etc. The student agrees not to release information obtained in class via the auxiliary aid, as it might infringe on a potential copyright or limit freedom of speech. The student also agrees to use the auxiliary aid solely for the purpose of personal study. The student understands that the recordings cannot be used as evidence in the case of student-faculty disputes.

4. Academic Counseling: It is recommended that students meet with a DSS

academic counselor each semester to get recommendations for courses and to discuss appropriate support services and/or academic accommodations. We encourage DSS students to use DSS counseling services to create Student Educational Plans (SEP’s), prepare for transfer, evaluate transcripts, or to discuss and develop educational and career goals.

5. Accessible Parking: All students and visitors wishing to park on campus must

purchase a parking permit from Cypress College. This policy includes individuals with disabilities who have Accessible Placards issued by the DMV. Parking permits may be accessed and obtained by visiting http://parking.cypresscollege.edu/.

Accessible “blue zone” parking is available to vehicles displaying placards or license plates issued by the DMV to individuals with disabilities. Blue zones are located close to buildings in parking lots throughout the campus. Students with DMV placards or DMV-approved license plates may park in blue zones in both staff and student lots as well as in regular parking spaces.

6. Learning Disability Assessment: Enrolled students having academic

difficulties and who believe they may have a learning disability may request a learning disability (LD) assessment. There is no cost to the student for the assessment. The DSS LD Specialist screens students to determine if they should be tested. If testing is prescribed, students schedule a series of appointments where they are administered standardized tests of aptitude and achievement. Results of the tests indicate whether or not a student is eligible

HOT TIP: Don’t miss your appointment. The wait list for counseling services can be very long!

If you miss two counseling appointments (no-shows) without notifying the DSS office, you will be required to wait two weeks to reschedule another appointment.

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for services through DSS. LD screening can be requested by contacting DSS at (714) 484-7104 or by visiting the DSS office and speaking with a staff member. Students in high school special education programs and 504 programs may be asked to complete testing to continue to qualify for additional accommodations and/or services at college. Students with certain co-occurring disabilities, such as Acquired Brain Injury (ABI) cannot be tested for learning disabilities.

7. Note-Taking Assistance: Students who cannot take notes or have difficulty

taking notes adequately, would benefit from: audio recording lectures, instructor’s notes/slides, note taking apps, a smart pen or notes from a volunteer in class. If a volunteer is used, the volunteer will submit their notes to the instructor, who will, then, send it to the DSS student (while in the remote environment). The Volunteer note taker will receive a bookstore gift card in the amount of $30 for providing notes for 9-16 weeks OR $15 for 1-8 weeks. To be eligible for the gift card, the volunteer must contact Holly Segoviano, hsegoviano@cypresscollege.edu, prior to starting the assignment. The volunteer may be asked to provide a sample copy of their notes. The gift cards will be issued at the end of the semester.

Note taking assistance is not a substitute for attending classes. You must attend class in order to get notes. Note taking services do not replace your responsibility to pay attention, participate, and to ask for clarification, if needed.

8. Testing Accommodations: Testing accommodations involve making

adjustments to standard testing conditions so that students with disabilities have an equal opportunity to demonstrate their mastery of course material.

HOT TIP: Once you have been accepted for LD assessment, keep your appointments! If you miss appointments without calling, you may be subject to termination of testing. If you must miss an appointment, call ASAP.

HOT TIP: Review your notes immediately after class and make additional notes in the margins. Sometimes the things you want to remember haven’t been emphasized by the note taker.

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Accommodations do not give students an advantage in a testing situation; rather, they compensate for educational limitations posed by a student’s disability. The specific types of testing accommodations provided to students are determined by the DSS Counselor and/or LD Specialist on an individual basis. Testing accommodations may include extended time, distraction-reduced testing environment, use of a computer or other adaptive equipment, the assistance of a reader or scribe, or breaks.

Instructors sometimes comment, “All students would like to have extra time on tests.” This is true, but not all students benefit equally from extra time. Studies performed with students with learning disabilities (LD), for example, demonstrate that they increase their test scores substantially when given extra time, while students without disabilities did not. That is because students with LD require more time to process information than individuals without LD.

In order to receive testing accommodations, it is the student’s responsibility to follow the DSS testing accommodations procedure. Failure to do so may result in the loss of testing accommodation services.

Procedure for using this service:

• Obtain a Testing Accommodation Authorization form from DSS for each class in which alternative testing is authorized.

• You and your instructor meet to discuss details and complete the Instructor Information Section. The instructor MUST complete and sign the authorization form.

• You return the signed authorization form to DSS. The authorization form must be completed and on file at least one week prior to any testing accommodations being provided.

• You MUST make an appointment for taking a test at least three (3) business days in advance. Please note: If you require alternative media and/or a reader/scribe, you must schedule your testing appointment at least five (5) business days in advance. When scheduling your appointment, be prepared to give the following information:

o Student ID # o Name of your instructor o Name of your class o Date and time of your class exam

o How much time the rest of the class will get for the exam • If you schedule an appointment, but do not show up for your appointment

or fail to make an appointment two times in a semester, your testing accommodations may be suspended and you will need to meet with a DSS Counselor or the DSS Director to get testing services/accommodations reinstated.

• All tests must be taken in one sitting. You cannot stop, leave, and come back later to finish. Tests must be taken on the same day as the class

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and as close to class time as possible, unless the instructor contacts DSS and approves other arrangements.

• Read and sign a contract agreeing to abide by DSS testing procedures.

• Instructors may personally deliver tests, send them through campus mail or email them to DSS. Tests delivered to DSS by students WILL NOT be accepted.

• Exams are returned to instructors by campus mail or they can pick them up in person. Completed tests WILL NOT be returned by students, email, fax, or personally delivered to their classrooms or division offices.

You may be eligible for extended time on exams, depending on your disability- related limitations. Please remind your instructors that they need to provide DSS with the test by the day it is to be administered. In the case of exams that need to be converted into an alternate format or require multiple copies, DSS needs the test five days in advance to make sure that they are ready on time.

“Cheating” on an exam is considered inappropriate use of DSS services and is subject to suspension or termination of DSS accommodative testing services. If you are caught cheating, you will not be able to take any future exams until you have met with a DSS Counselor or the DSS Director. Additionally, any student participating in this type of academic dishonesty will be referred to the Dean of Counseling and Student Development and will be subject to campus suspension or expulsion.

Note: In order to maintain the integrity of the DSS testing environment, DSS utilizes cameras to monitor the testing rooms at all times.

You will be asked to leave your bags and cell phone outside of the testing room. You must show a DSS staff member that you are placing your cell phone in your bag. Having a cell phone, notes, etc. in the testing room is considered a form of cheating, even if you are not using them. Please make sure to leave ALL materials outside of the testing room.

Inappropriate Use of Testing Services (non-exhaustive list)

• Arriving late for testing appointments

• Failing to schedule testing appointments

• Inappropriate behavior towards DSS staff

• Use of unauthorized materials in testing room

• Leaving DSS testing center without authorized breaks and/or informing DSS staff

• Etc.

Accommodative Breaks during Testing

If a student is authorized for accommodative breaks as an accommodation, they will be allowed to take a break during a test. A student with this

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approved accommodation is permitted to take one 10-minute break during tests or quizzes. The 10-minute break is included in the allotted test time. Students should remain in the DSS office during the break, or students may visit the restroom.

9. Placement Tests: Students with verified disabilities are eligible to take

placement tests in the Assessment Center with testing accommodations. In order to receive testing accommodations for the placement tests, a student must meet with a DSS Counselor. If a student chooses to take the tests in the Assessment Center before meeting with DSS to secure his/her testing accommodations, he/she may not retake them. Placement tests include English, math and ESL.

10. Service Animals: A service animal is trained to perform some of the functions and tasks that people with disabilities cannot perform themselves. According to the Americans with Disabilities Act (ADA), a service animal is defined as:

A dog that has been individually trained to do work or perform tasks for an individual with

a disability. The task(s) performed by the dog must be directly related to the person’s

disability.

Other species of animals, whether wild or domestic, trained or untrained, are not service animals for the purposes of this definition. In compliance with the ADA, service animals are welcome at Cypress College. Students with disabilities requiring assistance of a service animal on campus are welcome to register their service dogs with the DSS office. The DSS Counselor will recommend any additional accommodations appropriate to the functional limitations of the disability.

Requirements of service animals and their owners/handlers include:

• Dogs must be licensed in accordance with county regulations and wear

current tags. • Dogs must be in good health.

. HOT TIP: Inform DSS immediately if you have any problems related to your testing accommodations. Do not wait until the last minute to begin the above process!

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• The dog must be on a leash at all times, unless either the student is unable to use a harness or leash because of a disability, or the use of a harness or leash would interfere with the service animal’s performance of work or tasks.

• The handler must control the animal at all times. The care and supervision of an animal is solely the responsibility of its partner/handler.

In situations where it is not obvious that the dog is a service animal, staff may ask two specific questions:

1. Is the dog a service animal required because of a disability? 2. What work or task has the dog been trained to perform?

Cypress College may exclude a service animal from all or part of its property if a handler fails to comply with these restrictions in a manner that fundamentally alters the nature of Cypress College programs or services or poses a threat to the health or safety of others.

11. Sign Language Interpreting: An Interpreter will be provided through the DSS office for students who are deaf or hard of hearing and who wish to use sign language as their primary and preferred mode of communication.

Requesting services: Interpreting services must be requested from DSS as soon as a student registers for a class and no later than two weeks before the start of classes. The student must request services for field trips, on-campus appointments, and or campus plays/concerts no less than two weeks before the event. You may request services at deafservices@cypresscollege.edu or by submitting an Interpreter Request Form that is available in the DSS office. You will be asked to read and sign a Student Contract for Interpreting Services prior to receiving the service.

Absences: If you plan on being absent, you must notify DSS at deafservices@cypresscollege.edu at least 48 hours in advance. If you are unexpectedly absent due to illness, car trouble, etc., you must notify DSS as soon as possible. If you do not show up for class and do not notify DSS in advance on two occasions, you interpreting services will be suspended until you meet with a DSS Counselor or Director. If, after you meet with the DSS professional, your absenteeism continues, services may be terminated for the remainder of the semester.

Tardiness: Interpreters are instructed to wait ten (10) minutes for every hour the class meets for students to arrive. If you arrive after the interpreter has waited the required time, you may not receive interpreting services for that class period. Failure to arrive to class on time twice in a semester will result in your services being suspended until you have met with the DSS Counselor or Director.

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Adds, Drops, or other Class Changes: You must inform DSS immediately of any changes in your class schedule.

12. Personal Care Attendant/Educational Coach: The College recognizes two

types of personal aides. A student who is limited in performing self-care functions may require a Personal Care Attendant (PCA) to participate in the College’s activities, services, or programs. A PCA’s sole function is to address the student’s disability-related personal care needs (e.g., toileting, mobility assistance, dispensing medications, etc.). Other students may need an Educational Coach (EC) to address behavioral issues such as staying on task or following directions. In either case, it is the student’s responsibility to arrange for his or her personal aide. Cypress College is not responsible for locating, coordinating, or making financial arrangements for personal care attendants or educational coaches.

An aide is not considered a student, and the aide’s participation in class is limited to assisting the student to meet his/her accessibility needs (e.g., turning pages, getting out supplies, taking off coat, etc.) or behavioral needs. An aide is not to act on behalf of the student with instructors, students, or staff, engage in instructional activities, provide academic support, or in any way influence the student’s learning during class time. Parents or close family members are not permitted to serve as the students in-class aide.

Personal aides are required to follow all College policies and regulations, including the Conduct Code. Failure in abiding by the agreed upon role will result in the aide’s presence on campus being limited or denied.

The student must give timely notification to the DSS office if requesting that an aide accompany them in class so that DSS is able to consider the request and, if approved, notify faculty in advance. The student is responsible for notifying and obtaining approval from DSS regarding any personnel changes.

It is the student’s responsibility to:

1. Submit appropriate disability documentation to DSS. The verified disabling condition and resulting educational limitations must support the necessity of having a personal aide accompany the student in the classroom.

2. Ensure that each personal aide registers with DSS and signs the Personal Care Attendant/Educational Coach Agreement each academic term.

3. Ensure that if personnel changes occur during the term, the new personal aide registers with DSS and signs a new PCA/EC Agreement Form.

4. Direct the activities of the personal aide in the classroom (limited to non- academic activities as described above).

5. Abide by Cypress College’s policies, regulations, and procedures.

13. Tutoring: Tutoring is available for all Cypress College students at the Tutorial Center located in the LLRC. Extended tutoring (1 hour vs. ½ hour) is available

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to qualified DSS students. A DSS student must be approved for this accommodation by meeting with a DSS Counselor.

Any DSS student who qualifies for extended tutoring (1 hour) must present the LLRC Tutoring Center a DSS Tutoring Card. These cards are available at the DSS office. The tutoring staff will not provide extended tutoring if a student does not possess the DSS Tutoring Card.

Please know that one-hour tutoring appointments are based on the availability of a tutor and time/dates requested. There may be times when only 30-minute appointments are open and/or no appointments are available.

DSS students authorized for extended tutoring may request two (2) one-hour tutorial sessions per subject, per week. No student may request more than one (1) appointment per subject for the same day. Students more than 10 minutes late will lose their appointments.

The Tutoring Center follows the campus policy and Standards of Student Conduct. If a student is abusive or offensive to a tutoring staff member, tutoring privileges may be revoked for a session, week, month, semester, etc. depending on the severity of the situation.

14. Distance Education – Requesting Disability Services For the purpose of the DSS intake process, “distance education students” will apply for services through their Charger Access Portal on the DSS website. After they have submitted their application and uploaded their disability documentation, they will receive an email from DSS asking them to call the office to schedule their new student appointment. The appointment will be completed virtually either by phone, Zoom, or Cranium Café.

15. High Tech Center (DSS Computer Lab): Computers with adapted

hardware/software that make them more accessible are available in the HTC located in the DSS office, CCCPLX 100. Printing is available in the HTC. DSS HTC uses recycled paper, so if students require “unused” paper, they must bring their own. All students are allowed 200 prints (pages) per semester.

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Assistive Software includes:

Screen Reader – The computer reads aloud what is on the screen. Voice Recognition – The computer types as the student talks to the computer. Screen Magnifier – The computer enlarges print and graphics on the screen to a size that the student can read. Closed Circuit TV Magnifier (CCTV) – Devices that enlarge printed materials through the use of a TV camera and monitor.

16. Assistive Technology (AT) Available on Campus: Assistive computer technology is any software, hardware or piece of equipment that helps provide equal access to computer resources as well as alternatives to the way in which an individual interacts with the computer and written material. In other words, AT is anything that helps us get our work done.

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The following is a list of the technology available on campus and/or by request. PRODUCT DESCRIPTION WHO BENEFITS LOCATION

Kurzweil 3000

Kurzweil 3000 is a program that enables conversion of print materials to electronic text which can be read to the user. Features include: highlighted text, adjustable voice settings, dictionary, and tools to improve study skills.

Individuals who prefer to see words highlighted while reading; individuals who have better comprehension via auditory methods

DSS High Tech Center Lab

Writing Center

Language Lab

Library

Zoomtext

Zoom Text is a program that magnifies the computer screen for visually impaired users. Features include: choice of magnification levels, change size and color of cursor, and screen reading capabilities.

Individuals who are unable to see regular sized print on the computer monitor; individuals who want a magnified view and some audio feedback.

DSS HTC Lab Writing Center

Language Lab

Library

CIS Lab

JAWS for Windows

JAWS Screen Reader allows individuals who are visually impaired or blind to have full access to the computer. JAWS reads what is being displayed and works in tandem with word processing, spreadsheet, database, email, and the Web.

Individuals who are visually impaired or blind; individuals who have various learning disabilities where audio feedback would be of assistance.

DSS HTC Lab

Library

Dragon NaturallySpeaking

Dragon NaturallySpeaking is an easy to use word processor controlled by voice commands. The user speaks into a headset, and the words appear on-screen.

Individuals who have limited use of their hands for typing; individuals who have little or no keyboarding skills.

DSS HTC Lab

Kurzweil 1000

Kurzweil 1000 is a program that enables conversion of print materials to electronic text which can be read to the user.

Students who are visually impaired or blind.

DSS HTC Lab

CCTV

CCTV (Closed Circuit Television Magnifier) takes printed materials and magnifies them to various sizes.

Students who are visually impaired.

DSS HTC Lab Library

Recording Device

Used for recording class lectures/notes.

Students who have difficulty with taking notes.

(see DSS staff)

Digitizes the student’s handwriting and records audio

Students with LD’s, mental health disabilities, etc.

(see DSS staff)

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Smartpen that is synchronized with student’s handwritten notes.

Relevant Laws, Bills, and Statutes

Title VI, Civil Rights Act of 1964: Prohibits discrimination based on race, color, or national

origin in all employment situations involving programs or activities aided by federal financing.

Title VII, Civil Rights Act of 1964: Prohibits job discrimination based on race, color, religion,

sex, or national origin in all employment practices: hiring, firing, promotions, compensation, and

in all other terms, conditions and benefits of employment, including vacations, pensions, and

seniority.

Family Education Rights and Privacy Act of 1965 (FERPA): Amended in 1992 and again in

1994. According to its sponsers, “the purpose of the act is two-fold to assure [students and the]

parents of students… access to their education records, and to protect such an indivduals’ rights

to privacy by limiting the transferability for their records without consent. The Act applies to any

educational agency or institution which is the recipient of federal funds. Parents lose their

FERPA rights when their child turns 18 or starts attending a postsecondary institution, whichever

comes first.

Section 504, Rehabilitation Act of 1973: “No otherwise qualified individual with a disability in

the United States shall, solely by reason of his/her disability, be excluded from participation in,

be denied the benefits of, or be subjected to discrimination under any program or activity

receiving federal financial assistance…”

Assembly Bill 77 (Lanterman Bill, 1974): Provides the funding mechanism for DSS in

California Community Colleges.

American with Disabilities Act of 1990: Extends universal civil rights protection to individuals

with disabilities, covering public and private sector employment, public accommodations,

transportation, and telecommunications.

Title 5 of the California Code of Regulations: Provides guidelines for implementation of

California Community Colleges’ DSS programs.

Section 508 of the Rehabilitation Act of 1998: Requires that federal departments and those

receiving grants from the federal government of the Chancellor’s office to purchase, develop and

use electronic information technology that meets accessibility standards developed by the U.S.

Access Board.

Assembly Bill 422 (California Education Code, Section 67302, January 2000): mandates publishers in California to provide the right and the means to produce instructional materials in alternate formats (braille, large print, audio recordings, and e- text)

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Student Rights and Responsibilities

The Board of Governors of the California Community Colleges believes that your education is important and that the services and accommodations are to be taken seriously. Your rights and responsibilities are defined by them in law as well. Title V of the California Code of Regulations is quoted below.

56008. Student Rights

a. Participation by students with disabilities in [DSS] shall be entirely voluntary. b. Receiving support services or instruction authorized under this Sub-chapter shall not

preclude a student from also participating in any course, program or activity offered by the college.

c. All records maintained by [DSS] personnel pertaining to students with disabilities shall be protected from disclosure and shall be subject to all other requirements for handling of student records as provided in Sub-chapter 2 of Chapter 5 of this Division.

56010. Student Responsibilities

a. Students receiving support services or instruction under this Sub-chapter shall:

1. Comply with the Student Code of Conduct adopted by the college and all other applicable statutes and regulations related to student conduct;

2. Be responsible in their use of DSS services and adhere to written service provision policies adopted by DSS; and

3. Make measurable progress toward the goals established in the Student’s Educational Contract or, when the student is enrolled in a regular college course, meet academic standards established by the college.

b. A district may adopt a written policy providing for the suspension or termination of DSS services where a student fails to comply with Student Code of Conduct. Such policies shall provide for written notice to the student prior to the suspension or termination and shall afford the student an opportunity to appeal the decision. Each student shall be given a copy of this policy upon first applying for services from DSS.

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Accommodation Complaint Resolution Procedure

Cypress College strives to accommodate the needs of all qualified students with disabilities. “Qualified” students include those students with verified disabilities and demonstrated need for accommodations. The list of qualifying disabilities includes, but is not limited to, learning disabilities, acquired brain injuries, developmental delays, hearing impairments, visual impairments, communication impairments, psychological disabilities, mobility impairments and other health impairments.

DSS prides itself on providing appropriate accommodations in a timely manner. However, in rare instances a student may feel that he/she has been treated unfairly. There are two processes used to resolve complaints: (1) an informal resolution process described below involving DSS staff and student services management; and (2) a formal complaint process through the District Director of Equity and Diversity.

The formal process is available to the student at any time and during or after any step in the informal process. For more information on the formal complaint process contact the District Director of Equity and Diversity at (714) 808-4830.

Informal Resolution Process If a student has a complaint about services or accommodations, he/she should contact the DSS staff member responsible for that specific service.

Step 1: The DSS staff member responsible for the service will investigate the complaint and make every effort to issue a written response within a reasonable time, not to exceed two weeks, following the initial contact with the student.

Step 2: If a student is dissatisfied with this decision, he/she may submit a letter of appeal to the DSS Director at:

Cypress College DSS CC Complex – Room 100 Attn: Celeste Phelps 9200 Valley View St. Cypress, CA 90630

or e-mail: cphelps@cypresscollege.edu.

The Director will also investigate the complaint and endeavor to issue a written decision in a timely manner, not to exceed two weeks, following receipt of the appeal.

Step 3: A student who is dissatisfied with the Director’s decision may file a written appeal or meet with the Dean of Counseling and Student Development.

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The Dean will render a decision in a timely fashion, not to exceed two weeks, following receipt of an appeal.

Step 4: If the student is still dissatisfied, he/she should contact the Cypress College Vice President of Student Services.

The Vice President will investigate and render a decision.

The student still has the right of external appeal to the Office of Civil Rights under Section 504 of the Rehabilitation Act of 1973. Contact information: V: 1-800-421-3481 TTY: 1-877-521-2172. The US Department of Education Office for Civil Rights offers guidance on how to file a discrimination complaint with the Office for Civil Rights. Visit http://www2.ed.gov/about/offices/list/ocr/docs/howto.html.

Timelines shown for submitting and ruling on a complaint may be extended at the discretion of the DSS Director or the administrator investigating the complaint. In situations where the administrator is unavailable to review a complaint (e.g., he/she is ill, on vacation or away on business), an alternate administrator will be designated to carry out the procedures.

Questions about the Accommodation Complaint Resolution Procedure should be directed to the DSS Director.

* A student who has difficulty with writing or reading may request accommodations from the DSS Office to assist in filing a complaint/appeal. Contact may be made by phone at (714) 484-7104 or email cphelps@cypresscollege.edu.

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Suspension or Termination of DSS Services

There are two ways in which an eligible student may be denied services through DSS:

1. Lack of Measurable Progress: a. Failure to meet Cypress College’s academic standards (i.e.

academic dismissal, suspension or expulsion) b. Two consecutive semesters of failure to comply with DSS

service policies. c. Failure to make measurable progress towards the goals

established in the student’s Academic Accommodation Plan (AAP) for two consecutive semesters.

2. Inappropriate Use of Services: Defined as a failure to comply with the

policies and procedures of individual services authorized for a student. Failure to comply with the terms stated within each specific service area may result in the suspension or termination of that service.

• Only services that have been used inappropriately may be terminated in the

middle of a semester.

• Prior to the suspension or termination of services, the student will be notified in

writing. The letter will inform the student that he/she must meet with a DSS Counselor or DSS Director within one (1) week from the date of the letter to discuss the area of concern. If the student does not schedule the meeting or fails to attend, services will be suspended or terminated.

• At the time of the meeting with the Counselor or Director, the student will sign a contract that outlines the guidelines for continuing the service.

• If service is terminated, the termination will be for the semester of inappropriate use and not affect subsequent semesters. If, however, the inappropriate use of services occurs at the end of a semester, then the termination may continue into the following semester.

• Suspended or terminated services may be reinstated during the current semester

upon the recommendation of the DSS Counselor or DSS Director. If service is reinstated, a letter will be sent to the student informing him/her of that circumstance.

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Qualities of a Successful Student

Successful students:

1. Obtain all books, supplies, and course materials before classes start. 2. Attend all classes and are on time to classes. 3. Sit attentively in the front of class. 4. Actively participate in class. 5. Come to class prepared. 6. Review the previous lecture before each class. 7. Make sure they understand assignments correctly and completely before

plunging into the assignment. 8. Turn in assignments that look neat and sharp. 9. Use a word processor with spell check to identify misspelled words. 10. Always read assigned readings prior to class. 11. Review and revise their class notes within 24 hours of class. 12. Keep track of their grades throughout the semester. 13. Meet with their instructor either before or after class or during office hours to

discuss course material, clarify assignments, or ask for feedback on exams and papers.

14. Take advantage of extra credit opportunities. 15. Make use of an academic planner. 16. Schedule routine study times each week and study in a distraction-free place. 17. Break study time up into manageable segments. 18. Know their class schedule and names of their instructors.

Self Advocacy

Self advocacy is the ability to identify and explain you needs.

• You are responsible for your own success.

• Consider how your disability affects you as a student and what abilities you have that will lead you to success.

• Develop good communication skills to request accommodations and services.

• Recognize and ask when you need help.

• Get organized.

Time Management

Time management is a very important tool used by successful college students. College classes require students to learn a portion of the material outside of class. As a general rule, students should spend two hours studying outside of class for every hour spent in class. This is known as the 2:1 ratio.

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Advantages of time management:

• Creates enough time to study.

• Reduces stress and anxiety caused by time pressures.

• Reduces procrastination and avoids cramming.

• Allows time to do the things you enjoy.

• Helps you feel more in control of your life.

• Helps you use your time effectively.

• Increases motivation.

Calculate the number of hours each week you should be studying outside of class.

List the courses you are currently taking this semester:

units

units

units

units

Total = units

Study time = at least two (2) hours for each hour (or one unit) in a class:

Example:

4 hrs/units wkly class time X 2 hrs study time = 8 hrs studying per week for one class

2 hrs X units = hrs total study time per week.

. HOT TIP: Plan to study when you are most alert, and always break study time up into manageable segments. No marathon study sessions!

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Test Taking Strategies

Some students believe they are not good at taking tests; however, test taking is a skill you can master. The following steps are designed to help you remember what you have studied, make fewer errors, and feel more relaxed.

1. Before going to class, make sure you have all materials needed for the test. 2. Arrive at least 5 minutes early. Sit down, get settled, close your eyes for a

moment, take deep relaxing breath, and relax the muscles in your body. 3. Once you receive the test, look over the whole test – note the number and types

of questions, and consider how much time you will have to complete the test. Carefully read the directions.

4. Read each question carefully, completely, and more than once. Underline key words in the question. Be sure to read all of the choices on multiple choice questions, even if you see the right answer immediately.

5. Do not spend too much time on a really difficult problem. 6. Answer the easy questions first then go back to the questions you skipped. 7. Leave no blanks! Even if you have no idea of the answer, make some kind of

attempt. If you write something down, you may receive partial credit. 8. Before turning it in, read through the test. Check for missed pages or questions,

etc. 9. Attempt all extra credit. You have nothing to lose and might gain some extra

points.

. HOT TIP: If you tend to rush through exams, slow down. There are no extra points for being the first person finished!

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Tips for Reducing Test Anxiety

1. Avoid procrastination! Keep up with the course syllabus. Read textbook chapters prior to the lecture and allow plenty of time to complete assignments. The week before an exam is NOT the time to begin reading your textbook.

2. Avoid cramming! Be well prepared for exams, and don’t wait until the last minute to study. Plan to begin studying for a test one week in advance.

3. Think positive! Remind yourself of experiences you’ve had where you felt competent. Don’t overemphasize the importance of the grade – it is not a reflection of your self-worth. Remember, a test is only a test – there will be others.

4. Put things in perspective! A test is not a life or death situation. Receiving a bad grade is not pleasant; however, you can certainly recover from it.

5. Visualize success! As you are waiting for your test to be passed out, close your eyes, take a few slow relaxing breaths, relax your muscles, and picture yourself taking the test.

6. Take care of your body! Poor diet and lack of sleep contribute to feelings of anxiety. Eat right, exercise, and get enough sleep – especially before an exam.

. HOT TIP: Pay attention to what your body is telling you. Increased heart rate, upset stomach, dry mouth, and tense muscles are indicators for test anxiety. Close your eyes for a moment, take deep relaxing breaths, and relax the muscles in your body.

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Important Phone Numbers

DSS Office

Main phone number

(714) 484-7104

Fax (714) 826-4042

Celeste Phelps, M.Ed.

Director

(714) 484-7107

Deborah Michelle, M.S.

Academic Counselor

(714) 484-7104

Dawn Decker, Psy.D.

Learning Disabilities Specialist

(714) 484-7000 ext. 48123

Sandra Garcia

Deaf Services Coordinator

(714) 484-8984

Steve Auger

Alternate Media Specialist

(714) 484-7000 ext. 48124

Marylou Garibaldi

Student Services Specialist

(714) 484-7106

Holly Segoviano

Student Services Specialist

(714) 484-7105

Summer Justice

Administrative Assistant

(714) 484-7104

Adrienne Sanchez

Adjunct Counselor – Learning Skills

(714) 484-7104

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Other Important Campus Phone Numbers

Library and Learning Resource Center (LLRC) (714) 484-7000 X48381

Counseling Center (714) 484-7015

Financial Aid (714) 484-7114

Health Services (714) 484-7361

Career Services (714) 484-7120

EOPS (714) 484-7368

Transfer Center (714) 484-7129

Admissions and Records (714) 484-7346

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EVACUATION PROCEDURES FOR PEOPLE WITH DISABILITIES

I Suggestions for People with Disabilities:

A. Be familiar with all standard Cypress College emergency evacuation procedures. B. Become aware of exits in buildings and offices. C. Make sure your instructors are aware of your needs. D. Establish a buddy system and alternate for each class or working area. Instruct

these buddies on how to assist you in the event of an emergency. Some people may need two buddies.

E. People who are deaf may wish to prepare a written card requesting non-verbal emergency assistance and guidance (in writing or gesture).

F. If assistance is not immediately available and you cannot exit the building you should remain calm and move to the safest area possible, such as an enclosed stairwell or an office with the door shut, which is a good distance from the hazard and away from falling debris. Rescue personnel will first check all exit corridors and stairwells for those trapped.

G. Continue to call for help or use a whistle or noisemaker until rescued.

IIIn all emergencies, after an evacuation has been ordered:

A. Evacuation of people with disabilities will be given the highest priority in all emergencies and will be carried out if possible. Evacuating a disabled or injured person by only one person with no assistance is a last resort. Always ask someone with a disability how you can help before attempting any rescue technique or giving assistance.

B. Attempt a rescue evacuation ONLY if you have had rescue training. C. Escort people with special needs to a safe haven during an evacuation. If they

have a "buddy” have that person stay with them while you leave to notify Campus Safety of their whereabouts.

D. Do NOT use elevators, unless authorized to do so by police or fire personnel. Elevators could fail during a fire, earthquake or flood.

III Emergency Responses by Disability

A. Blindness or Low Vision i) Most persons who are blind or have low vision will be familiar with the

immediate area they are in and may have learned locations of exits and fire alarms in advance.

ii) Tell the person the nature of the emergency and offer to guide him/her by offering your elbow (this is the preferred method when acting as a "Sighted Guide"). Do NOT grasp a blind or person with low vision's arm.

iii) Ask the person to bring their white cane, their guide dog, and any other mobility aids.

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iv) Give verbal instructions to advise about the safest route or direction using compass directions, estimated distances, and directional terms or information (i.e. elevators cannot be used or if there is debris or a crowd).

v) As you walk, tell the person where you are and advise of any obstacles, e.g. stairs, overhanging objects, uneven pavement, curbs, or narrow passageways.

vi) When you have reached a safe lawn, parking lot or designated evacuation center, orient the person to where he/she is and ask if any further assistance is needed.

vii) Some individuals may have guide dogs that may be disoriented during the emergency and may require additional assistance.

B. Deafness or Hearing Loss

i) Some structures may not be equipped with visual (flashing light) evacuation alarms and persons who are deaf or hard of hearing may not perceive an emergency exists. An alternative warning technique is required. Two (2) methods of warning are: (1) Write a note stating what the emergency is and what the evacuation

route is- i.e. "Fire-go out the rear door to Parking Lot". (2) Turn the room lights on and off to gain attention - then indicate through

hand gestures or writing (i.e. on a black board) what is happening and where to go.

ii) Offer visual instructions to advise the individual of the safest route or give directions by pointing toward exits or evacuation map.

iii) People who cannot speak loudly, or who have voice/speech impairments, may be carrying a whistle or have other means of attracting attention of others.

C. Physical Disabilities i) Untrained personnel should NOT evacuate persons with severe physical

disabilities unless the situation is life threatening. It may be necessary to help clear the exit route of debris (if possible) so that the person with a disability can move out or to a safer area.

ii) Be sure the person has crutches, canes, walkers or any other mobility aid with them.

iii) If people with mobility impairments cannot exit, they should move to a safer area, e.g. most enclosed stairwells, or an office with the door shut which is a good distance from the hazard (and away from falling debris in the case of earthquakes).

iv) Notify Campus Safety, police or fire personnel immediately about any people remaining in the building and their locations.

v) If people are in immediate danger and cannot be moved to a safer area to wait for assistance, it may be necessary to evacuate them using an evacuation chair (if available) or a carrying technique. Carrying options include using a two-person lock-arm position, or having the person sit in a

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sturdy chair - preferably with arms. BEFORE TAKING ACTION, ALWAYS ASK the person their preferred method of assistance.

D. Non-Ambulatory

i) Most non-ambulatory people will be able to exit safely without assistance out of single story buildings.

ii) Frequently, non-ambulatory persons have respiratory complications or rely on electric artificial respirators. They should be given priority assistance if there is smoke or fumes as their ability to breathe is seriously in danger.

iii) All two+-story buildings will require persons to be carried out if evacuation assistance is needed. ALWAYS ASK the person what method of assistance they prefer. Some people have physical conditions that moving and lifting them may be dangerous to their well-being. If the person prefers to be moved in their wheelchair follow the procedure below.

Moving a person in a wheelchair down a flight of stairs: (1) If the person is to be moved in their wheelchair it is desirable to have a

minimum to two assisting persons, with four assisting persons preferred for adults with heavy wheelchairs.

(2) Secure the wheelchair seatbelt. (3) The wheelchair battery may have to be removed. (NEVER REMOVE THE

BATTERIES FROM THE WHEELCHAIR OF A PERSON WHO USES A RESPIRATOR).

(4) The strongest person(s) should be placed at the back of the chair and will grip the chair handles.

(5) The other assisting person(s) will note what parts of the chair are removable such as wheels, arm rests, footplates so they do NOT lift the chair by those parts. They will grip the front seat frame or non-removable leg rests.

(6) Always keep the person in the wheelchair facing away from the stairs (roll the chair down backwards).

(7) ROLL the wheelchair up or down the stairs. DO NOT carry as this may cause back trouble for the assistant. Let the wheelchair carry the weight.

(8) Keep the wheelchair slightly tilted back to keep the wheelchair user secure. However, do not tilt it too far as this could cause the assistant to lose balance and pitch forward.

Moving a person in a wheelchair over a curb or single step: (1) Secure the wheelchair seatbelt. (2) Just before reaching the edge of the curb or the step turn the wheelchair

around so that it is facing away from the edge. You will back the wheelchair down.

(3) The assistant will hold tightly to the handles and slowly back the wheelchair so the rear wheels roll down the edge. The assistant will press a hip against the back of the chair as the rear wheels slowly roll off the edge.

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(4) The assistant will press a foot on the anti-tipping bar as the chair is very slowly backed away from the curb. Then the front wheels are slowly lowered to the ground. Be careful of the battery box when lowering a power wheelchair down a curb.

(5) Turn the wheelchair around being careful to avoid people passing by.

Moving a person in wheelchair over rough terrain: (1) Secure the wheelchair seatbelt. (2) When approaching surfaces that may cause a problem for wheels such as

grates, soft lawns, pitted floors or sand turn the wheelchair around and go backwards.

(3) Lift the front wheels up very slightly to put the weight of the chair on the rear wheels. Do not tilt the chair too far back.

(4) If the person prefers to be removed from their wheelchair, their needs and preferences will vary. Always consult the person as to his/her preferences and needs.

Transferring a person out of a wheelchair: (1) Check that the individual is not at risk when transferred or carried and make

sure there is a safe place to put a person down once you get outside. NEVER TRANSFER A PERSON ON A RESPIRATOR.

(2) Note the location of the wheelchair and upon exiting the building immediately inform rescue personnel of the location of the wheelchair so they can retrieve it. The wheelchair is essential to the person's mobility and safety and should be retrieved as soon as possible.

(3) Use a two-person chair carrying technique when the two assistants link arms to form a backrest and grip wrists to form a seat.

(4) Semi-ambulatory person may lean against assistants back while assistant holds both persons arms over assistant's shoulders. The assistant leans forward slightly to take most of the person's weight.

(5) Two assistants carry person by extremities. One assistant stands behind and wraps arms around person's chest under person's arms. Second assistant stands facing away from the person between their legs and lifts person's legs under knees.

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Key Earthquake Safety Tips for People with Disabilities

Source: Earthquake Country Alliance (www.earthquakecountry.org/disability)

During earthquakes, it is critical to protect yourself. When shaking begins:

• Drop down to the floor. • Take cover under a table or desk, or cover your head and neck with your arms. • Hold on to the leg or other part of the furniture until the shaking stops.

If you are unable to Drop, Cover, and Hold on:

• Get as low as possible and move away from windows or other items that can fall

on you.

• Do not try to transfer from your wheelchair, recliner, or bed during the shaking, Wait for the shaking to stop before transferring.

• If you use a wheelchair, lock your wheels and remain seated until after the shaking stops.

• Always protect your head and neck with your arms, a pillow, a book, or whatever is available.

People with Physical Disabilities or Movement Limitations: The shaking motion may increase difficulties for those with mobility or balance issues. Get to the floor in a seated position and against an inside wall. Protect your head and neck with your arms.

People who are Deaf or Hard of Hearing: Prior to an earthquake, identify and test multiple ways to receive warnings and evacuation information.

People who are Blind or have Low Vision: Earthquakes can cause items to fall and furniture to shift. Regular sound clues may not be available afterwards. Move with caution.

People with Developmental/Cognitive/Intellectual Disabilities: If you have difficulty understanding, remembering, or learning, keep a simple list of what to do and important information with you and in your kits. Practice your plan in advance. If you use augmentative communication supports, include these in your planning.

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