Any student with a documented disability, permanent or temporary. Some examples may include: ADHD, a learning disability, a vision or hearing loss, an acquired brain injury, a speech and language impairment, depression, anxiety, PTSD, autism, quadriplegia, diabetes, migraines; or even a temporary injury or illness that substantially limits one or more major life activity, in particular class participation.

• Complete a brief online DRC application.
• Obtain disability verification from the appropriate licensed professional and upload it with the application.
• Once all documents have been delivered, a Counselor/Director will review the materials within three business days and a DRC Staff member will call or e-mail you to request additional information or schedule intake appointment with a DRC Counselor.

• Academic, disability management, and personal counseling
• Test accommodations in a fully equipped Testing Center or online
• Note-taking assistance
• Learning Disability Assessment
• Deaf and Hard of Hearing Services
  • Sign Language Interpreting, Real-Time Captioning, and an Assistive Listening Device loan program
• Access Technology Center (ATC)
  • Students receive training in the use of assistive technology including Echo SmartPen notetaking technology, text to speech software, screen magnification, braille displays, and more.
• Alternate Media
  • The conversion of textbooks and class materials to audio, Braille, and large print.
• Specialized courses and Instruction (noncredit and credit)
• Additional Tutoring

1. Step One: Review the accommodations listed on the Accommodation Letter the same day you receive it.  The accommodations take effect from the date the Letter was delivered to you. Accommodations are not retroactive.
   If you believe any of the approved accommodations represent a fundamental alteration, or interfere with the student fulfilling the essential requirements of your curriculum, contact the DRC Counselor whose name is listed on the lower portion of the Letter right away. During the course of any deliberation, the prescribed accommodations stand/remain in effect.
2. If you do not have any questions/concerns regarding the approved accommodations, go to step 2.
3. Step Two:
   Contact the student to set up a confidential phone, zoom, or in office meeting to discuss the implementation of these accommodations.  Some accommodations are straightforward (i.e. extended test time at 1.5), while others will involve discussion and review of additional DRC guidance (i.e. disability-related absences or assignment extensions). Advanced discussion will make it more smooth for all parties.

You may wish to visit MyDRC to view approved Accommodation Letters in your courses.  Keep in mind that it is the responsibility of the student to submit/deliver the Accommodation Letter to the instructor.   At times you may see a Letter in MyDRC that comes as a surprise to you as the student has not sent the Letter to you nor mentioned being with the DRC.   This is to be expected as some students request accommodations/are approved for accommodations at the beginning of a semester yet opt to not use/access these accommodations.    This is their legal right.  While you can approach the student in a confidential setting regarding the Letter, the Letter and the accommodations listed do not become effective until the student discloses being a DRC participant and presents the Letter.  However, in cases such as this, should the student seek to use an approved accommodation, the student must provide sufficient time and notice to the professor and the DRC to allow for implementation of the accommodation.

Contact the student and arrange a time to talk in a confidential setting via phone, Zoom, or in person. Explain in specific terms what you are directly observing of the student and their performance. Express your care for the student and interest/motivation to support the student. Explain that there are several Palomar College services that are committed to helping students who may be experiencing some barriers to academic success:

• • STAR Tutoring; DRC; Behavioral Health and Wellness; EOPS; Student Life & Leadership; Food & Nutrition Center; Student Health Center; Writing Center; STEM Center; Math Center, etc. Share that the DRC even has a Specialist who can test for the presence of learning difficulties for no cost if this seems like it may be of benefit.

• Accommodations are designed to ensure equitable access to curriculum and programs, and do not guarantee success, but rather afford an opportunity to succeed and also an opportunity to fail.
• In a confidential setting, have a conversation with the student to gain insight into the areas of challenge in you course. Do not inquire about the nature of the disability.  If any appear related to their accommodations or possible limitation presented by a disability, offer to have a group meeting with the student, instructor and DRC counselor to work as a team to assist the student.

First, identify why you disagree with the accommodation:

• • The accommodation appears to be giving the student an unfair advantage?
    • Contact the DRC Counselor listed on the Accommodation Letter or the DRC Director right away.
  • The accommodation seems to be interfering with the essential elements of the class or what I am striving to teach and ascertain regarding the student’s acquired knowledge?

• • • • Examine the SLO’s listed in your course syllabus.  In what way(s) is the prescribed accommodation preventing the student from fulfilling these learning outcomes? If so, are there alternate ways that the student can acquire or demonstrate mastery of the skill that would meet the same fundamental objectives of the course or program?
      • If you feel an accommodation is a fundamental alteration of your course content/objectives, contact the DRC Counselor listed on the Accommodation Letter or the DRC Director right away. The prescribed accommodation will remain in place until a resolution has been reached.
      • For example, “when technical application of learning is being tested, a student would have to meet the same standards as other students. This is especially true if the skill involves a health and safety consideration. There may be different standards for different tasks. Assess if health and safety issues apply to the particular task. For example, a student may be granted extra time in relation to setting up their work area, but in performance of the technical activities, the student will need to meet the time requirements. Otherwise, this presents a fundamental alteration.”

For full dispute process

• There are concerns regarding how, when, where, or by whom the accommodation will be implemented?
  • The DRC has trained exam proctors, scribes, and readers to assist with the implementation of approved accommodations. In addition, there are regular sessions on the PD Portal to guide you through extending exam time in Canvas. For onsite/on campus exams, the DRC has a Testing Center in NA-2 equipped to administer and proctor exams with accommodations.
  • For specific questions and assistance, contact the DRC Counselor listed on the Accommodation Letter or the DRC Director right away.

Behaviors or comments that are not conforming with the Code of Conduct

• • Ask yourself: What would I do if this behavior were exhibited by any student in the class. What actions would you take? What is listed in your syllabus regarding expectations, course requirements, etc.
    • If there appear to be behaviors that are of a sensitive nature (i.e. banging head on desk or loud utterances that are disruptive) and the student has presented you with a DRC-issued Accommodation Letter, contact the student in a confidential setting.
    • Contact the DRC Counselor or Director for assistance
    • Complete an Incident Report with Student Life and Leadership
  • All students, regardless of their participation with the DRC, are held to the same Code of Conduct established by Palomar College.
  • Student Aides/Personal Attendants (the are professionals who are provided by/paid for by the student, not the DRC):
    • One possible option may be for the student to have a student aide to assist with managing behaviors, staying on task, etc.
    • ‘If a student needs an accommodation during the class and with the assistance of a personal attendant, they could meet behavioral standards and participate; you could either provide the student with assistance or allow them to bring in someone themselves that they would pay. It seems capacity in the classroom and the argument that you may be required to cut off the enrollment doesn’t hold up. If there’s room in the class for an extra chair for the attendant, then it’s not reasonable to deny the student the assistance of an attendant.”
    • Should the student already have a Student Aide, ask for the DRC-issued paperwork related to the Aide that outline expectations and role of the Aide.
    • Should you suspect that perhaps a personal attendant/aide would be beneficial, reach out to the DRC Counselor to explain the behaviors you are seeing in the classroom to allow the Counselor to determine possible next steps.

Overly time consuming/demanding to address

• • • A student asks too many questions/dominates discussion: After class, invite the student to visit your office hours to allow for more questions/answers and explain expected norms for behavior and why these are important to fostering learning for all.
    • Enlist the support of the DRC Counselor or DRC Director’s support in developing “classroom rules” to guide their behavior such as limiting questions to two max within a set period, writing down additional questions for office hours, taking a brief break if feeling frustration, etc.

Demonstrate a lack of understanding of course expectations and requirements

• • After class, invite the student to visit your office hours to get a better sense of the areas of challenge for the student. Enlist the DRC Counselor’s support in identifying additional resources, strategies, and options.