Disability Programs and Services

We are dedicated to ensuring that all qualified students, regardless of their disabilities, have equal access to the educational resources and opportunities available at Chaffey College. We strive to eliminate barriers and create a level playing field where success is determined by one's efforts and abilities.

Beyond providing accommodations, our office is committed to empowering students with disabilities through educational counseling. We offer guidance and resources to help students build self-advocacy skills, set and achieve academic goals, and develop resilience in the face of challenges.

We promote an inclusive and respectful campus culture where diversity is celebrated, and differences are valued. Our office serves as a resource for faculty, staff, and the broader Chaffey College community to foster a supportive and understanding environment.

We are dedicated to staying current with best practices and emerging technologies in disability services. Through ongoing professional development and collaboration with stakeholders, we aim to continuously enhance the quality of our services.

We actively engage with the local disability community and collaborate with external organizations to expand our support network. By building strong partnerships, we seek to provide holistic support that extends beyond the classroom.

Our office advocates for the rights and needs of students with disabilities at Chaffey College. We work to raise awareness about disability issues, promote inclusivity, and advocate for policies that enhance the college experience for all.

Title I of the Americans with Disabilities Act of 1990, which took effect July 26, 1992, prohibits private employers, state and local governments, employment agencies and labor unions from discriminating against qualified individuals with disabilities in job application procedures, hiring, firing, advancement, compensation, job training, and other terms, conditions and privileges of employment.

Sec. 504.(a) No otherwise qualified individual with a disability in the United States, as defined in section 7(20), shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance or under any program or activity conducted by any Executive agency or by the United States Postal Service.

The Lanterman Developmental Disabilities Services Act was enacted in 1977. It states that "persons with developmental disabilities have the same legal rights and responsibilities guaranteed all other individuals by the Federal Constitution and laws and the constitution and laws of the State of California. No otherwise qualified person by reason of having a developmental disability shall be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity which receives public funds" (Section 4502 of the Welfare and Institutions Code). Since these rights are frequently denied and there is no effective method of implementation, a State Council on Developmental Disabilities was created (Welfare and Institutions Code 4520).

508 creates, binding, enforceable standards for electronic and technology accessibility that are to be incorporated into the Federal procurement regulations . Each Federal department/agency is required to revise their procurement policies and regulations to incorporate the 508 standards.

That Act defines "information technology" to include "any equipment or interconnected system or subsystem of equipment, that is used in the automatic acquisition, storage, manipulation, management, movement, control, display, switching, interchange, transmission, or reception of data or information." It includes computer hardware, software, networks, and peripherals as well as many electronic and communications devices commonly used in offices.

Section 508 requires that when Federal agencies develop, procure, maintain, or use electronic and information technology, they must ensure that it is accessible to people with disabilities, unless it would pose an “undue burden” to do so. Federal employees and members of the public who have disabilities must have access to and use of information and services that is comparable to the access and use available to non-disabled Federal employees and members of the public.

Federal agencies which provide information to the public or to their employees through Web sites must ensure that such sites are available to all persons with internet or intranet access, including persons with disabilities.

Designing an accessible Web site is not as difficult as most people believe. Often it is a matter of identifying graphics, elements, frames, etc. For example, HTML code already provides the "Alt Text" tag for graphics that some designers have not been using.

This bill requires every individual, firm, partnership or corporation publishing or manufacturing printed instructional materials, as defined, for students attending the University of California, the California State University, or a California Community College to provide to the university, college, or particular campus of the university or college, for use by students at no additional cost and in a timely manner, any printed instructional material in unencrypted electronic form upon the receipt of a written request, provided that the university or college complies with certain conditions.

"... no person in the State of California shall, on the basis of ethnic group identification, national origin, religion, age, sex, race, color, ancestry, sexual orientation, or physical or mental disability, be unlawfully denied full and equal access to the benefits of, or be unlawfully subjected to discrimination under any program or activity that is administered by, funded directly by, or that receives any financial assistance from, the Chancellor or Board of Governors of the California Community Colleges." (Title 5, California Code of Regulations, section 59300.)

• When typing a multiple-choice test, capitalize the A, B, C and D, etc. choices.
• Don't grade on spelling unless that is the point of the class.
• Allow taping of lectures.
• Allow extended time on tests.
• Allow DPS personnel to read tests to students.

• Allow taping of lectures.
• Allow students to record essays. At least allow them to think on the recorder and then transfer what they have recorded to paper.
• Allow DPS to provide note-takers or help the student recruit note-takers from among the other students in class.
• Allow students to use computers for in-class essays.
• Allow DPS personnel to actually write out the essay answers the student dictates.

• Allow calculator use in all math classes or classes such as economics that may have a major math component.
• Allow extended time on any tests containing math (in classes such as economics, etc.)

• Reduce unnecessary distractions-visual, auditory, etc. When selecting texts try to pick one that is less visually cluttered.
• Allow extended time on tests.
• Allow the student to take the tests in distraction-reduced settings such as the DPS Center.

• Allow taping of lectures.
• Allow extended time on tests.
• Allow the student to take the tests in distraction-reduced settings such as the DPS Center.
• Present information in a concrete and straightforward manner.
• Use direct statements.
• Be Specific.
• Have the person repeat the information.
• Use a list format instead of a paragraph format when giving written directions.
• Provide directions in a consistent manner.
• Have the students demonstrate their understanding of the directions.
• Print information instead of using cursive.
• Suggest academic skill remediation.
• Give immediate feedback when learning new concepts (It is important that instructors do not wait to tell students whether or not they are doing a task correctly).

• Allow taping of lectures.
• Allow extended time on tests.
• Do not place the student in a situation where there are strobe lights or any other type of flashing lights. Many epileptics have seizures that are triggered by flashing lights (in this situation a reasonable accommodation would be to excuse the student from this activity).

• Allow taping of lectures or a peer note taker.
• Tests can be brailled, taped or dictated by DPS staff (please remember that not all visually impaired students know braille).
• Explain in as much detail as possible remember s/he may not be able to see what is on the board. "Talk through" what you are writing on the board. Avoid using pronouns such as "this" and "that".
• Use good diction.
• Give full descriptions, mentioning colors, amounts and other specific details.
• Use overhead and opaque projectors to enlarge lecture materials.
• Allow those with limited vision to sit at the front of the classroom.
• Allow DPS to provide note-takers or help the student recruit note-takers from among the other students in class.
• Get handouts, tests, etc. to the DPS office ASAP and they will arrange for enlarging the type, recording, brailling, or whatever the particular student needs.
• Don't rearrange the room. Once a blind student has the paths in mind it is very disconcerting to have everything move.

• Do not face the board while lecturing.
• Allow the student to sit in the front row.
• If a sign language interpreter is being used, be sure to put the interpreter at the front.
• Try to pace your lecture with the interpreter. Also, try to provide the interpreter and the student with a list of key technical terms in advance to help them both keep up.
• Give students more time to respond to questions or participate in class discussions because there is an interval between the moment the instructor stops talking and the interpreter finishes signing.
• Involve the student in classroom discussions, and address the student, not the interpreter.
• Put as much as possible on the board or in handouts (a student who is lip reading tends to get only part of the information). When dealing with a deaf student, remember that English may be their second language (American Sign Language being the first), and these students often have ESL-like problems in writing.
• Speak naturally - do not exaggerate the lip movements.
• Avoid speaking with windows behind you this adds glare problems and may throw shadows on your face.

• Be patient. If you cannot understand what the student is saying, ask them to please repeat it.
• Most students understand your problem and they will try to help.
• If a student's speech is impaired to the degree that oral communication is difficult, the instructor may want to make other arrangements for activities such as oral presentations.

• If speaking for an extended time with a person in a wheelchair, sit in a chair.
• This will make it much easier for that person to see you.
• Please be understanding if the student is sometimes late. It is very difficult to negotiate the Chaffey campus in a wheelchair. If the student is being transported by the DPS program it may be our fault that s/he is late.
• Remember that labs may need modification for the use by students in wheelchairs - call the DPS program for assistance.
• Field trips can be a special problem. The college must provide transportation if it is being provided for all students.
• Classrooms and lab should be arranged to meet the needs of students in wheelchairs.

• Allow the student to type tests and papers even multiple choice tests if s/he can.
• Allow taping of lectures or peer note takers.
• Please understand if the student is occasionally late. Even if the student is not in a wheelchair his/her progress across campus may be rather slow.
• Some students with mobility or manual impairments may have an animal helper with them in class. These animals are specifically trained to perform tasks to assist the student.

• Students with many different types of disabilities may need to tape lectures, take tests with extended time limits, and/or require more than ten minutes to get between classes.
• Examples of these disabilities might include heart conditions, digestive disorders, cancer, lupus, renal disease, asthma, sickle cell anemia, hemophilia, leukemia, diabetes and AIDS.
• Students who have chronic or acute health problems may display a low tolerance for prolonged physical activity and may appear lethargic or hyperactive due to medication.

• Allow taping of lectures.
• Reduce outside distractions as much as possible.
• Remember the student will "check out" frequently it's not that s/he is not trying.
• Allow extended time on tests.
• Allow distraction reduced testing environment.

• Avoid overly dramatic or very loud presentations. These can be seen as threatening.
• Surprises can be very intimidating for these students.