Disabled Student Programs & Services Guidelines:

Considering Alternate Media

For Students with Disabilities

The purpose of providing academic accommodations for students with disabilities is to ensure equitable educational opportunities for all students when skills are taught in courses and measured through exams or other means.

When a student’s disability affects reading printed material, various accommodations may be individually authorized by Disabled Student Programs and Services professionals. See the Accommodations Checklist for each student.

In general, text-to-speech technology (Books on Tape, Electronic text, Kurzweil 3000 or 1000 Scan & Read, Reading Pen, MP3 audio books, Speaking Spellers, etc.) may be authorized for courses unless the course’s primary function is to teach and measure word recognition or decoding skills; this may be the case in a vocabulary course or phonics course. This policy follows the broader definition of "reading" as "comprehension", rather than "seeing and saying" words. Certainly, most people are able to see and say words as a first step in comprehending material, but when a disability interferes with this skill, comprehension skills can still be taught and measured through accommodated means.

1.  Vision limitations can directly impact students’ ability to read standard printed text. The California Community Colleges entered into a settlement in 1998 following an Office for Civil Rights complaint alleging systemwide discrimination against students with vision impairments and other print-related disabilities. The settlement requires colleges to provide timely and effective alternate media, including text-to-speech. The needs vary: some students are unable to see any size of print and use Braille or audio text; others can see large print but may prefer text-to-speech for large volumes of reading such as textbooks, and many students with vision disabilities cannot sustain adequate tracking and speed when reading long passages or when taking exams. Text-to-speech technology may be an appropriate accommodation.

a.  Student must have verified disability on file with educational limitations that affect print access

b.  Refer to the “Process to Follow when Considering/Authorizing Assistive Technology and/or Alternate Media”

c.  Give HTC access card (All-in-One card)

d.  Explain option of using independent scanning in HTC if student is physically able to use the scanner(s)

2.  Dyslexia and other reading-related disorders can affect students’ reading rate. When significant effort is required to name words on a page, the student’s comprehension is compromised. The courts have determined in the Bartlett Decision that a lack of automaticity, "ability to recognize a printed word and read it accurately and immediately without thinking" (Jane Jarrow Ph.D.- DAIS Newsletter June 1999) is a fundamental characteristic of adults with dyslexia. Text-to-speech technology may be an appropriate accommodation. Consider the following learning patterns before authorizing Alt Media:

a.  Student must have verified disability on file with educational limitations that affect print access

b.  Refer to the “Process to Follow when Considering/Authorizing Assistive Technology and/or Alternate Media”

c.  Student needs good auditory skills (not auditory processing deficit)

d.  Student should have average to above average language (vocabulary) skills – e.g., he or she should be able to follow a conversation

e.  Student may have reading speed deficits or memory deficits which compromise print access

f.  If student has physical limitations that affects print access (e.g., dexterity limitation)

g.  Explain option of using independent scanning in HTC if student is physically able to use the scanner(s)

Procedures for Counselor or LD Specialist:

1.  Explain Computerized Assistive Technology - CAT (demonstrate if time allows)

2.  If student already uses CAT/Alt Media, authorize CAT and Alt Media, and

3.  Give HTC access card (All-in-one card), and

4.  Refer to Alt Media Center to order printed materials in an alternate format

5.  If student is not a current CAT/Alt Media user, refer to Assistive Technology Specialist for CAT/Alt Media evaluation and independent scanning training. Referral may be for individual appointment or ACDV B190. Student will receive temporary HTC access card (All-in-one card)

6.  When student completes evaluation through Assistive Technology Specialist, and brings practice exercises back to Assistive Technology Specialist, case note will be entered to either recommend or not recommend Alt Media and format will be determined. Counseling appointment or drop-in will be arranged for accommodations update.

7.  Student returns to DSPS for Accommodations update to include Alt Media

8.  Give permanent HTC access card

9.  Refer student to Alt Media to request printed materials in an alternate format

3.  Other disabilities, such as some psychological disabilities that affect focus and concentration, acquired brain injuries that affect memory or processing speed, physical disabilities including quadriplegia or cerebral palsy that affect dexterity, or health conditions that affect stamina can limit students’ ability to access printed text. Text-to-speech technology may be an appropriate accommodation. The same considerations and procedures apply from #2 above.

When determining appropriate academic accommodations, the college policy and procedures must provide for a timely response to requests, an individualized review of the student’s academic needs, a due process grievance procedure, and permit a designated district official with knowledge of accommodations and academic requirements to make an interim decision pending a final resolution. (CCR 56027)

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