Student's Guide to the Educational Assistance Center (EAC)

A student may self-identify a disability and apply for services and accommodations with the EAC.

Teachers, counselors and other high school staff may encourage students with disabilities to apply for services with the EAC.

A Ventura College faculty or staff may notice a student’s limitation(s) in the classroom or during interactions and refer a student the EAC.

Agencies, such as a hospital, rehabilitation center or Department of Rehabilitation (DOR) are additional sources of referrals to the EAC.

Professional documentation of a disability is essential for determining barriers in an educational setting and providing accommodations or services.  It is the student’s responsibility to provide meaningful documentation of a verified disability.  The documentation must be signed and provided by a professional with the expertise to diagnose the identified disability. The documentation should identify the disability and functional limitations. Documentation must be current and meaningful and updated when the student experiences a substantial change in his or her condition impacting the identified functional limitation and need for services. (Complete the Disability Verification form and email to vceac@vcccd.edu)

Colleges and universities require disability documentation that shows the student has a disability as defined by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. Because these laws are different than the Individuals with Disabilities Education Act (IDEA), which only applies to students with disabilities in K-12, new or additional documentation may be required.

Once the Educational Assistance Center receives documentation of a student’s disability, the documentation becomes the property of the EAC.  It will not be returned to the student.  Students must submit a written request if documentation of disability is to be released for personal use.  FERPA laws do not allow EAC to share third party documentation.

Physical Disability: a limitation in locomotion or motor functions.  These limitations are the result of specific impacts to the body’s muscular-skeletal or nervous systems, and limit the student’s ability to access the educational process.

A physical disability encompasses a wide range of conditions and results in a limitation in one or more of the following areas:

a. Walking in terms of distance, length of time, or terrain

b. Range of motion and /or reach

c. Standing or sitting

d. Cardio-pulmonary factors that affect breathing

e. Other physical functions of the body

There may be various causes for a physical disability including congenital impairments, effects of disease, as well as traumatic incidents including accidents, combat, physical altercations, and other factors.

Blind Low Vision:  is defined as a level of vision that limits the student’s ability to access the educational process.

Blindness or low vision results from a level of visual disability so significant that, without accommodation other than regular corrective lenses, vision no longer serves as a major channel for information processing. Blindness or low vision may be caused by a congenital condition, disease, or traumatic event including accident, combat, physical altercation, or other events.

If the visual loss is the result of psychological condition or an acquired brain injury (ABI), the student should be reported under either of these categories.

1. Cognition, attention, memory, information processing, reasoning, abstract thinking, judgment, self-regulation and/or problem solving;
2. Language and/or speech;
3. Sensory, perceptual and/or motor abilities;
4. Psycho social behavior; or
5. Physical functions
6. Social skills (pragmatics) and/or
7. Behavioral issues.

Attention-Deficit Hyperactivity Disorder (ADHD):  is defined as a neurodevelopmental disorder that is a persistent deficit in attention and/or hyperactive and impulsive behavior that limits the student’s ability to access the educational process.

Attention Deficit Hyperactivity Disability is a neurodevelopmental condition affecting both children and adults. It is described as a “persistent” or on-going pattern of inattention and/or hyperactivity-impulsivity that gets in the way of daily life or typical development. Individuals with ADHD may also have difficulties with maintaining attention, executive function (or the brain’s ability to begin an activity, organize itself and manage tasks) and working memory.

In the most current American Psychiatric Association Diagnostic and Statistical Manual Attention Deficit Hyperactivity Disability is described as having 3 major presentations:

1. Inattentive
2. Hyperactive-impulsive
3. Combined inattentive & hyperactive-impulsive

In addition, as with other disabilities to be eligible for DSPS services, the student’s ADHD must interfere with a major life activity and pose a functional limitation(s) in the educational setting.

Intellectual Disability (ID):  is defined as significant limitations both in intellectual functioning and in adaptive behavior that affect and limit the student’s ability to access the educational process.  An individual may have an intellectual disability when:

1. The person’s functioning level is below average intellectual ability; and
2. The person has significant limitations in adaptive skill areas as expressed in conceptual, social, academic and practical skills in independent living and employment; and,
3. The disability originated before the age of 18.

An Intellectual Disability (ID) is characterized by significant limitations both in intellectual functioning and in adaptive behavior that affect many everyday social and practical skills. Adaptive skill areas refer to basic skills needed for everyday life. They include communication, self-care, home living, social skills, leisure, health and safety, self-direction, functional academics (reading, writing, basic math) and work.

Autism Spectrum:  is defined as neurodevelopmental disorders described as persistent deficits which limit the student’s ability to access the educational process.  Symptoms must have been present in the early developmental period, and cause limitations in social, academic, occupational, or other important areas of current functioning.

Autism spectrum disorders are characterized by significant limitations and may include, but not be limited to any of the following:

1. Limitations in social-emotional reciprocity (e.g. abnormal social approach; failure of normal back-and-forth conversation; reduced sharing of interests, emotions, or affect; failure to initiate or respond to social interactions);
2. Limitations in nonverbal communicative behaviors used for social interactions (e.g. poorly integrated verbal and nonverbal communication; abnormalities in eye contact and body language; deficits in understanding and use of gestures; total lack of facial expressions and nonverbal communication);
3. Limitations in developing, maintaining, and understanding relationships (e.g. difficulties adjusting behavior to suit various social contexts; difficulties in making friends; absence of interest in peers);
4. Stereotyped or repetitive motor movements, use of objects, or speech (e.g. self- stimulation behaviors such as arm flapping, flipping objects, echolalia, idiosyncratic phrases);
5. Insistence on sameness, inflexible adherence to routines, ritualized patterns, or verbal nonverbal behavior (e.g. extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route every day, need to eat the same food every day);
6. Highly restricted, fixated interests that are abnormal in intensity or focus (e.g. strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interest);
7. Hyper- or hypo-reactivity to sensory input or unusual interests in sensory aspects of the environment (e.g., apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement).

Mental Health Disability:  is defined as a persistent psychological or psychiatric disability, or emotional or mental illness that limits the student’s ability to access the educational process.  For purposes of this subchapter, conditions that are not described and/or excluded in the American Psychiatric Association Diagnostic and Statistical Manual (DSM) or the Americans with Disabilities Act (ADA) are not covered in the category.

A mental health disability is defined as a persistent psychological or psychiatric disorder, emotional or mental illness that adversely affects educational performance. A mental health disability is a condition which:

1. Is listed in the most current American Psychiatric Association Diagnostic and Statistical Manual (DSM) and/or the Americans with Disabilities Act, as amended, and/or the International Classification of Diseases (ICD);
2. Reflects a psychiatric or psychological condition that interferes with a major life activity; and
3. Poses a functional limitation in the educational setting.

Student’s Rights

Participation in the Educational Assistance Center (EAC) shall be entirely voluntary.  Receiving academic adjustments, auxiliary aids, services and/or instruction shall not preclude a student from also participating in any other course, program or activity offered by the college.  All records maintained by EAC personnel pertaining to students with disabilities shall be protected from disclosure.

Students receiving academic adjustments, auxiliary aids, services and/or instruction 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 EAC services and adhere to written service provision policies adopted by EAC;
3. When enrolled in educational assistance classes (ACT, CDL,EAC, LS) make measurable progress toward the goals developed for the course as established in the student’s Academic Accommodation Plan (AAP),
4. When the student is enrolled in general college classes, meet academic standards established by the college.

Section 504 is also known as the “Access Law” that provides program and physical access for students with disabilities.  It states that: “No otherwise qualified individual in the United States…shall, solely by reason of 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.” When providing aid, benefit or service, public entities must provide opportunities for individuals with disabilities to participate that are as effective as the opportunities provided to others. The Office for Civil Rights of the Department of Education defines “effective communications” as “timeliness of delivery, accuracy of the translation, and provision in a manner and medium appropriate to the significance of the message and the abilities of the individual with the disability.” Mechanism for enforcement of this law is the withholding of federal funds.

Section 508 of the Rehabilitation Act of 1973 states “all federal agencies must give disabled employees and members of the public access to information that is comparable to the access available to others.” And for the California Community Colleges, 508 means that all academic information and academic related content shall be accessible in comparable format and time to that availability to all students, especially in the realm of electronic transmitted information AND in a format that is usable by the student at time of access.

The ADA and ADAAA, federal anti-discrimination and equal opportunity laws, provides greater comprehensive statutory and regulatory approaches to eliminate discrimination than Section 504. The provisions of these acts support removing barriers to access that are “readily achievable” and providing reasonable accommodations for people with disabilities. The ADAAA expands on the definition of disability in the areas of major life activities, mitigating measures and episodic conditions. However, these accommodations are subject to interpretation, sometimes on a case by case basis, and not intended to be burdensome or subject the district to undue hardship. However, the intent is clear regarding equal access to higher education opportunities.  Ventura College programs, services and activities must be usable, when viewed in their entirety, on a basis that is equal as possible. More information is available at www.ada.gov.

This Act was amended in 1992, 1994, and again in 2008. According to its sponsors, “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 individuals’ rights to privacy by limiting the transferability of their records without their 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.

This provides guidelines for implementation of California Community Colleges’ DSP&S programs.

AP 5140:  Disabled Students Program and Services

Book                           VCCCD Administrative Procedure Manual

Section                         Chapter 5 Student Services

Title                             AP 5140 DISABLED STUDENT PROGRAMS AND SERVICES

Number                       AP 5140

Status                           Active

Legal                           California Education Code, Section 67310

California Education Code, Section 84850

Title 5, Section 56000

Adopted                       April 14, 2009

Last Reviewed             April 14, 2015

Disabled Students Programs and Services (DSPS) shall be the primary provider of programs and support services to facilitate and assure equal access to educational opportunities, classes and programs for students with disabilities.

DSPS services shall be available to students with verified disabilities, as authorized by DSPS certificated faculty members or the 504 Coordinator. The services to be provided include, but are not limited to: reasonable accommodations, academic adjustments, accessible facilities, furniture, technology, and equipment, instructional programs, (assessment to determine eligibility under the CCC LD Eligibility Model), and academic, rehabilitation, and disability management counseling.

Each college in the District maintains a plan for the provision of programs and services to students with disabilities, designed to assure they have equality of access to classes and programs offered by the District.    

These plans address:

Students with disabilities may also request accommodations through the campus or District ADA/504 coordinator. 

• Procedure for timely response to accommodations or requests involving academic adjustments which, at a minimum, provide for an individualized review of each such request, and permits interim decisions on such requests pending final resolution by the appropriate administrator or designee
• Procedure for appeals
• Long-range goals and short term objectives for the program
• Definitions of disabilities and students eligible for the program
• Delineation of support services and instruction
• Description of alternative/accessible technology requirements
• Procedure for verification of disability
• Student rights and responsibilities
• Student educational contract developed by a DSPS certificated faculty member, or designed person, in consultation with the student
• Procedure for determination of academic accommodations
• Provisions for course substitution and waivers
• Required staffing
• Provision for an advisory committee
• Provision of a DSPS Coordinator to oversee management of the program
• Appointment of a 504 Coordinator

Confidentiality of DSPS Information

Participation of the student in the program and the student's disability shall not be disclosed without prior consent of the student and shall not become part of the student's academic record. However, these may be disclosed by law in the event of a mandatory reporting concern.

BP 5140:  Disabled Students Programs and Services

Book                   VCCCD Board Policy Manual

Section                Chapter 5 Student Services

Title                    BP 5140 DISABLED STUDENTS PROGRAMS AND SERVICES

Number               BP 5140

Status                 Active

Legal                   California Education Code, Section 67310

California Education Code, Section 84850

Title 5, Section 56000

Adopted               April 18, 2006

Last Reviewed      April 14, 2015

The Chancellor or designee shall ensure the Disabled Students Programs and Services (DSPS) program conforms to all requirements established by the relevant law and regulations.

See Administrative Procedure 5140.

BP 5500:  Standards of Conduct

Book                     VCCCD Board Policy Manual

Section                 Chapter 5 Student Services

Title                     BP 5500 STANDARDS OF CONDUCT

Number                BP 5500

Status                  Active

Legal                   Accreditation Standards II and IV

Adopted               April 13, 2010

Last Reviewed      October 14, 2014

The Chancellor shall establish procedures for the imposition of discipline on students in accordance with the requirements for due process of the federal and state law and regulations.

The procedures shall clearly define the conduct that is subject to discipline, and shall identify potential disciplinary actions, including but not limited to the removal, suspension or expulsion of a student.

The Board shall consider any recommendation from the Chancellor for expulsion. The Board shall consider an expulsion recommendation in closed session unless the student requests that the matter be considered in a public meeting. Final action by the Board on the expulsion shall be taken at a public meeting.

The procedures shall be made widely available to students through the college catalog and other means.  Students who violate any of the following standards for student conduct while at the District, on the college campus, or during off-campus college-sponsored activities are subject to the procedures outlined in Administrative Procedure 5520: Student Discipline Procedures:
1. Causing, attempting to cause, or threatening to cause physical injury to another person or to one’s self or; 

2.  Engaging in intimidating conduct or bullying against another student through words or actions, including direct physical contact, verbal assaults, such as teasing or name-calling, social isolation or manipulation, and cyber-bullying.

3. Engaging in harassing or discriminatory behavior.  The District's response to instances of sexual harassment will follow the processes identified in Board Policy 3430 and Administrative Procedure 3430.

4. Possession, sale, or otherwise furnishing a weapon, including but not limited to, any actual facsimile of a firearm, knife, explosive or other dangerous object, or any item used to threaten bodily harm without written permission from a District employee, with concurrence of the College President or designee.

5. Use, Possession, distribution, or offer to sell alcoholic beverages, narcotics, hallucinogenic drugs, marijuana, other controlled substances or dangerous drugs while on campus or while participating in any college-sponsored event.

6. Presence on campus while under the influence of alcoholic beverages, narcotics, hallucinogenic drugs, marijuana, other controlled substances or dangerous drugs except as expressly permitted by law. (Use or possession of medical marijuana is not allowed on any college property.)

7. Committing or attempting to commit robbery or extortion.

8. Causing or attempting to cause damage to District property or to private property on campus.

9. Stealing or attempting to steal District property or private property on campus, or knowingly receiving stolen District property or private property on campus.

10. Willful or persistent smoking (including e-cigarettes or use of similar mechanisms) in any area where smoking has been prohibited by law or by regulation of the college or the District. 

11. Obstruction or disruption of classes, administrative or disciplinary procedures, or authorized college activities.

12. Disruptive behavior, willful disobedience, profanity, vulgarity, lewd, or other offensive conduct, on campus or during campus sponsored activities.

13. The persistent defiance of authority or abuse of District/college personnel.

14. Academic dishonesty, cheating, or plagiarism.

15. Dishonesty, forgery, alteration or misuse of District/college documents, records or identification, or knowingly furnishing false information to the District/college or any related off-site agency or organization.

16. Unauthorized entry to or use of District/college facilities.

17. Engaging in expression which is obscene, libelous, or slanderous, or which so incites students as to create a clear and present danger of the commission of unlawful acts on District/college premises, or the violation of lawful District administrative procedures, or the substantial disruption of the orderly operation of the District.

18. Violation of District/college rules and regulations including those concerning student organizations, the use of District/college facilities, or the time, place, and manner (see Administrative Procedure 3900) of public expression or distribution of materials.

19.  Persistent, serious misconduct where other means of correction have failed to bring about proper conduct.

20.  Unauthorized preparation, giving, selling, transfer, distribution, or publication of any recording or photography of an academic presentation in a classroom or equivalent site of instruction, including but not limited to written class materials, except as permitted by District policy or administrative procedure.

This statement outlines the grievance procedure specific to the Educational Assistance Center (EAC) and disability related complaints. A grievance is defined as a student’s right to claim that his or her legal rights have been adversely affected by an EAC decision or action.

If at any time you are not satisfied with your EAC support services or decisions regarding accommodations, you have the right to file a grievance. A grievance is an opportunity to discuss your problems, issues and potential resolution. Ideally, all grievances can be resolved at the first level (see below). At any time during this process, EAC faculty and staff are available for consultation.

The grievance procedure is a sequential process. You would discuss your issues or concerns with the first person on the list. We hope that your concerns will be addressed to your satisfaction. If you are not satisfied with the outcome, you would proceed to the second person on the list, and continue sequentially until a satisfactory resolution is reached.  Be prepared to explain your issues and concerns in each of these steps.

1. Any EAC Certificated Staff member
2. EAC Coordinator
3. Dean of Student Services
4. Vice President of Student Affairs (VC 504 Coordinator)/Academic Affairs (depending on appeal)
5. President, Ventura College
6. Chancellor’s Office (Community Colleges)