# data[].attributes.headline
Executive Functioning Strategies to Try at Home

# data[].attributes.subject
Executive Functioning Strategies to Try at Home

# data[].attributes.attachment_link.description
How can you help your child with executive functioning challenges at home? Try these parenting strategies and tips to improve executive function.

# data[].attributes.headline
Special Education Rights and Responsibilities

# data[].attributes.subject
Special Education Rights and Responsibilities

# data[].attributes.body
Answers to almost any question about IEPs.

# data[].attributes.attachment_link.title
SERR - Special Education Rights and Responsibilities - This manual explains how to become eligible for special education, how to request and advocate for special education services, and what to do if you disagree with school districts.

# data[].attributes.attachment_link.description
The Federal and California special education laws give eligible students with disabilities the right to receive a free appropriate public education (FAPE) in the least restrictive environment (LRE). This manual explains how to become eligible for special education, how to request and advocate for special education services, and what to do if you disagree with school districts.

# data[].attributes.body
Disability & Education Support Program (DESP)

# data[].attributes.attachment_link.title
Disability Services | West Valley College

# data[].attributes.attachment_link.description
West Valley College DESP provides various services to students, including academic accommodations, specialized counseling, learning disability services, as well as Computer Lab and Alternate Media.

# data[].attributes.body
Disability Support Programs & Services (DSPS)

# data[].attributes.attachment_link.provider_name
Disability Support Programs and Services Division

# data[].attributes.attachment_link.readable_text
Here's How to Reach Us

We're offering online assistance through our virtual help desk, along with limited in-person services, during the 2022 winter quarter.

In-Person Services

Available for general questions only

Monday-Thursday: 8 a.m.-5 p.m.

Come to RSS Room 141

Virtual Help Desk

You can also speak with a counselor or request assistance with any of the following services by phone, email, or Zoom videoconference:

Readers/Scribes and Alt Media requests

Note taking accommodations in form of recorded lectures on canvas

Extended time on exams

Interpreting and captioning services

Here's how you can reach us:
Email: dss@deanza.edu Phone: (408) 430-7681

Thank you for your understanding and flexibility.

Our Mission

The mission of the Disability Support Programs and Services (DSPS) Division is to ensure access to the college's curriculum, facilities, and programs, and to promote student success in realizing individual educational and vocational goals.

Programs and Services

The DSPS Division includes on- and off-campus programs and services offering students with disabilities a comprehensive array of accommodations, educational assistance classes and support services.

Our Programs

Our Services

Hours for Remote Operation

Disability Information Student Handbook (DISH)

# data[].attributes.attachment_link.title
Disability Support Programs and Services Division

# data[].attributes.attachment_link.description
We're offering online assistance through our virtual help desk, along with limited in-person services, during the 2022 winter quarter. Available for general questions only Monday-Thursday: 8 a.m.-5 p.m.

# data[].attributes.body
Disability Support Program & Services (DSPS)

# data[].attributes.attachment_link.readable_text
We are here to help you succeed!

SAS provides specialized support services and instruction which allow students with disabilities to equitably benefit from the college experience and meet their academic goal at San José City College.

Complete the following steps for eligibility:

1. Submit the SAS application for services

2. Submit verification of disability by providing one of the following:

SAS Medical Verification Form or

IEP, IPP, 504 Plan or

Learning Disability Assessment or

Documents from another college, SAS/DSPS Offices that the student may have attended

Application and Verification of Disability documents can be

mailed, faxed, or emailed.

Accommodations and services include, but are not limited to:

SPECIALIZED COUNSELING

COUNSELING APPOINTMENTS WILL CONTINUE TO BE REMOTE.

Whether you need help with planning your classes, transferring to a university, or a disability-related issue, call, e-mail, or make an appointment to speak with one of our SAS counselors.
Below is a list of some of the specialized counseling services students may receive:

Academic Counseling

Educational Plans to help reach your academic goal

Career Programs

AA/AS Degrees and Transfer Requirements for University of California (UC) and California State Universities (CSU) and Private Universities

Admission Agreements

Personal Counseling

Crisis Intervention

Liaison with California Department of Rehabilitation

Liaison with various community programs

Individual counseling to facilitate career decision making

For more Information contact one of the SAS Counselors:

LEARNING DISABILITY SERVICES

If you think you may have a learning disability, make an appointment with a SAS counselor to see if a Learning Disability (LD) assessment is recommended. SAS Counselors and the Learning Disabilities Specialist can recommend special courses which will help you with learning strategies, reading, math, and writing. They can also recommend accommodations that will support your academic success.

ALTERNATE MEDIA, ASSISTIVE TECHNOLOGY,

& COMPUTER LAB

Alternate Media: Qualified students receive access to course materials in an alternate format including e-text.

Computer Lab: Located in the Learning Resource Center, L-119, the lab provides students with an evaluation and training in the use of computer technology. The lab offers specialized software and adaptive technology. In addition to scheduled classes, the lab has open hours. The following highlights the Lab's offerings:

Adapted Computer Access Evaluations: for the ability to access screen, keyboard, or programs and ability to benefit from services.

Text/Screen Reader: turns text into high-quality speech for those with visual and learning disabilities.

Screen enlargers: provide a means for students with low vision to see what is displayed on the monitor.

Training: shows the student how to use text-to-speech software, including WYNN and voice-activated software.

Assistive Technology: Screen Enlargers, Voice Activation Software (and training), Braille Keyboard, Text Enlarger (CCTV), Text Readers (Jaws, WYNN), Alternate Media workshops and training.

Computer Classes.

For more information, please contact Frank Mendez, (408) 298-2181 ext. 3554.

EDUCATIONAL ASSISTANCE COURSES

We offer specialized classes that support students on their path to degree applicable and transfer-level English and Math classes as well as computer skills and APE classes.

ADAPTED PHYSICAL EDUCATION

SAS offers Adapted Physical Education (APE) classes to help students with functional limitations reach individual fitness and conditioning goals in a supportive and safe place. APE classes meet the requirements for SJCC's associate degree and transfer credits toward a bachelor's degree.

Additionally, SAS offers non-credit APE classes (non-transferrable/degree applicable). Students will need to have an Adapted Physical Education Medical Referral form certified by a Health Care Professional.

For more information contact: Tait Rafat, 408-288-3732.

The Mission of the Student Accessibility Services (SAS) Program is to provide specialized support services and instruction that allow students with educational or functional limitations to equitably benefit from the College experience and meet their academic goal at San José City College (SJCC).

Provide the SAS office with the information, documentation, and/or forms (medical, educational, etc.) deemed necessary by SAS to verify my limitation(s).

Meet with a SAS professional to complete a Student Educational Contract, and agree to meet with the professional at least once per semester to update the Student Educational Contract.

Utilize SAS services in a responsible manner. Understand that the SAS services use written service provision policies and procedures that students must adhere to for the continuation of those services.

Comply with the SJCC Student Code of Conduct.

Students receiving SAS services are expected to:

In accordance with Section 504 of the 1973 Rehabilitation Act, as revised (29 U.S.C. 794), The American Disabilities Act 28 CFR 35.102-35.104, CA Assembly Bill 803 Government Code Section 11135 et, seq., and Title V, section 56008 of CA Education Code a student with disabilities has the right to:

*Voluntary participation in the S tudent Accessibility Services (SAS) Program and Services.

*Confidentiality and disclosure of student records.

*Access to college classes, programs, activities, services, and facilities to facilitate learning. The college will make every reasonable effort to provide access.

*Access in the student's preferred mode, i.e. Braille, verbal transcription, sign language, etc. Deaf students have the right to an interpreter with whom they have clear communication.

*Integrated setting with other students who are not disabled. A student can request an appropriate accommodation to facilitate participation in class and campus activities.

*Protection against discrimination based on association with a person with a disability. As a friend or companion of a student with a disability, a student should not be treated differently from other students who are non-disabled.

*Safety requirements based on actual risks, not speculation or stereotype.

*Participate in campus activities, class demonstrations, or laboratory experiments to the extent that a disability does not pose a risk to the student or other students.

*Request academic adjustments to facilitate student participation in classwork and campus activities.

*Modification in policies unless the modification fundamentally alters the nature of the services or activities.

*Request changes in class or campus policies to facilitate the student participation in class and campus activities. The request will be evaluated regarding​ how the modification might affect course standards.

* Participate in class and campus activities without being harassed or discriminated against. If a student feels they are the target of discriminatory treatment, the student can file a complaint with the 504/Americans with Disabilities Act Coordinator or Office of Civil Rights.

San José Evergreen Community College District does not discriminate on the basis of race, religion, color, gender, national origin, age, disability, marital status, sexual orientation, organizational affiliation, political beliefs, or status as a Vietnam-era Veteran. The lack of English language skills will not be a barrier to admissions to or participation in vocational education programs. SJECCD is subject to Title IX of the Education Amendments of 1972, Title VII of the Civil Rights Acts of 1964 as amended, Sections 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990.

AB 422 states: "A publisher or manufacturer of instructional materials offered for adoption or sale in California is required to comply with specified requirements, including providing to the state, at no cost, the right to transcribe, reproduce, and distribute the material in Braille, large print, recordings, or other accessible media for use by pupils with visual disabilities. This right includes computer diskette versions of instructional materials if made available to any other state, and those corrections and revisions, as may be necessary."
Individuals with Disabilities Education Act (IDEA): IDEA requires public primary and secondary schools to make available to all eligible children with disabilities a free appropriate public education in the least restrictive environment appropriate to their individual needs. IDEA requires public school systems to develop appropriate Individualized Education Programs (IEP's) for each child. The specific special education and related services outlined in each IEP reflect the individualized needs of each student. IDEA also mandates that particular procedures be followed in the development of the IEP. Each student's IEP must be developed by a team of knowledgeable persons and must be at least reviewed annually. The team includes the child's teacher; the parents, subject to certain limited exceptions; the child, if determined appropriate; an agency representative who is qualified to provide or supervise the provision of special education; and other individuals at the parents' or agency's discretion. If parents disagree with the proposed IEP, they can request a due process hearing and a review from the State educational agency if applicable in that state. They also can appeal the State agency's decision to State or Federal courts

Section 504 of the Rehabilitation Act: Section 504 prohibits discrimination against students with disabilities in primary, secondary and post secondary schools receiving federal financial assistance.
Section 508 - Web Page Accessibility: Accessibility regarding Web design refers to facilitating the use of technology for people with disabilities. Providing equivalent access to Web sites for all students, faculty, and staff at San Jose City College is required by SB302. This Senate Bill extends the requirements of Section 508 of the Federal Rehabilitation Act to the California State University. The Americans with Disabilities Act of 1990 (ADA): ADA is a law that was passed to ensure equal opportunity for individuals with disabilities. It prohibits discrimination on the basis of disability in four areas:

Employment
State and local activities (including public transportation)
Public accommodations
Telecommunications

An individual with a disability is defined by the ADA as a person with a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such impairment, or a person who is perceived by others as having such impairment.
ADA rights include both individuals who have a disability and those who have a relationship or association with someone who has a disability. (The ADA defines a disability as "a physical or mental impairment that substantially limits one or more major life activities, or a history or record of such impairment, or a perception by others of having such impairment.")

Title I complaints must be filed with the U. S. Equal Employment Opportunity Commission (EEOC) within 180 days of the date of discrimination, or 300 days if the charge is filed with a designated State or local fair employment practice agency. Individuals may file a lawsuit in Federal court only after they receive a "right-to-sue" letter from the EEOC. Charges of employment discrimination on the basis of disability may be filed at any U.S. Equal Employment Opportunity Commission field office. Field offices are located in 50 cities throughout the U.S. and are listed in most telephone directories under "U.S. Government."
Title I requires employers with 15 or more employees to provide qualified individuals with disabilities an equal opportunity to benefit from the full range of employment-related opportunities available to others. For example, it prohibits discrimination in recruitment, hiring, promotions, training, pay, social activities, and other privileges of employment. It restricts questions that can be asked about an applicant's disability before a job offer is made, and it requires that employers make reasonable accommodation to the known physical or mental limitations of otherwise qualified individuals with disabilities, unless it results in undue hardship.

ADA Title I-Employment: The ADA prohibits discrimination on the basis of disability in employment. To be protected by the ADA, a person must have a disability or have a relationship or association with an individual with a disability.

ADA Title II: Prohibits discrimination against students with disabilities in all educational institutions which receive funding from a state or local governmental entity.

ADA Title III: Prohibits discrimination against students with disabilities in private schools.

# data[].attributes.attachment_link.description
SAS provides specialized support services and instruction which allow students with disabilities to equitably benefit from the college experience and meet their academic goal at San José City College.

# data[].attributes.body
Resources for learning and attention issues and all sorts of supports related to IEPs.

# data[].attributes.attachment_link.readable_text
How can we help?

I am a parent or caregiver and want help with behaviors , learning , and everyday skills

We are Understood.
We are the lifelong guide for those who learn and think differently. In the past year, we've helped more than 20 million people discover their potentials, take control of their lives, and stay on positive paths.

We support the 1 in 5 Americans who learn and think differently.

Learn more

We believe difference is our greatest strength.

Learn more

When we shape the world for difference, we all thrive.

Learn more

Discover what's possible when you're understood.

We'll email you our most helpful stories and resources.

We just launched our "Be the Reason" stigma campaign. Learn more here.

Helpful guidance from Understood

Essential resource spotlight

Are you wondering why your child is struggling?

We're here to help if you're feeling overwhelmed. Take N.O.T.E. (Notice. Observe. Talk. Engage.) is a simple step-by-step tool that can help you figure out if the struggles you're seeing might be signs of a learning and thinking difference.

"I have a hard time focusing, mostly in school. When I do my homework, I kind of feel stressed out because it feels like so much even though it's not too much."

Emperor Kaioyus, Grade 4

Wunder The first community app for parents and caregivers of children who learn and think differently.

Available on Android and iOS
Learn more

Copyright © Understood for All, Inc.

Understood is a tax-exempt 501(c)(3) charitable organization (tax identification number 83-2365235). Donations are tax-deductible as allowed by law. Understood does not provide medical or other professional advice. The health and medical related resources on this website are provided solely for informational and educational purposes and are not a substitute for a professional diagnosis or for medical or professional advice.

Use of this website is subject to our Terms of Use and Privacy Policy.

Copyright © 2014-2023 Understood For All Inc.

# data[].attributes.attachment_link.title
Understood - For Learning and Thinking Differences

# data[].attributes.attachment_link.description
Understood.org is the resource that helps the 70 million people with learning and thinking differences anticipate the challenges, barriers, or opportunities in life and confidently reach their potential.

# data[].attributes.headline
Teaching Your Child Self-Advocacy Skills

# data[].attributes.subject
Teaching Your Child Self-Advocacy Skills

# data[].attributes.attachment_link.readable_text
About the Author

About the Author

worked as a classroom teacher and as an early intervention specialist for 10 years. She is the author of Amanda Morin The Everything Parent's Guide to Special Education. Two of her children have learning differences.

Reviewed by

Reviewed by

Donna Volpitta, EdD is the founder of Pathways to Empower. Her work draws on the latest research in neuroscience, psychology, and education.

# data[].attributes.attachment_link.title
6 tips for helping your high-schooler learn to self-advocate

# data[].attributes.attachment_link.description
worked as a classroom teacher and as an early intervention specialist for 10 years. She is the author of Amanda Morin The Everything Parent's Guide to Special Education. Two of her children have learning differences. Donna Volpitta, EdD is the founder of Pathways to Empower.

# data[].attributes.headline
7 Things to Know About College Disability Services

# data[].attributes.subject
7 Things to Know About College Disability Services

# data[].attributes.attachment_link.readable_text
About the Author

About the Author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

is the author of Elizabeth C. Hamblet, MAT, MSEd From High School to College: Steps to Success for Students With Disabilities.

# data[].attributes.attachment_link.title
7 things to know about college disability services

# data[].attributes.attachment_link.description
The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently. is the author of Elizabeth C. Hamblet, MAT, MSEd From High School to College: Steps to Success for Students With Disabilities.

# data[].attributes.headline
Creating a Time Management System in College

# data[].attributes.subject
Creating a Time Management System in College

# data[].attributes.attachment_link.readable_text
When kids start college, they may be thrilled by how much unstructured and unscheduled time they have. But that freedom can be challenging for students with ADHD who have trouble with time management and with sensing the passage of time. Last-minute dorm parties and late-night video game sessions can easily derail their efforts to stay on track.

Creating a schedule can help your child leave enough time to get work done. It can also cut down on procrastination by taking away the constant need to make decisions about what to do when. Here are 11 steps your child can follow to create a time management system that works.

Use a monthly calendar to mark down the semester's deadlines.

Start with an electronic or paper calendar. Go through the semester calendar on the school's website and enter important dates onto the monthly calendar. These include add/drop deadlines, the start of midterms and finals, and registration dates for next semester.

Fill in important dates for each course.

Using the syllabus for each class, enter any test dates and deadlines for papers and projects. If you do this in an electronic calendar, copy the dates to the paper one (or vice versa).

From the monthly master calendar, print a one-week calendar that shows each hour of the day. Block in ongoing commitments for the whole semester-classes, clubs, work, etc. Be sure to plan lots of time for sleep. Lack of sleep can make it even harder to focus and stay organized.

Schedule concrete time for work each week.

Slot in regular study and homework blocks throughout the week. Start with a ballpark idea of how much time is needed for each course, and factor in short breaks. Adjust as needed after the first week.

Add the weekly commitments to the electronic calendar.

Load each weekly plan into the electronic calendar. Then set up every commitment as a recurring event. Checking it during the day is a good way of staying on track.

Keep the weekly plan and monthly calendar visible.

Put both up on the wall. Check the weekly plan each night as a reminder of the next day's tasks. Use the calendar to keep track of exams, interim deadlines, and unscheduled activities. Cross off each day as it passes to see how the semester is progressing.

Organize regular study groups or "parallel study" times.

Reach out to classmates to schedule a weekly study group where they can quiz each other or compare notes. This can make it easier to stick to the weekly plan. Or arrange a regular time to meet up with a friend to do work (with no talking). Add this to the monthly calendar and weekly plan.

Break down long-term assignments into chunks.

As soon as an assignment is given, create interim steps for far-off deadlines. These steps might include doing some research by a certain date or completing a first draft in time to bring it to the writing center for feedback. Add these to the paper and electronic calendars.

Update the electronic calendar throughout the day.

Add things that come up at the last minute. These might include new assignments, deadline changes, or an appointment to see a professor during office hours. If a new appointment falls during a scheduled study block, move that block to somewhere else in the week where there's available time.

"Sync" the electronic and paper monthly calendars a few times a week.

Pick three or four regular times each week to update the monthly paper calendar. Add any changes made to the electronic calendar to the printed one as well. That way, long-term deadlines are always visible.

Know the attendance policies for each course.

Check each course syllabus for the professor's attendance policies, and make note of them. Missing class can have an impact on grades for some classes, even if work is done on time.

# data[].attributes.attachment_link.title
11 Steps to Help College Students With ADHD Create a Time Management System

# data[].attributes.attachment_link.description
When kids start college, they may be thrilled by how much unstructured and unscheduled time they have. But that freedom can be challenging for students with ADHD who have trouble with time management and with sensing the passage of time. Last-minute dorm parties and late-night video game sessions can easily derail their efforts to stay on track.

# data[].attributes.headline
Pros & Cons of Disclosing A Disability to an Employer 

# data[].attributes.subject
Pros & Cons of Disclosing A Disability to an Employer 

# data[].attributes.attachment_link.title
Pros and cons of disclosing a disability to employers

# data[].attributes.attachment_link.description
Weigh the options to help decide whether to disclose learning and thinking differences in the workplace.

# data[].attributes.body
After-School Program Interventions and Resiliency Education (ASPIRE) helps children, teens and young adults with anxiety, depression or other symptoms related to a mental health condition.

# data[].attributes.attachment_link.readable_text
The primary goal of ASPIRE is to promote emotional wellness of young people. Our three programs - middle school, high school and transitional age- provide a validating, supportive environment for participants to gain healthy behaviors and learn how to manage their feelings, emotions and personal interactions.

Although ASPIRE is appropriate for young people with symptoms of a serious mental health condition, the focus is to offer solutions and provide hope. A psychiatrist provides assessment, diagnosis and program leadership, and our mental health specialists work hard to create a positive learning environment. The programs help participants gain practical coping strategies through dialectical behavioral therapy and expressive arts. Participants take part in individual therapy, group sessions and activities that allow them to practice what they've learned in a supportive environment. And, the programs give family members an opportunity to learn and participate in therapy.

Children and Teens

The stress after a long day of school and lack of supervision can make after school a high-risk time when youth are more likely to make poor choices. ASPIRE provides structure and training during this time - when kids are most vulnerable - and helps them learn and apply a set of specific skills. The programs, led by a psychiatrist who specializes in child-adolescent behavior, offer an after-school format that provides treatment without impeding on young people's lives.

Enrollment into the program is continuous, and participants may begin their program at any time.

Middle School Program - Designed for those in sixth through eighth grades, this 10-week program requires a commitment of three afternoons a week. The program is offered at both our Mountain View and Los Gatos campus.

High School Program - This WASC-accredited program is designed for students in ninth through 12th grades. The eight-week program requires a commitment of four afternoons a week. It's offered at our Mountain View and Los Gatos campuses.

What to Expect

Example of a daily schedule for middle school and high school programs.

Middle School Program (Grades 6th - 8th)

High School Program (Grades 9th - 12th)

Days and Time

3 - 6 p.m.
on Mondays, Wednesday, Fridays

3 - 6 p.m.
on Mondays, Tuesdays, Thursdays, Fridays

Location(s)

2400 Grant Road, Mountain View (Park Pavillion - ground floor)

825 Pollard Road, Los Gatos

2400 Grant Road, Mountain View (Park Pavillion - ground floor)

825 Pollard Road, Los Gatos

Quest Program

The Quest intensive outpatient program (IOP) is designed for adolescents ages 13-18 that are still in high school and have an identified substance use disorder or other habitual problem behaviors such as excessive screen use or video gaming. Youth in this program will also be experiencing symptoms of a co-occurring mental health condition.

The services provided will engage youth in identifying healthy new coping skills and providing a safe space to support developing, practicing, and hardwiring those skills so that they ultimately become new approaches in life management. The program also focuses on the development of safe peer relationships, and a focus on healthy family interactions with Saturday dedicated as a family involvement day.

What to Expect

Example of a daily schedule for Quest Intensive Outpatient Program (IOP).

Young Adults

The eight-week Transitional Age Youth (TAY) Program is designed for young adults between 18 and 25 years old. The program meets four days a week and offers intensive outpatient care. Participants learn healthy living strategies and develop academic and career skills. The comprehensive treatment team includes a psychiatrist, clinical psychologist and/or marriage and family therapist, registered nurse, and an occupational therapist. The program is available at our Mountain View and Los Gatos campus.

What to Expect

Example of a daily schedule for Transitional Age Youth (TAY).

Young adults between 18 and 25 years old - Transitional Age Youth Program (TAY)
Days and Time

10:30 a.m. - 2 p.m.
on Mondays, Thursdays and Fridays

3:30 p.m. - 6:30 p.m.
on Tuesdays

No program on Wednesday

Can ASPIRE Help?

If you or a loved one is showing signs of depression, anxiety or another mental health condition, the first step is to schedule a free assessment. Call us at 866-789-6089.

Learn more about ASPIRE by reading frequently asked questions about the program.
ASPIRE is supported by donations to El Camino Health Foundation.

# data[].attributes.attachment_link.description
The primary goal of ASPIRE is to promote emotional wellness of young people. Our three programs - middle school, high school and transitional age- provide a validating, supportive environment for participants to gain healthy behaviors and learn how to manage their feelings, emotions and personal interactions.

# data[].attributes.body
Tansition supports for young adults with Autism Spectrum Disorder, ADHD and other varying exceptionalities.

# data[].attributes.attachment_link.title
College Living Experience - CLE | Post-Secondary Supports

# data[].attributes.attachment_link.description
FEATURED IN About CLE Since 1989, young adults from across the U.S. have counted on CLE's academic, career, social and independent living services to help them succeed at college, pursue a career, learn

# data[].attributes.headline
Pros & Cons of Disclosing Learning & Attention Issues at College

# data[].attributes.subject
Pros & Cons of Disclosing Learning & Attention Issues at College

# data[].attributes.attachment_link.readable_text
From the time kids apply to college to the start of classes, they'll have many new decisions to make. Choosing if, when, and how to disclose learning or thinking differences will be one of the biggest. Here are some factors to consider.

During the application process

Disclosing a learning or thinking difference when applying can help schools get a better picture how your child learns.

It's not common, but some schools may have an uninformed view of learning and thinking differences. They may see them as a barrier to entry.

Kids don't have to disclose when applying. And just talking to college officials about potential services and supports isn't the same as disclosing. Kids are free to ask as many questions as they want.

If kids want to disclose, they must put something in writing on the application.

In those cases, the schools might not be a good fit for students who learn differently, anyway.

Let's say your child's grades or SAT scores fall below the average for that school. Disclosing can help admissions officers understand the issues behind the scores.

To the disability services office

By disclosing here (after enrolling at college), kids are formally applying for services. ( There are no IEPs in college, however, and services may vary.)

None. This is a win-win situation. Disclosing to disability services doesn't obligate students to use the supports offered. It just gives them the option.

Disability services staff members won't share students' information without their permission. Not with their professors or with their parents.

In fact, they won't discuss your child with you at all unless your child signs a release for them to do so and requests it.

Disclosing doesn't just help kids with their courses. It can also help with social issues by building their communication skills. And it gives them access to professionals who understand their challenges.

To professors

Opening up a dialogue with professors about learning and thinking differences is a great way for students to build their self-advocacy skills, which can be helpful in the working world, too.

Not all professors will be open to helping. Some may only provide the formal accommodations your child has - and nothing more.

Students can decide which professors they'd like to discuss her their challenges with, and how they want to bring it up.

For example: If your child has dyscalculia, it might help to talk with the math professor, but not the literature professor.

If students are disclosing to disability services, they might want to wait for the official paperwork regarding accommodations before talking to professors.

Student won't know how professors will react until they talk to them.

Many college classes are large and professors don't always have the time to get to know individual students.

Taking the initiative to talk with professors helps them put a face to the name. It also shows that they're taking an active role in their education.

Disclosing to professors will help them know how to support students both in and out of class. (Students who have disclosed to disabilities services will be able to provide professors with a letter from disability services listing approved accommodations.)

To friends and classmates

Disclosing to peers can be a great way to build a supportive community at college. And it's a way to practice self-advocacy.

Sharing important personal information with new friends can feel scary. Kids won't know what the reaction will be until they try sharing. It may also expose them to misperceptions of what learning and thinking differences are.

Opening up about learning and thinking differences isn't just about finding support. It's an invitation for friends to share as well.

Kids might find themselves in a position where they can help and support other students in similar situations. And that can be a very enriching experience.

It can help kids connect with other students who also have learning and thinking differences. That may be a confidence-booster.

Friends can also offer support. For example, if someone can't go to a party because of needing more time for homework, friends will understand.

Making the transition to college can be harder for kids with learning and thinking differences. Disclosing their issues allows them to get as much support as possible . Talk over the pros and cons. Get tips on how to make the transition easier . Your continued support is as important as ever as they take this exciting step forward.

# data[].attributes.attachment_link.title
Pros and cons of disclosing learning and thinking differences in college

# data[].attributes.attachment_link.description
From the time kids apply to college to the start of classes, they'll have many new decisions to make. Choosing if, when, and how to disclose learning or thinking differences will be one of the biggest. Here are some factors to consider.

# data[].attributes.headline
When College Professors Refuse Accommodations

# data[].attributes.subject
When College Professors Refuse Accommodations

# data[].attributes.attachment_link.title
When college professors refuse accommodations: 5 things to know

# data[].attributes.attachment_link.description
Learn what a student and parent can (and can’t) do when college professors refuse accommodations.

# data[].attributes.body
Disabilities Opportunities Internetworking and Technology

# data[].attributes.attachment_link.title
DO-IT | Disabilities, Opportunities, Internetworking, and Technology

# data[].attributes.attachment_link.readable_text
The SAT and ACT both offer accommodations, but the process of applying for them is different.

Kids who get testing accommodations through an IEP or a 504 plan can often get the same accommodations on the SAT or ACT.

Your child's high school can be helpful in the application process.

Would having extra time or using a computer help your teen on the SAT or ACT test? Both of these college entrance exams offer accommodations for eligible students with learning and thinking differences. But the process for applying to each is different.

Below is an overview of the types of accommodations available and the application process. But first, here are some important things to consider:

Decide on the SAT, ACT, both, or neither. Consider which college entrance exam is a better fit for your child. And as you research potential colleges, keep in mind that some colleges are test-optional.

Start the application process early. It takes time and planning to apply for SAT or ACT accommodations. For the SAT, the review process for accommodations takes up to seven weeks. And tests are only offered on specific dates during the year. So start the process as early as possible. This is especially true if your child is planning to take the SAT or ACT more than once.

Kids with IEPs and 504 plans have to apply for accommodations, too. Getting accommodations on the SAT or ACT isn't automatic for students with IEPs or 504 plans . They still have to formally apply for them. Both tests have specific guidelines on the required documentation. Check out the SAT documentation requirements, or download a PDF of the ACT requirements.

For convenience, apply through your child's high school. Every public high school (and some private ones) has at least one staff member who helps students apply. This person knows the process well.

Apply on your own if needed. Schools typically only help students apply for accommodations that are already in their IEP or 504 plan. So if your child needs different accommodations, you may want to apply on your own. This can be trickier than applying through the school.

Use the SAT and ACT websites. The SAT and ACT websites are updated when new information is available. They're the final word on applications and available accommodations.

Types of SAT and ACT Accommodations

The SAT offers several different types of accommodations. (You can see a full list on the College Board site.) They include:

Extended time

Computer use for essays

Extra and extended breaks

Reading accommodations (like an audio test format)

Use of a four-function calculator for math sections

Multiple-day testing

Small group setting

The ACT also offers many accommodations. They include:

Taking the test within the standard allotted time, but with additional breaks

Alternate testing formats (like use of a computer for essays)

Time-and-a-half extended time

Reading accommodations (such as assistive technology and readers)

If your child has an IEP or a 504 plan, review it to see what accommodations your child has for tests. Think about whether your child will need additional accommodations on the SAT or ACT. Keep in mind that neither the SAT nor the ACT offers modifications, like fewer or easier test questions.

In general, the types of accommodations available on the SAT and ACT aren't that different. But the way you apply for them is. Read on for more details on how this works.

How to Apply for SAT Accommodations

A not-for-profit organization, the College Board, administers the SAT. It refers to accommodations on the SAT as Services for Students with Disabilities (SSD).

The College Board's SSD website offers specific instructions for applying. But here's a general overview of suggested steps in the process.

1. Look at the calendar of SAT test dates on the College Board's website, and choose a target test date. Your child should apply for SAT accommodations before registering to take that SAT test. The application and review process can take up to seven weeks, so plan accordingly.

2. If you'd like to apply with your high school's help, contact your child's special education case manager (or guidance counselor or 504 coordinator, if your child has a 504 plan) or the school's SSD coordinator. Tell this person when your child would like to take the test.

3. Sign the Parent Consent Form and give it to the staff member you're working with. Check that the school has documentation of your child's learning and thinking differences on file. Provide the school with anything you believe is missing. Make sure the documentation explains how your child's issues affect test-taking. You can learn more about the specific documentation criteria on the SSD website.

4. Ask the staff member you're working with to fill out an online application for SAT accommodations for your child on the SSD website. This person will submit your child's disability documentation along with the application.

5. If you want to submit a request on your own, without the school, you must print and fill out the Student Eligibility Form from the College Board. You'll still have to gather documentation and fill out the application.

6. When you get the approval letter, look for something called an SSD number. Use the SSD number when applying online to take the SAT. This will ensure that your child gets the approved accommodations. (Some testing sites may have a limited number of seats available to kids with accommodations on any given day. The earlier your child signs up, the better the chances of getting the desired time and location.)

How to Apply for ACT Accommodations

The nonprofit organization ACT administers the ACT test. You can go to the ACT website for specific and up-to-date instructions on applying.

ACT's application process has been streamlined, simplifying the process for requesting accommodations.

1. Register online for the ACT test. On the online form, you can indicate a request for accommodations. You will specify which type of accommodations you're requesting.

2. After you submit your online registration, you'll get an email telling you how to work with your school to submit the documentation. To begin the process, forward that email to your school along with the Consent to Release Information to ACT Form.

3. Your school will submit your request and the documentation. ACT will review the request and then will notify your school. You should hear back from the school within two weeks.

You will need to submit documentation that verifies your child's need for testing accommodations.

Getting approved for accommodations can take some time, so start the process early.

The easiest way to apply for accommodations is through your child's high school.

About the Author

About the Author

Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Manju Banerjee, PhD is vice president of educational research and innovation at Landmark College, Putney, Vermont.

# data[].attributes.attachment_link.title
How to Apply for SAT and ACT Accommodations

# data[].attributes.attachment_link.description
The SAT and ACT both offer accommodations, but the process of applying for them is different. Kids who get testing accommodations through an IEP or a 504 plan can often get the same accommodations on the SAT or ACT. Your child's high school can be helpful in the application process.

# data[].attributes.body
A list and description of the basic IEP components

# data[].attributes.attachment_link.title
Contents of the IEP | Center for Parent Information and Resources

# data[].attributes.attachment_link.description
Current as of November 2017
This information in Spanish | Esta información en español

# data[].attributes.body
Key parts of the IEP with explanations .

# data[].attributes.attachment_link.readable_text
About the Author

About the Author

Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Kelli Johnson, MA is an educational speech-language pathologist, working with students from early childhood through 12th grade.

# data[].attributes.attachment_link.description
Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently. Kelli Johnson, MA is an educational speech-language pathologist, working with students from early childhood through 12th grade.

# data[].attributes.attachment_link.readable_text
Parents of children with disabilities from ages three through twenty-one have specific educational rights under the Individuals with Disabilities Education Act (IDEA). These rights are called procedural safeguards. Individuals serving as surrogate parents and students aged eighteen receiving special education services, are also entitled to these rights.

A number of staff in the child's district and special education local plan area (SELPA) may answer questions about the child's education and the parents' rights and responsibilities. When the parent has a concern, it is important that they contact their child's teachers or administrators to talk about their child and any problems they see. This conversation often solves the problem and helps maintain open communication.

Parents must be given opportunities to participate in any decision-making meeting regarding their child's special education program. Parents have the right to participate in individualized education program (IEP) meetings about the special education eligibility, assessment, educational placement of their child and other matters relating to their child's free appropriate public education (FAPE).

When a parent cannot be identified or located, a district may appoint a surrogate parent to represent a child with a disability.

What Are Parents' Rights in California Special Education?

Parents and students over age eighteen have the right

Parents have the right to refer their child for special education services, to participate in the development of the IEP and to be informed of all program options and alternatives, both public and nonpublic.

Parents have a right to receive prior written notice, in their native language, when the school district initiates or refuses their request to initiate a change in their child's identification, assessment, or educational placement in special education.

Parents must provide informed, written consent before their child is assessed or provided with any special education services. Parental consent must also be provided before any change in special education services may occur. The district must ensure that parents understand proceedings of the IEP team meeting including arranging for an interpreter for parents with deafness or those whose native language is other than English.

Parents may refuse to consent to an assessment or the placement of their child in special education.

Children must be assessed for special education through the use of methods that are not culturally biased or discriminatory.

If parents disagree with the results of the assessment conducted by the school district, they have the right to ask for and obtain an independent educational evaluation (IEE) at public expense.

The parent is entitled to only one IEE at public expense each time the public agency conducts an evaluation with which the parent disagrees.

When a parent requests an IEE at public expense, the school district must, without unnecessary delay, either ensure that an IEE is provided at public expense, or request a due process hearing if the district believes their assessment was appropriate and disagrees that an IEE is necessary. The school district also has the right to establish the standards or criteria (including cost and location) for IEEs at public expense.

Parents have a right to inspect, review, and obtain copies of their child's educational records.

If parents disagree with the district regarding their child's special education placement or a proposed change in placement, the law requires the student to "stay put" in the current program until the dispute is resolved.

Parents have the right to present a complaint relating to the provision of a FAPE for their child; to have an attorney, an advocate, and the student, if appropriate, present at the due process hearing; and to make the hearing public. Under certain conditions, the hearing officer may award, reduce, or deny the reimbursement of attorneys' fees and fees paid to nonpublic institutions by parents in the settlement of a case. To request a due process hearing or to receive a complete notice of procedural safeguards related to a due process hearing, contact the Office of Administrative Hearings (see contact information below).

Parents are encouraged to consider settling disagreements regarding their child's special education program through voluntary mediation, a process through which parties seek mutually agreeable solutions to disputes with the help of an impartial mediator. Mediation is available for:

1. Mediation of State Complaint - the California Department of Education is required to offer mediation to the parent or the local educational agency (LEA) but both must agree, and participation is voluntary.

2. Office of Administrative Hearings (OAH) Mediation Only - Parent or LEA may file for OAH mediation only. Participation is voluntary.

Parents may seek mediation alone or separate from due process, or they may participate in mediation pending a due process hearing. Mediation cannot be used to delay parents right to a due process hearing.

If parents believe their child's school district has violated the law, they may file a complaint with the California Department of Education. The Department must investigate complaints alleging violations of noncompliance with IDEA, state special education laws, or regulations, and issue a written report of findings within 60 days of receiving the complaint.

There are specific rules regarding the suspension and expulsion of students with IEPs. Generally, a student with a disability may be suspended or placed in an alternative educational setting to the same extent that these options apply to students without disabilities.

If the student with a disability is in such a placement for more than ten days, an IEP meeting must be held to consider the appropriateness of the child's current placement and the extent to which the disability is the cause of the misconduct. Regardless of the child's placement, the district must provide FAPE

School districts are responsible for identifying, locating and assessing students with disabilities enrolled in private schools by their parents. However, school districts are not required to provide special education or related services to these students. There is no entitlement for services, though some private schools and students attending private schools may receive some services from the school district.

Additional Resources

This notice is an abbreviated summary of procedural safeguards under federal and state laws (20 United States Code Section 1412[d]; 34 Code of Federal Regulations 300.504; California Education Code sections 56301[d][2], 56321, and 56341.1[g][1]). Special Education Rights of Parents and Children, a more extensive description of these rights, is available from the California Department of Education, Special Education Division.

To obtain more information about parental rights or dispute resolution, including how to file a complaint, contact the California Department of Education, Special Education Division, Complaint Support Unit, by telephoning 800-926-0648 or writing to:

Email: speceducation@cde.ca.gov
Fax: 916-327-3704

California Department of Education
Special Education Division
Complaint Support Unit
1430 N Street, Suite 2401
Sacramento, CA 95814

To file for mediation or a due process hearing, contact:

Office of Administrative Hearings
Special Education Division
2349 Gateway Oaks, Suite 200
Sacramento, CA 95833-4231
Telephone: 916-263-0880
Fax: 916-376-4207
Secure Electronic Filing

Hearings and Mediations Accessibility and Accommodation Program Guidelines (Posted 17-Oct-2018)
This web page states a California Department of Education contractor conducting special education hearings and mediations must have and follow policies and procedures for equitable services to all participants.

Last Reviewed: Thursday, August 31, 2023

# data[].attributes.attachment_link.description
A brief summary of Procedural Safeguards for students with disabilities receiving special education services.

# data[].attributes.attachment_link.title
DB101 California - Disability Benefits 101: Working with a Disability in California

# data[].attributes.attachment_link.description
Disability Benefits 101-California gives you tools and information on employment, health coverage, and benefits. You can plan ahead and learn how work and benefits go together.

# data[].attributes.body
Great local resource for supports, education, and information for families with children and adults with special needs.

# data[].attributes.attachment_link.readable_text
Introducing Connections Calfornia: Planning for Adulthood for Individuals with Disabilities. A NEW program from PHP!

It's never too early to start exploring the many options available for transition to adulthood. Connections California will be a FREE statewide resource. Connections California is launching in January 2022!

# data[].attributes.attachment_link.title
Children and Adults with Disabilities Parents Helping Parents San Jose : Parents Helping Parents

# data[].attributes.attachment_link.description
Introducing Connections Calfornia: Planning for Adulthood for Individuals with Disabilities. A NEW program from PHP! It's never too early to start exploring the many options available for transition to adulthood. Connections California will be a FREE statewide resource. Connections California is launching in January 2022!

# data[].attributes.headline
Community Advisory Committee (CAC) for SELPA III (serving Campbell Union High School District)

# data[].attributes.subject
Community Advisory Committee (CAC) for SELPA III (serving Campbell Union High School District)

# data[].attributes.body
A group of parents and educators interested in helping children who have special educational needs.