Where do we go from here? (Mentoring and discussions of concerns to LD Specialists}
This session will serve as a starting point for discussion on how we, as LD Specialists, can build a new ongoing support program to mentor new LD Specialists and enhance the collaboration among the more experienced professionals. In addition, this is an opportunity for anyone with lingering questions about best practices when conducting LD assessment, how to make
competent decisions about eligibility if using high school records or needing to do a professional certification, and how to interpret test results to provide relevant compensating strategies to students. We will also discuss how to present tricky or sensitive information on test results to students. This session is for you, so feel free to bring questions, case study examples, new ideas, and success stories. Currently the role and importance of the Learning Disability Specialist is being pushed by the way side by many colleges and affiliated parties in the community college system, due to budget concerns and the fact that this isn’t a mandated service. It is time we pulled together to create a stronger voice and force for our sakes and that of our students. Participants who attend will gain additional skills in LD assessment, determination of eligibility and interpretation of test results. They will also determine areas of additional support needed by LD Specialists and ways to obtain it. Lastly, participants will come away with increased pride and confidence in the role they play in the success. “
Smart Glasses Technology for Deaf and Hard of Hearing Students
SignGlasses: Technology to empower Deaf and HH students
Purpose: Educate the participants to learn about new technology that SignGlasses is incorporating from student and director feedback and providing a platform that is a one stop solution for students, directors and interpreters/captioners.
Objective: The presentation will include the following: Agenda, Story of how we started, questions about programs, demonstration of SignGlasses, discussion of the cost of the product and Q&A at the end.
The Agenda will cover the duration of the presentation, what will be covered and what to expect.
The Story of how we started will have the presenter go back 5 years and show a five minute video of how SignGlasses came to be, and what started the idea.
The questions the presenter will be asking the audience are to learn more about current trends, problems, struggles that they are currently experiencing and asking the students if they agree with the themes that SignGlasses has found to be problematic for students and if any additional comments they want to make.
The demonstration of the product will go through the steps of what students, directors, and interpreters will do as they use the product. We will start with the directors and coordinators’ view first, and then transition to the student view and then show the interpreter’s view at the end.
The discussion will talk about the cost of the product and strategies that previous customers have done to pay for the product.
The Q&A at the end will provide participants to ask questions such as the technical requirements, equipment requirements and other questions.
Learning Outcomes: Learn about the product and implement SignGlasses at their schools to improve student learning and access.
Target Audience: Disability Resource Directors, Interpreter Coordinators, Deaf and Hard of Hearing students, and anyone else who wants to learn about new technology that is being incorporated.
Experiencing DSPS from a First-time Parent Perspective
Dianna De La Garza
Accessibility as a Shared Institutional Responsibility
The Technology and Telecommunications Advisory Committee (TTAC) formed the Accessibility Standard Working Group (ASWG) in 2017 to develop and support the implementation of an Accessibility Standard for the California Community Colleges Chancellor’s Office (CCCCO). In June, 2018, Chancellor Oakley adopted and disseminated the Information and Communication Technology and Instructional Material Accessibility Standard. With the Standard adopted and published, the ASWG has begun developing guidance for districts and colleges to adopt the standard, including FAQs, a maturity model to provide guidance on implementing Section 508 across an institution, and a series of detailed training modules for different groups across the system. This session will provide attendees an overview of the Standard, an introduction to the maturity model, and explore how to use the training modules to meet your college’s institutional accessibility obligations.
The First Steps lead to Success
Many colleges provide students with disabilities transition programs to non-credit adult education, but few colleges offer summer preparation programs for high school students in RSP or SDC’s. Cypress College DSS focuses on this gap by providing a summer preparation program, First Steps, for high school seniors with disabilities. Cypress College’s First Steps Program bridges high school special education programs and DSS to support students as they clarify and enter their college pathways.
Workshop presenters will provide an overview of the Cypress College DSS First Steps Program, a comprehensive summer experience for high school seniors with disabilities participating in high schools’ RSP or SDC programs. First Steps is a 14-day, 2-part summer transition program consisting of instruction of and focus on foundational composition skills needed for college level writing, a CSU-transferrable college course, group and individual study skills and strategies instruction, interests and career exploration, assistive technology instruction, campus tours, and much more.
This workshop is designed for disability service providers. Participants will gain an understanding of how to develop a college preparation program and the impact of offering such a program to students with disabilities.
Preparing for employment and embracing neurodiversity in the workplace
In this session, you will hear from Co-Founders, Jessica Lee and Herag Haleblian, of The Spectrum Works, a local non-profit organization helping corporations embrace and build autism and neurodiversity hiring programs.
They will discuss:
– What is neurodiversity?
– How does neurodiversity fit in to a corporation’s strategic goals (the business case for autism employment)?
– What does neurodiversity look like in the workplace– Autism at work programs
– How to prepare students for employment and entering the corporate workplace
How to implement screen magnification and screen reading software campus-wide!
In this session assistive technology professionals, alternative media specialists and those responsible for ensuring ADA compliance will learn about the Dolphin Supernova, a truly cost effective alternative solution to the “well known” ZoomText, JAWS and Fusion.
Explore the advantages of being able to offer campus-wide screen magnification and screen reading on any computer or Windows tablet. No installation, no driver, no activation and no authorization required.
Participants will learn how easy it is to utilize Supernova USB for magnification, speech, Braille, scanning, touchscreen support and will leave with an understanding how easy it is to implement, manage, and utilize.
The 9 Line Project: Connecting Veterans to Disability Services
Norco College Disability Resource Center and Fullerton College identified that their student Veterans were not accessing the disability support services that were available to them. The 9 Line Project was developed as a result of this through consultation with the student Veterans at Norco. The 9 Line Project is a collaboration between the Veterans Resource Center and the Disability Resource Center at Norco College that brings disability support services to the Veterans in their own space, in their own terms. Fullerton College has now adopted the 9 Line Project at their institution.
The purpose of this session would be to share our process and procedures to help other schools looking to develop this collaboration at their school. We will outline the recommended steps to adopting this program or one like it at your institution. Attendees will leave with a better understanding of veteran culture as it pertains to disability.
Learning outcomes include: 1. Why 9 line? Veteran terminology as it pertains to disability 2. An understanding of the intake and accommodation process within this framework 3. Steps to implement the program
Audience: DSPS Staff, Counselors, Administrators, Veteran Staff, Counselors and Administrators