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1:30-2:45pm Presentations (Sunday)

DSPS Solutions Year 4 in Review and Emerging Hot Topics from the Field     

Jill Jansen     

Bixby 3

The purpose of the session, conducted by DSPS Solutions, is: present our year in review as contractors to the CCCCO/DSPS present “hot topics” and “emerging trends” that we have found to be the

predominant issues in our technical assistance to the field over the past year solicit input from the field as what our focus should be in the coming year review our goals discuss future considerations 

 We will have a Q & A for the last half of the time period in order to answer any issues that pertain to issues that have arisen regarding funding, resources,  trends, etc.


Chancellor’s Office Update 

Linda Vann    

Bixby 4

This session will touch on various topics of interest to the DSPS field. It will include emerging issues and a brief overview of how task forces and/or work groups are formed. There will be an opportunity for Q and A as well.


Transitioning in Higher Education: An Exploration of Factors that Contribute to Student Success      

Marci Daniels


The interactive workshop examines the challenges students with disabilities face transitioning from two to four-year institutions, explores the differences in applicable laws, advocacy roles, and academic expectations and their impact on transitioning students, engages in discussion about the skillsets necessary for students to thrive at the university-level, and provides suggestions to assist community colleges in forging intentional transition programs with universities to better serve students.

The National Center for Education Statistics cites 11.1% of undergraduates on college campuses report having a disability.  Current trends show that students identified on the Autism Spectrum, newly diagnosed mental health disabilities, and students with multiple challenges such as LD, anxiety, ADHD and executive functioning disorders entering higher education are on the rise. Coupled with the fact that 60% of high school students with disabilities matriculate to college after high school, but nearly two-thirds are unable to complete their degree within six years illustrates the critical need for improved communication and education between post-secondary professionals.

The workshop will address student challenges and discuss collaboration and the creation of transition programs between two and four-year institutions. The workshop will also explore how post-secondary disability services offices can assist students with developing skillsets such as self-advocacy and negotiation that they need to need to survive in college. Current litigation suggests although some colleges and universities understand their legal obligations in serving post-secondary students with disabilities, more needs to be accomplished. A review of applicable laws, advocacy roles, and academic expectations between two and four-year institutions and their impact on the growing population of college students with disabilities will be examined. The workshop incorporates case studies to illustrate how transition programs can mitigate classroom and other challenges at the university-level and an overview of teaching approaches and pedagogies, which utilize principles of universal design for learning.

Outcomes: 1) Participants can define the difference in applicable laws, advocacy roles, and academic expectations between two and four-year institutions and how this impacts the growing population of college students with disabilities. 2) Participants will discuss various ways that institutions can collaborate to prepare students for success at the university-level.                       3) Participants will learn how to prepare their environment for the target population and understand principles of Universal Design for Learning.

The intended audience includes disability-related professionals from postsecondary institutions (community colleges and four-year universities), Department of Rehabilitation staff, support agencies, students, and other community representatives.


1. National Center for Education Statistics. (n.d.). Retrieved from:

2. Institute of Education Sciences-National Center for Special Education Research. (n.d.). The Post-High School outcomes of Young Adults up to 8 Years After High School: Key Findings From the National Longitudinal Transition Study-2. Retrieved from:


Benchmarking Institutional Progress for Web and IT Accessibility       

Sean Keegan


In June, 2018, the California Community Colleges Chancellor’s Office issued the Information and Communication Technology and Instructional Material Accessibility Standard that recommended minimum standards in support of web and information technology accessibility. To support the implementation of the standard and assist with evaluating progress, a “maturity model” was developed so that colleges could assess current activities and plan for future growth. This model is based on four primary goals with objectives and examples of successful implementation at the local college, including the involvement of Disabled Students Programs and Services departments. Given that effective implementation of accessibility practices is a continuous process, the goals were designed to help focus the campus on the appropriate questions and conversations relevant to current implementations and overall maturity. As the college develops processes and meets implementation expectations, the goals can be used to reframe discussions and move the institution toward a culture of accessibility that creates opportunity for all members of the campus community. This session will review the “maturity model” and offer the opportunity for discussion.


New Initiatives and DSPS

Nicole Smith, Vivian Ygloria

Broadlind 1

With all of the new legislative initiatives, DSPS has been tasked with finding innovative ways to support students with disabilities. This is a crucial time to work with all stakeholders to ensure access to all programmatic ideas as well as initiatives. This presentation serves to present information on how to advocate for students with disabilities to guarantee equal access to all aspects of your college.


Guided Pathways Roundtable Discussion

Kenna Hillman

Broadlind 2


Tech Tools for Academic Success:A Student-Focused AT Self-Assessment

Kim Saccio-Kent      


Purpose: To introduce an online self-assessment that serves students with intellectual or learning disabilities and students who have undiagnosed learning disabilities, as well as ESL students. “Tech Tools for Academic Success” ( addresses the following areas: writing, reading, taking notes, time management, and preparing for exams. Students begin by clicking a topic on the home page. Subpages present a series of “I” statements that describe a range of learning challenges. Students click one, which leads to another page that presents profiles of software options that address that challenge.

The software, websites, and smartphone apps that are recommended were selected on the basis of the author’s experience with the tools, and in consultation with learning specialists at Skyline College and other institutions. To reduce cognitive load, only a few software options are provided; to mitigate financial barriers, free or low-cost products are featured.

Objective: To demonstrate how this tool could be used in a variety of educational contexts.

Learning Outcomes: Participants will become familiar with the design process employed for this website and learn about tools that could help them create their own self-assessments targeted to their own specific audiences.

Target Audience: Counselors, AT specialists, instructors, and others who work with students who have disabilities.


The Workforce Recruitment Program and You:  Why Your Campus Should Participate in Federal Hiring Efforts           

Jamila DeCarli          



The Workforce Recruitment Program (WRP) is the primary pipeline bringing students and recent graduates with disabilities into federal employment and the largest database of Schedule A candidates in the federal government.  Each fall, WRP recruiters interview over 2,500 talented candidates from 320 schools across the country.  The following spring, selected candidates are offered paid summer internships or permanent positions with federal agencies and private sector employers. This is a wonderful opportunity for full-time students (or less than full-time if a reduced course load is approved by DSPS) attending community colleges and universities.  


WorkAbility III and IV Programs, DSPS Offices, Career Services & Veterans Services


The San Diego Community College District’s WorkAbility III Program has participated in the WRP for the past 8 years.  With each year that goes by, the process gets smoother and more streamlined.  We’ve become very familiar with the process and what it entails.  We have learned the best ways to prepare our students, from developing their federal resume and obtaining and submitting additional documentation (such as the Schedule A Letter) to preparing them for the interview with the initial recruiter and for possible future interviews.  Whether or not our students obtained an internship or job through this process, all of them gained valuable experience and increased their confidence and self-awareness.


•Criteria for establishing a WRP on Campus and how to sign up

•Discussion of personnel needs to effectively offer WRP on your campus

•Student eligibility criteria

•How to effectively develop a federal resume

•Clarification on what needs to be included in a Schedule A Letter and the best way to obtain one

•What kind of questions to expect during the interview and how to prepare your students

•Accommodations and supports during the interview process and beyond

•Benefits of participating in the WRP, from interview experience to receiving a job offer

•Highlights of some of the outcomes for our students  

Let us convince you why you should offer WRP access on your campus!