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How to Refer a Student to the DRC

 

Do you have a student you think might benefit from DRC services? Not sure how to refer him or her?

The best time to bring up your concerns would be in a private meeting, when other students are not present. Following are some suggestions on how you might express your concerns; please keep in mind that students benefit most from honest yet kind feedback about their performance in class, whether they have a disability or not.

  • Do not ask the student directly if they have a disability, this might put him/her on the defensive and cause some discomfort.
  • Instead gather information about a few resources on campus, in addition to DRC, such as the Learning Center, Career Center, Counseling Center, Transfer Center, Bookstore, EOPS/CARE/CalWorks/Former Foster Youth, Health Center, Psychological Services, International Students, TRiO SSS, Veterans Services. You might say, "I want to share some information on campus services that you might find helpful."
  • When you mention the DRC, you could ask the student,
    ´"I want to share some information on campus services that you might find helpful.”
    ´“There is the DRC, this service is for students with disabilities to get academic accommodations. Any student who had an IEP or attended the resource room might qualify for these services. Example of some accommodations are extra time on exams, notetaking support. They also provide Learning Disability testing for students who are interested in being tested.”
  • Some students feel their disability isn't "severe enough" to warrant utilizing the DRC services and feel guilty because they don't want to take away from "more deserving" students. You may assure your student that DRC serves all types of disabilities and that requesting services through DRC in no way affects the level of services someone else with different needs shall receive.

 

Ultimately it is up to the student to decide whether or not to disclose a disability and pursue DRC services. However, do feel free to let students know that you are willing to work with them and DRC to ensure that they have equal access to your curriculum.

 

Once you have broached the subject and your student wishes to pursue DRC services, what can you do to facilitate the process?

  • You may advise your student to go to the DRC office, where he or she may initiate the process of becoming a DRC student.
  • Some students will benefit from being walked over, which is certainly acceptable as long as it is what the student wishes. Please keep in mind that students with disabilities are not required to utilize DRC services.
  • Please do not ask the student to provide you any disability related documentation. The DRC office will take care of getting the appropriate paperwork from the student.
  • Please advise your student that he or she will need to provide documentation of a disability and that we will provide a simple form for his or her doctor or other professional to complete. Many students will qualify based on having received services in high school, in which case they may bring in their IEP and psycho-educational testing report to serve as disability verification.

 

Learning Disability Testing

Reasons to refer and NOT to refer someone for LD assessment:

Reasons to refer someone for LD assessment:

The student studies 2-3 hours per every hour they spend in the classroom, but the evaluations of their learning (tests, papers, etc.) do not reflect this amount of study.

Significant discrepancies between any of the following: the student’s test scores, homework, written work, verbally expressed understanding of course concepts, or any other evaluative process.

Significant discrepancy in achievement from one type of course to another, such as receiving passing grades in math and sciences while receiving failing grades in English and social sciences.

 

Reasons NOT to refer someone for LD assessment, but instead to make a general DRC appointment:

The student says they have been identified in high school as having a disability (had a “504 plan”), or were in special education (had an “IEP”).

The student relates that they have some other disability, such as attention deficit/hyperactivity disorder, a brain injury, psychological/emotional disorder, anxiety disorder, etc.

- See more at: http://canadacollege.edu/disabilityresourcecenter/assessment.php#sthash.KGKI6DGT.dpuf

Reasons to refer and NOT to refer someone for LD assessment:

Reasons to refer someone for LD assessment:

The student studies 2-3 hours per every hour they spend in the classroom, but the evaluations of their learning (tests, papers, etc.) do not reflect this amount of study.Significant discrepancies between any of the following: the student’s test scores, homework, written work, verbally expressed understanding of course concepts, or any other evaluative process.Significant discrepancy in achievement from one type of course to another, such as receiving passing grades in math and sciences while receiving failing grades in English and social sciences. 

Reasons NOT to refer someone for LD assessment, but instead to make a general DRC appointment:

The student says they have been identified in high school as having a disability (had a “504 plan”), or were in special education (had an “IEP”).The student relates that they have some other disability, such as attention deficit/hyperactivity disorder, a brain injury, psychological/emotional disorder, anxiety disorder, etc.- See more at: http://canadacollege.edu/disabilityresourcecenter/assessment.php#sthash.fI7RxbRO.dpuf
  • Students who suspect they have a learning disability that has never been identified may be referred to contact Jenna French, Learning Disability Specialist / DRC counselor to discuss possible LD testing.

 

Reasons to refer and NOT to refer someone for LD assessment:

Reasons to refer someone for LD assessment:

The student studies 2-3 hours per every hour they spend in the classroom, but the evaluations of their learning (tests, papers, etc.) do not reflect this amount of study.

Significant discrepancies between any of the following: the student’s test scores, homework, written work, verbally expressed understanding of course concepts, or any other evaluative process.

Significant discrepancy in achievement from one type of course to another, such as receiving passing grades in math and sciences while receiving failing grades in English and social sciences.

 

Reasons NOT to refer someone for LD assessment, but instead to make a general DRC appointment:

The student says they have been identified in high school as having a disability (had a “504 plan”), or were in special education (had an “IEP”).

The student relates that they have some other disability, such as attention deficit/hyperactivity disorder, a brain injury, psychological/emotional disorder, anxiety disorder, etc.

- See more at: http://canadacollege.edu/disabilityresourcecenter/assessment.php#sthash.fI7RxbRO.dpuf

Reasons to refer and NOT to refer someone for LD assessment:

Reasons to refer someone for LD assessment:

The student studies 2-3 hours per every hour they spend in the classroom, but the evaluations of their learning (tests, papers, etc.) do not reflect this amount of study.Significant discrepancies between any of the following: the student’s test scores, homework, written work, verbally expressed understanding of course concepts, or any other evaluative process.Significant discrepancy in achievement from one type of course to another, such as receiving passing grades in math and sciences while receiving failing grades in English and social sciences. 

Reasons NOT to refer someone for LD assessment, but instead to make a general DRC appointment:

The student says they have been identified in high school as having a disability (had a “504 plan”), or were in special education (had an “IEP”).The student relates that they have some other disability, such as attention deficit/hyperactivity disorder, a brain injury, psychological/emotional disorder, anxiety disorder, etc.- See more at: http://canadacollege.edu/disabilityresourcecenter/assessment.php#sthash.fI7RxbRO.dpuf

Reasons to refer and NOT to refer someone for LD assessment:

Reasons to refer someone for LD assessment:

The student studies 2-3 hours per every hour they spend in the classroom, but the evaluations of their learning (tests, papers, etc.) do not reflect this amount of study.Significant discrepancies between any of the following: the student’s test scores, homework, written work, verbally expressed understanding of course concepts, or any other evaluative process.Significant discrepancy in achievement from one type of course to another, such as receiving passing grades in math and sciences while receiving failing grades in English and social sciences. 

Reasons NOT to refer someone for LD assessment, but instead to make a general DRC appointment:

The student says they have been identified in high school as having a disability (had a “504 plan”), or were in special education (had an “IEP”).The student relates that they have some other disability, such as attention deficit/hyperactivity disorder, a brain injury, psychological/emotional disorder, anxiety disorder, etc.- See more at: http://canadacollege.edu/disabilityresourcecenter/assessment.php#sthash.fI7RxbRO.dpuf

Reasons to refer and NOT to refer someone for LD assessment:

Reasons to refer someone for LD assessment:

The student studies 2-3 hours per every hour they spend in the classroom, but the evaluations of their learning (tests, papers, etc.) do not reflect this amount of study.Significant discrepancies between any of the following: the student’s test scores, homework, written work, verbally expressed understanding of course concepts, or any other evaluative process.Significant discrepancy in achievement from one type of course to another, such as receiving passing grades in math and sciences while receiving failing grades in English and social sciences. 

Reasons NOT to refer someone for LD assessment, but instead to make a general DRC appointment:

The student says they have been identified in high school as having a disability (had a “504 plan”), or were in special education (had an “IEP”).The student relates that they have some other disability, such as attention deficit/hyperactivity disorder, a brain injury, psychological/emotional disorder, anxiety disorder, etc.- See more at: http://canadacollege.edu/disabilityresourcecenter/assessment.php#sthash.fI7RxbRO.dpuf

DRC welcomes questions and partnering with classroom faculty so we can support you in your efforts to accommodate a student with a disability. Individual consultations with our highly qualified DRC staff are most welcome and available to all Cañada College faculty and staff on any disability-related issue. We look forward to collaborating with you.

 

For additional information, please contact: Jenna French, Learning Disabilities Specialist / DRC Counselor, (650) 306-3368 , frenchj@smccd.edu

 

 

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