Fill out the DRC Application for Services.  Here is the link for the application DRC Application for Services (aka intake form).  If you need any assistance to complete the form, please contact us and we will help you complete the form over the phone. 

There are three options:

Option 1:  If you have documentation (proof of your disability or health condition), please upload it to your Application OR onto Upload your Disability Documentation link.

Here are examples of documentation that are acceptable:

• A psycho-educational evaluation performed by a qualified professional
• A copy of an IEP or 504 plan from high school
• A copy of your medical examination results (e.g. eye exam, hearing test, etc)
• A letter on letterhead verifying a diagnosis by a doctor or other qualified professional. If you will be submitting a doctor's note, please make sure it includes the following:
• Letter/note must be on letterhead 
• It must be dated within the last month
• Must disclose or explain your health condition/challenge
• A description of the current impact in an educational setting
• Must include the duration of condition/challenge (this will determine how long we can provide accommodations for you). 
• List of recommended accommodations 
• It must have a signature (electronic is signature is okay) 

 

Option 2:  If you have a medical challenge (physical or mental) and you cannot get a doctor's note, you may ask your medical professional to complete the Medical Verification form instead.  After you receive this, please upload it to your Application OR onto Upload your Disability Documentation link.

 

Option 3: 

If you've had accommodations in the past but cannot find your documentation:

• The counselor will help you figure out the best options to help you.  
• Make sure you explain that on your application.

If you are requesting to be tested to see if you have a learning disability:

• You will be given a consent form and a questionnaire asking about your developmental and health history, family history, and educational history. You may be given the questionnaire ahead of time to fill out. T
• he LD specialist will review a questionnaire with you, going into further detail of other possible causes of the learning difficulties, and to better identify the specific learning difficulties you are experiencing.
• If other explanations and/or disabilities are identified, the LD assessment will usually end.     

Someone from the DRC will be contacting you to schedule an appointment for you. If you do not hear from anyone within 48 business hours of your submission, please contact us at canadadrc@smccd.edu.

Your appointment with the DRC Counselor will include the following:

• Review application for services and disability documents.
• Verify eligibility of services as a student with a disability.
• Through the interactive process, you and your DRC Counselor will discuss your educational limitations and complete an Academic Accommodation Plan (AAP) together.
• The DRC Counselor will review your rights, responsibilities, and DRC protocols that are related to the accommodations that you be using in the college setting. 
• You will be given information regarding your responsibilities to request accommodations and collaborating with your professors every semester.

Various achievement and cognitive tests will be spread over 3-4 sessions lasting 1 1⁄2 to 3 hours each. Some of the tests assess achievement in standard academic or “learned” information such as reading, writing, math, and more. Other tests assess the processing of different types of information and the speed at which the information is processed. None of the tests can be “passed” or “failed”, but are simply measurements against grade or age norms.

For information on learning disabilities, please visit our What is a Learning Disability page.

Once all the testing that is deemed necessary for you is completed, the results are explained to you at an eligibility meeting. Besides confirming whether or not a learning disability has been identified, the emphasis is on relating the learning strengths and weaknesses shown by both the scores and observations from the testing sessions. Based on these strengths and weaknesses, learning strategies are discussed and recommended. 

Finally, those students who have met the criteria to be served as “Learning Disabled” under the California Community Colleges Learning Disability Eligibility Model are approved for accommodations and complete the various paperwork needed by the DRC program.  You will also be given information regarding your responsibilities to request accommodations and collaborating with your professors every semester.

The American Psychological Association and the Chancellors Office have authorized us to not test students virtually or in-person during campus closure. However, we can provide temporary accommodations while students are waiting to be tested for a learning disability.  Here is the protocol given to us from the CA Chancellors Office:  

• First step of the LD testing process, which consists of completing the application and an interview, can be conducted virtually.
• Then students will be placed on the wait list to be tested when the campus reopens.
• While we are waiting for the campus to reopen, the DRC will provide temporary academic accommodations.

• Update your documentation; be sure it addresses the accommodations you will need, and send it to the appropriate college office well before your first semester.

• Make sure your child understands and is able to articulate what their challenges are.

• The actual time spent in classes is considerably less in college than in high school, creating much more free time.  Therefore, college requires a lot of self-discipline, time management, and strong study skills.

• Encourage your child to take advantage of all of the free resources on campus

• Also encourage your children to self-advocate for themselves.  If they ever feel something is inappropriate, have them contact an administrator on campus to make a complaint. Please let them know that their voices matter and we are here to make they feel they are supported.  

• The freedom to cut classes or spend time with friends is much greater in college than in high school. Missing classes, however, is directly correlated to failure in college.

• College professors spend much more time lecturing and expect students to read and study textbooks on their own.

• Studying in college does not necessarily mean homework; it means independent learning, such as reading, reviewing notes or studying outside sources in the library.

• For every hour in class, about 3 hours outside of class should be spent studying, whereas high school might have required only 30 minutes a day of studying per a class.

• Tests in college are generally given less frequently than in high school, so grades are based on fewer opportunities which means there is a greater chance of receiving a poor grade in the class.

• In college C (not C-) is generally considered the lowest passing grade; anything lower can risk probation or dismissal.

The following resources are intended to be helpful to students with disabilities who are in the process of making the transition from high school to college or those who are planning ahead to attend college in the future:

• Transition: Students with Disabilities Preparing for Postsecondary Education from Department of Education Web site

• Catching the Wave Handbook (A Guide to Transition Cerritos College Edition)