Coronavirus Resources The campus is now open to the public.
After you submit your AIM application and all required documentation, a DSPS staff member will contact you to schedule your intake appointment. Contact us at 559.442.8237 if you have any questions regarding your application status.
One key step to a successful transition from high school to college is to anticipate and be prepared for the differences between the two settings. Following are some of the differences that you can expect.
|I.D.E.A. (Individuals with Disabilities Act)||A.D.A. (Americans with Disabilities Act of 1990)|
|Section 504, Rehabilitation Act of 1973||Section 504, Rehabilitation Act of 1973|
|I.D.E.A. is about SUCCESS||A.D.A. is about ACCESS|
|I.E.P. or 504 plan (Individualized Education Plan or 504 plan)||High School I.E.P. and 504 plans may not be sufficient. Documentation guidelines specify information needed for each category of disability|
|High school provides evaluation at no cost to student||Student must get evaluation at own expense|
|Documentation focuses on determining whether student is eligible for services based on specific disability categories in I.D.E.A.||Current documentation must provide information on specific nature of disability, functional limitations, and demonstrate the need for specific accommodations|
|Student identified and is supported by parents and teachers||Student must self-identify to DSP&S|
|Primary responsibility for arranging accommodations belongs to the high school||Primary responsibility for self-advocacy and arranging accommodations belongs to the student|
|Teachers approach you if they believe you need assistance||Instructors expect you to initiate contact if you need assistance|
|Parent has access to student records||No access to student records without student's written consent|
|Parent advocates for student||Student advocates for self|
|Teachers may modify curriculum and/or alter pace of assignments||Instructors are not required to modify curriculum design or alter assignment deadlines|
|Students are expected to read short assignments that are then discussed, and often re-taught, in class||Students are assigned substantial amounts of reading and writing which may not be directly addressed in class|
|Students seldom need to read anything more than once, and sometimes listening in class is enough||Students need to review class notes and text material regularly|
|I.E.P. or 504 plan may include modifications to test format and/or grading||Grading and test format changes (i.e. multiple choice vs. essay) are generally not available. How tests are given (extended time, test proctors) are appropriate academic adjustments when support by disability|
|Testing is frequent and covers small amounts of material||Testing is usually infrequent and may be cumulative, covering large amounts of material|
|Makeup tests are often available||Makeup tests are rarely an option, without permission from instructor|
|Teachers often take time to remind you of assignments and due dates||Instructors expect you to consult the course syllabus (outline); the syllabus spells out exactly what is expected of you, due, date, grading, etc.|
|Tutoring and study support may be a service provided as part of an I.E.P. or 504 plan||Tutoring is not considered an academic adjustment or accommodation. Students with disabilities must seek out tutoring resources as they are available to all students|
|Student's time and assignments are structured by others||Students manage their own time and complete assignments independently|
|Students may study outside of class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation||Students need to study at least 2 to 3 hours outside of class for each hour in class|