Student Learning Objectives

• Students choose to interact with us.
• Students choose to self-disclose or not.
• Students choose to use or not use accommodations.

• Intake process initiated by student.
• Students choose to return each quarter to request services.

• Students collaborate with faculty and DRC.
• Students coordinate campus and community resources.

• DRC recommends instructional accommodations.
• DRC provides referrals to campus and community resources.

3. Personal responsibility

• Students meet deadlines, follow policies and procedures.
• Students inform DRC staff if unable to keep appointment/s.

• DRC sets deadlines, policies, and procedures and expects students to meet/follow them.
• DRC does not (typically) follow up if students miss appointments.

• Students can articulate an understanding of the ADA.

• DRC covers ADA/504 when meeting with students.
• Appeals process explained to students.
• DRC staff discusses effective self-advocacy skills with students.

• Students express rationale/reasons for needing services and accommodations.
• If denied an accommodation, appeal is well-reasoned/convincing.

• DRC asks students to describe relationship between functional limitations and accommodation requests.
• If denied, DRC asks students to explain rationale for accommodations.

• Students treat DRC staff, and others, with respect.

• DRC expects students to treat staff respectfully.
• DRC staff discusses effective self-advocacy skills with students.

• Students understand their strengths and weaknesses and plan accordingly.

• Access Specialists discuss student strengths/weaknesses and their relationship to academic/career goals.

• Students abide by campus codes of conduct.
• Students do not abuse accommodations.

• DRC closely monitors accommodated exams.
• DRC holds students accountable to the campus code of conduct.

• Students effectively communicate needs to DRC staff and faculty both orally and in writing.

• DRC attempts to model strong communication skills in our oral and verbal communications.
• DRC staff discusses effective self-advocacy skills with students.

• Students demonstrate the ability to work, study, and play in a balanced way.

• DRC staff attempt to model a balanced lifestyle.DRC staff discusses balance with students.

• Students understand their rights as a consumer and tactfully negotiate their accommodations with others.

• DRC staff ensures students understand their rights and responsibilities as a person with a disability.