Disabled Students Programs and Services

1. Complete the application for DSPS services.

   Please have your disability documentation ready to upload (PDF or JPEG format preferred). We cannot begin processing your application until this information is received.

2. By choosing the "Save and Resume Later" option at the end of the application, you may enter, save and log back into the system to finish the application for up to thirty (30) days from the initial start date.

3. Upon review of your application and disability documentation, a staff member will contact you by phone and/or email to schedule your intake appointment where you will meet with a DSPS counselor to discuss access to reasonable accommodations.

   ​In some instances, additional documentation may be needed to substantiate the need for accommodations.

Types of Disability Documentation to Submit

1. Disability documentation should contain a specific diagnosis with an indication of whether the disability is temporary or permanent, a description of the functional limitations caused by the disability and a signature of a licensed practitioner. Alternatively, the DSPS Verification of Disability (VOD) form can be submitted.

   • Physical Disability Form
   • Mental Health Form
     
     

2. A copy of the most recent IEP and psycho-education report is the recommended documentation to submit for students with learning disabilities or a history of receiving special educational services in K-12. Students may request a copy of these documents from their high school.

Students without documentation are invited to discuss their specific situation with a DSPS staff member. Please contact dsps@citruscollege.edu or (626) 914-8675.

Students who do not have a history of disability, but are struggling academically may schedule an appointment to meet with a learning disability (LD) specialist by contacting dsps@citruscollege.edu or (626) 914-8675. The LD specialist will determine if further assessment is appropriate.

If you have any questions about the application, please contact dsps@citruscollege.edu. Please include your full name, student ID number and your Citrus College student email.

There are deadlines to ensure students receive priority registration. Students are responsible for submitting documentation and scheduling appointments prior to these deadlines. Review deadlines for summer/fall priority registration and/or winter/spring priority registration for further details.

Intake Appointment

Upon review of your application and disability documentation, a staff member will contact you by phone and/or email to schedule your intake appointment. ​

If you are a high school student or recent high school graduate, please review the New Student Information before your appointment.

Intake appointments are one hour long and include the following:

• review of DSPS application responses and disability documentation

• interactive discussion with the student regarding disability-related functional limitations

• development of the Academic Accommodation Plan (AAP) outlining approved reasonable accommodations

• one semester of course advisement (this does not include registering for classes)

Students needing immediate assistance with class registration may schedule a follow-up DSPS appointment after the intake or may seek drop-in assistance from the Counseling and Advisement Center at (626) 914-8530.

Students needing a Student Education Plan (SEP) — a roadmap outlining courses that align with a program of study — may schedule a SEP appointment through the Counseling and Advisement Center.

Additional Appointments Recommended

After the initial intake appointment is complete, additional appointments are recommended to assist the student with understanding how to access accommodations and to keep services current each academic year.

• Accommodation Orientation — This is the only required follow-up appointment after intake.

  Students meet with a DSPS counselor to review policies and procedures related to the student's approved accommodations.

  Continuing DSPS students may not schedule their "update file appointment" to be eligible for priority registration without completing the accommodation orientation.

• E-Text Orientation

  If approved for the electronic text accommodation, the student must meet with the alternative media specialist to review policies and procedures for alternative media requests and to receive assistive technology training.

• Smart Pen Orientation

  If approved for the smart accommodation, the student must meet with the alternative media specialist to review policies and procedures for a smart pen loan request and to receive training on how to use the device.

• Update File

  Students requesting accommodations beyond the academic year in which they applied for services, should meet with a DSPS counselor to update their file and receive their AAP for the new school year. Eligible students may be approved for priority registration in this appointment.

  • For summer/fall priority registration, students generally meet with a DSPS counselor between January through April.
    
    
  • For winter/spring priority registration, students generally meet with a DSPS counselor between July through October.
    
    

  Dates are subject to change. Review deadlines for summer/fall priority registration and/or winter/spring priority registration for further details.

• Cancellations and No-Shows

  For all appointments except for learning disability assessment appointments, students must cancel or reschedule at least 24 hours prior to their appointment date. Same day cancellations are considered a "no-show."

  Students who "no-show" three times within a six month period are restricted to same-day appointments for six months from the date of their third no-show.

  Students restricted to same-day appointments will need to check-in with the DSPS office to inquire about potential drop-in availability due to no-shows and cancellations. If students are more than ten minutes late for an appointment, the appointment will be canceled and considered a no-show.

• Learning Disability Assessment Appointments

  Students who would like to cancel or reschedule a learning disability assessment appointment must provide three days notice.

  Failure to do so is considered a "no-show." Students who "no-show" for a learning disability assessment appointment must wait until the following semester to continue testing services, as appointment slots become available.

How High School Students and Recent High School Graduates with Disabilities Can Better Prepare for College Services

• Obtain disability documentation from your high school special education office or appropriate professional (e.g., IEP, psychoeducational report or 504 Plan) if you have a history of receiving special education services.

  Keep your original documentation for your records, but submit a copy to DSPS.

• Learn to advocate for yourself while in high school.

  This means practice conveying to others what you need, asking questions when something is not clear, asking for help when needed, be able to explain what you need help with and schedule your own appointments. While you may have gotten use to your parent or guardian doing this for you as a child, advocating for yourself is a new responsibility as a college student both with instructors and with student services personnel, even if you are under age 18. Students who practice building their self-advocacy skills during high school have a much smoother transition to meet college expectations. Self-advocacy is also a vital skill to have in all aspects of life beyond the college environment. Advocating for yourself can be done verbally, in written expression or with the use of assistive technology.

• Be prepared for your DSPS intake appointment.

  Be clear about any accommodations you have received in the past and may want to request. Understand and be able to articulate what your disability is and how it affects you. The DSPS counselor needs to have your perspective and experience with learning, not your parent, guardian or friend communicating this information for you. It is recommended to practice articulating this information with someone you trust or are close with prior to your DSPS appointment.

• Gain experience using accommodations in high school that reflect those permitted in college.

  Keep in mind that modifications that lower academic standards are not allowed in higher education.

• Familiarize yourself with who the service providers are and what other support personnel are available, and then use their services on a regular basis.

  For example, if you are a regional center client or Department of Rehabilitation consumer, learn who your contacts are for these agencies.

• Learn how to manage your freedom responsibly by making choices that support your success.

  Develop skills to balance your time effectively between studying, working and relaxing.

• Keeping your living space and study materials organized is highly recommended — use folders, notebooks and a reliable calendar to stay on track.

• Learn and practice good study strategies — reading comprehension, note-taking, active listening and reviewing course material regularly (not just before tests).

  Consider enrolling in a Citrus College counseling class or DSPS educational assistance course (EAC) to further develop college level study strategies. More information about EAC can be found under the Accommodations and Services tab.

Services students typically receive at the high school level may look very different at the college level. Not all services provided in K-12 are provided in college.

• Actual time spent in classes is considerably less in college than in high school, creating much more free time. What you do during this free time can greatly impact your academic success.

• The freedom to not attend classes is much greater in college than in high school. Not attending class, however, is directly correlated to academic struggles in college. Instructors may also drop students from their course for chronic absences where the student has not initiated any communication with the instructor or DSPS.

• College instructors spend much more time lecturing and expect students to read and study textbooks on their own. Textbooks often have to be purchased.

• 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, two to three hours outside of class should be spent studying. For example, if you are in class for five hours a week, you should be studying outside of class between 10 and 15 hours per week.

• Tests in college are generally given less frequently than in high school.

• Offering extra credit assignments is at the discretion of the college instructor.

• Students are responsible to initiate discussion with the instructor if there are any questions about academic progress in the class.

• College grades reflect the quality of work submitted. Grading standards are not modified or lowered.

• If a student is not meeting academic progress standards set by the college, the student may be put on probation or dismissal.

Your decision to attend college should be made with an educational goal in mind. It is important to gain a clear understanding of the college's skill awards, certificate programs, associate degree requirements and/or transfer requirements when considering a goal.

Students are encouraged to explore the programs offered at Citrus College. View the various disciplines on the college catalog.

Those interested in transferring to a university should review the information on the transfer services website.

If you are undecided on an educational goal to pursue, explore the resources available through Citrus College Career Services.

Once you have applied to the college and have a Citrus College ID number, you may make an appointment to meet with a counselor or educational advisor ​in the Counseling and Advisement Center for assistance with developing a Student Education Plan (SEP).

As your student begins the journey toward post-secondary education, they may be experiencing a wide range of emotions — from excitement to nervousness. Likewise, as a parent or guardian who has supported them throughout their life, you may also be feeling a mix of emotions as they transition from adolescence to adulthood.

This section is designed to answer common questions from parents and guardians and to provide helpful information and strategies for supporting your student during this important stage of their development.

1. Do I have the same rights as a parent of an adult in college that I did as a minor in high school?

   When a student turns 18 years old or attends a school beyond the high school level, all rights afforded to you as a parent under FERPA transfer to the student ("eligible student").

2. What is FERPA?

   The Family Educational Rights and Privacy Act (FERPA) is a Federal law that protects the privacy of student education records (20 U.S.C. § 1232g; 34 C.F.R. Part 99). This law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

3. My student is a minor (under 18) and is just taking one class at Citrus College. Does FERPA still apply? What are my rights as a parent in this scenario?

   When a student attends an institution of postsecondary education at any age (thereby becoming an "eligible student") the rights under FERPA transfer from the parent to the student.

4. What does FERPA mean in terms of my communication with DSPS on behalf of my student?

   At the college level, students are expected to take responsibility for managing the DSPS process themselves. This includes scheduling, canceling or rescheduling their own appointments. If you have questions while your student is in the process of requesting accommodations through DSPS, please encourage them to reach out directly to DSPS staff to ask those questions.

   In higher education, the role of advocacy shifts from parent or guardian to student. Help your student develop self-advocacy skills that will serve them well in the long run. For example, guide them through how to make a phone call to schedule an appointment before they try it on their own. Since students may feel nervous at first, writing out a script for them to read and being nearby for support can be helpful strategies. It's also important to teach them how to compose a professional email to schedule an appointment, making sure the message comes from their own email account.

   If a parent has legal conservatorship, please submit a copy to the DSPS office at dsps@citruscollege.edu for review, as the parental right may differ in a situation where the student is conserved. Please note, should conservatorship exist, the student must still take an active role in their education.

5. I have advocated for my student for many years and am accustomed to communicating directly with disability professionals about their needs. How does this change at the college level?

   Part of the mission of DSPS is to empower students with disabilities to become effective self-advocates — a vital skill for successful and independent adult life. When individuals with disabilities are able to express their needs to others, it fosters both independence and personal growth. For this reason, it is important that students actively participate in the process of discussing accommodations and the nature of their disability with DSPS staff. We want to hear directly from students to understand their perspective, as this insight is essential in determining appropriate accommodations. DSPS staff recognize that for many students, this may be a new skill and our goal is to help them develop it through interactions with us and their college instructors.

   While parents or guardians are welcome to attend a meeting (with the student's permission), we encourage you to support your student in taking the lead. One of the best ways to help is by preparing them for their DSPS intake appointment. Work with your student on how to explain their disability and discuss how it impacts them in an academic setting. Role modeling or role-playing the conversation beforehand can help them build confidence in communicating their needs. You can also assist them in identifying questions they may want to ask the counselor. If they have difficulty with memory, encourage them to write down or type their questions so they can refer to them during the meeting.

   Due to disability related functional limitations, students may also convey their need for accommodations through written expression, typing or using assistive technology. Sign language interpreters are also available for students who are deaf or hard of hearing.

6. Are the accommodations available in college the same as those that were available in high school?

   Accommodations available to students in college differ greatly from high school modifications and accommodations. College accommodations cannot fundamentally alter or lower academic standards of the curriculum, nor lower the approved learning outcomes or objectives in the course outline of record. The purpose of college accommodations is to ensure equitable access and are determined on an individualized basis.

7. My student is a minor and is part of dual enrollment or CCAP. Will DSPS use their IEP because the student is still enrolled in high school?

   Students under the age of 18 often rely on their parents or guardians to speak on their behalf. However, it's important for both students and families to understand that once a student enrolls in a college course through dual enrollment or CCAP, they are subject to college policies and procedures, including student privacy protections under FERPA.

   To support your student's growth, encourage them to build self-advocacy skills by scheduling their own appointments and speaking directly with a DSPS counselor about their accommodation needs.

   High school students taking college-level courses through dual enrollment or CCAP may request accommodations by registering with DSPS. Instructions for registering are available here under the Getting Started tab.

   Please be aware that there are key differences between high school and college coursework. Not all accommodations provided in high school may be applicable in a college setting. DSPS provides accommodations to the maximum extent that is reasonable, and each request is reviewed individually on a case-by-case basis. To earn college credit, students with disabilities must meet the same academic standards and performance expectations as all other students.

   College accommodations are designed to ensure equal access, not to modify or lower academic or performance standards.

8. I am used to communicating with my student's instructors. Does FERPA allow for this?

   Teachers will interface with students and will not communicate with parents on behalf of the student. Students who have questions about their academic progress should contact their instructor via email, after class or during office hours. Additionally, it is the student's responsibility to present their Academic Accommodation Plan (AAP), outlining approved accommodations, to their instructors. This process is reviewed extensively with students during a DSPS counseling meeting after accommodations have been determined.

9. Is there any information that I, as a parent, can obtain regarding my student while in college?

   A student may grant the college permission to release some information about their education records to a third party by submitting a completed Release of Information form. This form is applicable for student records in admissions and records, financial aid and/or fiscal services. The Family Educational Rights and Privacy Act (FERPA) statement provides further details.