Student Accessibility Services

Students receiving SAS services are expected to:

• Provide the SAS office with the information, documentation, and/or forms (medical, educational, etc.) deemed necessary by SAS to verify my limitation(s).
• Meet with a SAS counselor to develop an Academic Accommodation Plan. 
  
• Utilize SAS services responsibly.
• Understand and follow written service provision policies and procedures.
  
• Comply with the SJCC Student Code of Conduct.

• Voluntary participation in the Student Accessibility Services (SAS) Program and Services.
• Confidentiality and disclosure of student records.
• Access to college classes, programs, activities, services, and facilities to facilitate learning. The college will make every reasonable effort to provide access.
• Access in the student's preferred mode, i.e. Braille, verbal transcription, sign language, etc. Deaf students have the right to an interpreter with whom they have clear communication.
• Integrated setting with other students who are not disabled. A student can request an appropriate accommodation to facilitate participation in class and campus activities.
• Protection against discrimination based on association with a person with a disability. As a friend or companion of a student with a disability, a student should not be treated differently from other students who are non-disabled.
• Safety requirements based on actual risks, not speculation or stereotype.
• Participate in campus activities, class demonstrations, or laboratory experiments to the extent that a disability does not pose a risk to the student or other students.
• Request academic adjustments to facilitate student participation in classwork and campus activities.
• Modification in policies unless the modification fundamentally alters the nature of the services or activities.
• Request changes in class or campus policies to facilitate the student participation in class and campus activities. The request will be evaluated regarding​ how the modification might affect course standards.Participate in class and campus activities without being harassed or discriminated against. If a student feels they are the target of discriminatory treatment, the student can file a complaint with the 504/Americans with Disabilities Act Coordinator or Office of Civil Rights. 

AB 422 states:“A publisher or manufacturer of instructional materials offered for adoption or sale in California is required to comply with specified requirements, including providing to the state, at no cost, the right to transcribe, reproduce, and distribute the material in Braille, large print, recordings, or other accessible media for use by pupils with visual disabilities. This right includes computer diskette versions of instructional materials if made available to any other state, and those corrections and revisions, as may be necessary."

Individuals with Disabilities Education Act (IDEA): IDEA requires public primary and secondary schools to make available to all eligible children with disabilities a free appropriate public education in the least restrictive environment appropriate to their individual needs. IDEA requires public school systems to develop appropriate Individualized Education Programs (IEP's) for each child. The specific special education and related services outlined in each IEP reflect the individualized needs of each student. IDEA also mandates that particular procedures be followed in the development of the IEP. Each student's IEP must be developed by a team of knowledgeable persons and must be at least reviewed annually. The team includes the child's teacher; the parents, subject to certain limited exceptions; the child, if determined appropriate; an agency representative who is qualified to provide or supervise the provision of special education; and other individuals at the parents' or agency's discretion. If parents disagree with the proposed IEP, they can request a due process hearing and a review from the State educational agency if applicable in that state. They also can appeal the State agency's decision to State or Federal courts

Section 504 of the Rehabilitation Act: Section 504 prohibits discrimination against students with disabilities in primary, secondary and post secondary schools receiving federal financial assistance.

Section 508 - Web Page Accessibility: Accessibility regarding Web design refers to facilitating the use of technology for people with disabilities. Providing equivalent access to Web sites for all students, faculty, and staff at San Jose City College is required by SB302. This Senate Bill extends the requirements of Section 508 of the Federal Rehabilitation Act to the California State University.
The Americans with Disabilities Act of 1990 (ADA): ADA is a law that was passed to ensure equal opportunity for individuals with disabilities. It prohibits discrimination on the basis of disability in four areas:

Employment
State and local activities (including public transportation)
Public accommodations
Telecommunications

ADA rights include both individuals who have a disability and those who have a relationship or association with someone who has a disability. (The ADA defines a disability as “a physical or mental impairment that substantially limits one or more major life activities, or a history or record of such impairment, or a perception by others of having such impairment.”) 
 
ADA Title I—Employment: The ADA prohibits discrimination on the basis of disability in employment. To be protected by the ADA, a person must have a disability or have a relationship or association with an individual with a disability.
An individual with a disability is defined by the ADA as a person with a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such impairment, or a person who is perceived by others as having such impairment.

Title I requires employers with 15 or more employees to provide qualified individuals with disabilities an equal opportunity to benefit from the full range of employment-related opportunities available to others. For example, it prohibits discrimination in recruitment, hiring, promotions, training, pay, social activities, and other privileges of employment. It restricts questions that can be asked about an applicant's disability before a job offer is made, and it requires that employers make reasonable accommodation to the known physical or mental limitations of otherwise qualified individuals with disabilities, unless it results in undue hardship.

Title I complaints must be filed with the U. S. Equal Employment Opportunity Commission (EEOC) within 180 days of the date of discrimination, or 300 days if the charge is filed with a designated State or local fair employment practice agency. Individuals may file a lawsuit in Federal court only after they receive a "right-to-sue" letter from the EEOC. Charges of employment discrimination on the basis of disability may be filed at any U.S. Equal Employment Opportunity Commission field office. Field offices are located in 50 cities throughout the U.S. and are listed in most telephone directories under "U.S. Government."

• How to Complete E-Form Agreements
• How to Select Accommodations for Course(s)
• How to Submit a Proctoring Request
• How to Submit an SAS Application
• How to View My Accommodations

• How to Access MySAS (Instructor Version)
• How to Respond to an SAS Proctoring Request

SAS offers specialized support services and instruction to students with educational or functional limitations, ensuring they can fully benefit from the college experience and achieve their academic goals. 

SAS provides a range of services, including:

• Counseling Services: Academic, personal, and vocational counseling to assist with educational planning and personal development.
• Specialized Instruction: Courses designed for students with learning limitations to develop skills in areas such as reading, writing, and mathematics.
• Assistive Technology: Access to tools and resources that aid learning and accessibility.
• Alternate Media: Provision of course materials in accessible formats.
• Sign Language Interpreting and Captioning: Services for students who are deaf or hard of hearing.

Yes, SAS offers courses tailored for students with learning limitations, focusing on developing skills in reading, writing, mathematics, and college preparedness. These courses are designed to support students in achieving their academic goals.

If you experience difficulties accessing services or programs due to a disability, you can request reasonable accommodations by contacting SAS. For digital or physical accessibility issues, reach out to the SAS office to report the problem and seek assistance.

To apply, contact the SAS office to schedule an intake appointment. During this meeting, you'll discuss your needs, provide necessary documentation, and determine appropriate accommodations and services.