Developmentally Delayed Learners

"Developmentally delayed learners" represents a range of students who experience from mildly to severely delayed intellectual functioning. As a result, students' general ability must be verified, and the related educational limitations of the students' disability must be identified. Once this information is gathered, a DSS Counselor or a Learning Disability Specialist will determine whether a student is "otherwise qualified," as defined by the American Disabilities Act of 1990 to receive services from DSS. Once a determination is made, the DSS Counselor or a Learning Disability Specialist may recommend services on or off campus, which have a reasonable chance of enhancing the students' goal attainment.

Definition

The Title 5 definition of Developmentally Delayed Learner "is a student who exhibits the following: (a) Below average intellectual functioning; and (b) Potential for measurable achievement in instructional and employment settings."

Some individuals who experience mild developmental delay have achieved their goals at DVC. With realistic educational planning and an appropriate service combination for support, students have completed transfer requirements, A.A. degrees, and certificate programs. Many of these students have been identified as having a learning disability at the secondary level, yet due to the different eligibility criteria of the California Community College Chancellor's Office, do not qualify under the Learning Disability category.

Students who have mild developmental delay may qualify for services comparable to services afforded to many LD students under the DDL category.

Individuals who experience moderate to severe developmental delay are generally unable to satisfactorily complete the academic and vocational programs at DVC. However, the students do participate in adaptive and some mainstream courses. Many students who fall within this group at DVC, participate in local secondary "Post-Secondary Transition Programs." These programs are designed to improve social and work adjustment skills, increase work experience through volunteer work sites on campus, and teach independent living skills in an age appropriate environment.

 

 

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