The goal of College to Career (C2C) is to help people with Intellectual Disabilities (ID) and Autism Spectrum Disorder (ASD) get better jobs. By going to college, they can learn more and find more job opportunities.

The North Orange County Community College District (NOCCCD) is one of only eight schools in the state to receive funding for C2C. NOCCCD works with the Regional Center of Orange County (RCOC), DOR, and local businesses to create jobs for students. We help prepare students with ID or ASD for jobs where they can work alongside others and earn a fair wage.

Student Eligibility

You can apply for C2C through the North Orange Continuing Education (NOCE) Disability Support Services (DSS) program from January to April. Each year, 20 new students are chosen after an interview with a panel of administrators, staff, and teachers.

Students typically complete the program in one to three years.

Download the printable C2C Application.

Learn more about C2C – C2C Info Night 2025

C2C Support Services

• Counseling and accommodations
• Educational Coaching
• Specialized lab to assist students with classwork and studying
• Access to adaptive technology
• Work readiness preparation
• Job placement help

Educational and Vocational Support:

When students finish their education, C2C helps them find jobs by offering employment services and job development to ensure they get good jobs where they can work alongside others.

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The CSP Program is an innovative and accommodating program offering educational and employment services to increase employment and independent living skills. Services are individualized to meet students where they are at in attaining their employment goals. Through this project, students can work on educational, social, and vocational skills to improve employability and independence.

Educational Services

CSP participants will have exclusive access to an employment-focused curriculum. Courses offered include Social Skills, Job Skills, Intermediate Computers, Self-advocacy, and Living More Independently. CSP courses aim to increase employment and independent living skills for program participants.

Participants have access to all NOCCCD programs and services, and can receive 1:1 educational coaching support for enrollment in

• Career Technical Education (CTE)
• DSS inclusive courses (Certificates)
• NOCE Noncredit courses
• NOCCCD Credit Courses
• High school diploma program

Employment Services

Participants of CSP will work 1:1 with an assigned job developer to prepare for and obtain employment. Program participants can receive job development services while taking classes. CSP offers two avenues of employment services; traditional job development and customized employment services.

Traditional Job Development

Traditional job development is broken into three phases; employment preparation, job development and placement, and retention services. Program participants will work 1:1 with their developer to create an employment portfolio, practice interviewing, applying for and following up on job leads. Once employed, job developers provide on-going support to both the employer and the employee to ensure a successful transition into the workforce.

Customized Employment Services

Customized employment services cater to program participants who have not found success through traditional job development methods. Customized employment prioritizes participants’ skills and preferences as the foundation for securing employment opportunities. It involves collaborating closely with employers to ensure their needs are aligned with the participants’ abilities and aspirations.

Peer Mentor Program

Incoming participants of CSP will have the opportunity to enroll as a mentee in the peer mentorship program and receive mentorship from a fellow CSP student.

Peer Mentors will help guide incoming students as they get used to being on a college campus. Activities will include:

• Campus tours and access to campus resources
• 1:1 weekly meetings with their peer mentor
• Modules and activities focused on education and employment
• Social groups with peers

Who is Eligible?

To join the CSP Program at NOCE, students must:   

• Be age 18 or older  
• Have a verifiable disability 
• Have an employment goal   
• Possess the necessary documentation to work   
• Be a client of the Department of Rehabilitation
  • DOR counselor must refer student to CSP DOR Counselor
  • Contact: csp@noce.edu

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Accommodations to Drive Equity and Academic Success 

The mission of NOCE Disability Support Services (DSS) is to ensure equal access to education for all students with verified disabilities by providing individualized accommodations and support services while empowering them to achieve their educational and vocational goals within the inclusive learning environment at North Orange County Continuing Education (NOCE).  

Requesting Accommodations

1.  Once your accommodations have been identified through DSS, access your DSS Student Portal to request your accommodations for enrolled classes.
2. Click on Request for Accommodations
3. Log into MyGateway
   • Use your MyGateway ID (also known as your Banner/Student ID) and your password.
4. Click Request
5. Check the boxes to choose from the approved test and classroom accommodations you will need for the course.
   • NOTE:  If you need to modify existing accommodations or request additional accommodations, please contact the DSS Main Office at (714) 808-4719 to request a counseling appointment.
6. Click the Circular Button to Approve Accommodations and Send the Letter to Your Instructor
7. Select the Checkbox if You Agree to the Outlined Terms
8. Lastly, Click “Submit”

Available Accommodations

NOTE: Accommodations are based on the student’s verified disability and related educational limitations.

• Alternative Due Dates for Assignments

  This accommodation is unique and, therefore, not approved frequently due to the distinctive nature. However, DSS acknowledges the exceptional circumstances surrounding such a request and is prepared to evaluate it based on the student’s history, appropriate documentation, and in accordance with our commitment to equity and inclusion.

  Alternative Due Dates for Assignments and Exams

  Academic Adjustment

  NOCE makes every reasonable effort to accommodate students with disabilities as addressed by the Americans with Disabilities Act. Alternative due dates for course assignments and exams may be a reasonable accommodation in certain situations because a student’s medical or health circumstance poses challenges with completing assignments by deadlines. If a student has a disability with random or cyclical acute episodes and/or causes hospitalizations, the accommodation allows for flexibility in assignment or exam deadlines and when the episode interferes with the student’s ability to complete an assignment or exam in the expected timeframe.

  While a student may receive approval for this accommodation, it is the studentsresponsibilty to proactively communciate with the instructor to arrange an alternative due date in advance, or promptly thereafter, for any assignment or exam affected by a medical or health challenge. Each request will undergo individual evaluation, and the student may be required to provide supplementary documentation to substantiate their specific request. It is important to note that this accommodation does not entitle the student to submit all assignments after deadlines, nor does it apply in the case of student study skills or time management issues or work overload. If a student’s absences and/or extensions become excessive, the student will be advised on their ability to pass the course, based on the instructor’s professional judgement.
• Alternate Media

  Ensuring that instructional materials and other information and communication technology are accessible to students with disabilities is a shared college responsibility. All college administrators, faculty, and staff who are involved in the development and use of such materials or resources share this obligation (CCCAC, 2024).

  Alternate media and alternative formats are used interchangeably and is a provision of academic and instructional materials in a format that supports access for a student with a disability. Types of alternate media include, but are not limited to, electronic text (PDF or Word/RTF), braille, tactile graphics, large print, or audio.

  Procedure to use this service:

  • Meet with your DSS Counselor to determine eligibility for alternate format accommodations
  • DSS Counselor will provide book information for students to purchase
  • Student will purchase textbook(s) and keep the receipt to provide to the DSS Counselor
    • Students in the High School Subjects Program are not required to buy textbooks.
  • Provide textbook receipt to DSS Counselor who will then request textbook in your preferred alternative format

  HOT TIP: Students must request this services as early as possible prior to the start of the semester. In some cases, the production of materials may take up to 10-12 business days.  Order your textbooks at the same time you register for classes.
• Assistive Technology and Adaptive Furniture

  Assistive computer technology is any software, hardware or piece of equipment that helps provide equal access to computer resources as well as alternatives to how a person interacts with a computer and written material. In other words, AT is anything that helps us get our work done.

  Available assistive technology (Hardware and Software) and adaptive furniture available to NOCE students:

  Cognitive and Processing Challenges (e.g., ADHD, Processing Disorders)

  • Kurzweil 3000: Supports students with executive functioning difficulties by organizing reading and writing tasks.
  • Read the Web: Helps students with attention challenges by reducing visual distractions while reading.
  • Windows Accessibility Tools: Includes focus mode and other assistive features to support concentration.

   

  Hearing Disabilities

  • Ubi Duo
  • FM Systems: This accommodation/assistive technology is primarily used by students with hearing loss.  The speaker uses a microphone, while the listener wears a receiver. The receiver can be a simple pair of headphones, ear-level receivers that deliver the sound into the ears, or a hearing device,
  • Closed Captioning/Transcriptions

   

  Motor and Physical Disabilities

  • Adjustable Tables: Provides accessible workspaces for students with mobility challenges.
  • MS 365 Dictation: Allows students with limited hand function to write using voice commands.

   

  Reading Difficulties (e.g., Dyslexia, Print Disabilities)

  • Kurzweil 3000: Provides text-to-speech, highlighting, and study tools to support reading comprehension.
  • Read the Web: Reads digital text aloud, aiding students with reading challenges.
  • Fusion (JAWS): Reads digital and web-based text for students who struggle with reading printed material.

   

  Visual Impairments

  • CCTV: Enlarges printed text for students with low vision.
  • Fusion (JAWS and ZoomText): Provides screen magnification and screen reading for students with blindness or low vision.
  • Windows Accessibility Tools: Includes features like a magnifier and high-contrast mode for enhanced visibility.

   

  Writing and Spelling Challenges (e.g., Dysgraphia, Learning Disabilities)

  • MS 365 Dictation: Converts speech to text, allowing students with writing difficulties to compose documents more easily.
  • Kurzweil 3000: Offers word prediction and auditory feedback to assist with writing.
  • Glean: Notetaking software – Students who struggle to take good notes may benefit from note-taking assistance/technology.  DSS issues note-taking technology (Glean) to students who have been approved for note-taking accommodations. 
    • Student must meet with a DSS counselor to discuss if Glean is the best match for note-taking needs.
    • After being approved for this assistive technology, the student must schedule an appointment to meet with the Alternate Media Specialist for training and how to best access and use the technology.
    • Students will then use the technology during class (remote and/or in-person).

  If you need a specific AT (Hardware or Software) at a specific campus or the AT is not working properly, please notify the  DSS office at (714) 808-4719 or e-mail disabilitysupport@noce.edu, and we will work to remedy the situation.
• Audio Recording

  Under Section 504 of the Rehabilitation Act and the ADA, higher education institutions must provide auxiliary aids to ensure equal access for students with verified disabilities. This includes audio recording. Audio recorders are approved accommodations for students with disabilities that impact note-taking. Eligible students have the right to record lectures but must adhere to NOCE’s regulations, including signing an annual audio recording contract. Violations of the agreement may result in disciplinary action and loss of related disability services.

  Audio Recording Regulations:

  • I will use recordings of class lectures solely for my personal use in study and preparation related to this class.
  • I will not share these recordings with any other person at any time, whether that person is in my class.
  • I will turn off the audio recorder at my instructor’s request during portions of the lecture which are not relevant to the contents of the course requirement.
  • I will not record the voices of other students such as in a discussion session, virtual student breakout room, etc. I will only record the voice of the lecturer.
  • I will not reproduce or upload the recording to social media sites and/or web environments. Public distribution of recorded materials may constitute copyright infringement in violation of federal or state law, or college policy.
  • I understand I am not allowed to video record the lecture.
  • I will erase, delete, or destroy the recordings at the end of the course.
  • I understand that my instructor has the right to add information to this contract as it relates to their course.
• Breaks During Class and Exams

  Some students require breaks during class lectures and/or exams due to disabilities or health conditions. For approved breaks, students must meet with a DSS counselor who will review the student’s disability documentation, engage in an interactive process with the student, and then determine the appropriateness of breaks. If a student is approved for breaks, they are permitted to take short breaks during class or exams. Depending on the type of break, the student should choose a seat near the door (or appropriate location) so they can excuse themselves from class quietly and without disruption. Students should take only necessary breaks and return promptly. If a student’s breaks are disruptive or excessive, the instructor will share the problem with the student.
• Medical Related Abscence

  This accommodation is unique and, therefore, not approved frequently due to the distinctive nature. However, DSS acknowledges the exceptional circumstances surrounding such a request and is prepared to evaluate it based on the student’s history, appropriate documentation, and in accordance with our commitment to equity and inclusion.

  Alternative Due Dates for Assignments and Exams

  Academic Adjustment

  NOCE makes every reasonable effort to accommodate students with disabilities as addressed by the Americans with Disabilities Act. Alternative due dates for course assignments and exams may be a reasonable accommodation in certain situations because a student’s medical or health circumstance poses challenges with completing assignments by deadlines. If a student has a disability with random or cyclical acute episodes and/or causes hospitalizations, the accommodation allows for flexibility in assignment or exam deadlines and when the episode interferes with the student’s ability to complete an assignment or exam in the expected timeframe.

  While a student may receive approval for this accommodation, it is the student’s responsibility to proactively communicate with the instructor to arrange an alternative due date in advance, or promptly thereafter, for any assignment or exam affected by a medical or health challenge. Each request will undergo individual evaluation, and the student may be required to provide supplementary documentation to substantiate their specific request. It is important to note that this accommodation does not entitle the student to submit all assignments after deadlines, nor does it apply in the case of student study skills or time management issues or work overload. If a student’s absences and/or extensions become excessive, the student will be advised on their ability to pass the course, based on the instructor’s professional judgment.
• Personal Service Attendant

  North Orange Continuing Education (NOCE), Disability Support Services recognizes Personal Service Attendants for students who are limited in performing self-care functions or students who require prompting for behavior, staying on task, or following directions. In either case it is the student’s responsibility to arrange for their personal service attendant.
  
  North Orange Continuing Education is not responsible for locating, coordinating, or making financial arrangements for personal service attendants.

  NOTE:  A PERSONAL SERVICE ATTENDANT IS NOT ALLOWED TO ACCOMPANY A STUDENT IN CLASS UNLESS PERMISSION IS GRANTED FROM THE DISABILITIY SUPPORT SERVICES (DSS) PROGRAM.
  
  A PSA assists students with accessibility needs, such as turning pages or handling supplies. However, PSAs should not act on behalf of the student, engage in instructional activities, or influence the student’s learning during class. PSAs are not
  tutors, they are not instructional aides, and they are not permitted to provide instruction.
  
  Parents and close family members are not permitted to serve as PSAs, except in immediate emergencies.

  PSA Responsibilities:

  1. Follow NOCE and North Orange County Community College District (NOCCCD) policies and procedures, including the Standards of Student Code and Discipline.
  2. Complete the PSA Guidelines Form, Volunteer form, and NOCCD Waiver for Liability form.
  3. Provide only the support discussed and agreed upon during the interactive process between the student and Disability Support Services (DSS) professional.  Failure to adhere to the agreed-upon role may result in limitations or denial of the PSA’s presence on campus or in class.
  4. At all times, follow the direction of the classroom professor, instructional staff, counseling faculty, emergency responders, and administrators.
     

  Student Responsibilities:

  1. Submit appropriate disability verification to DSS.  The verified disability and resulting educational limitations must support the necessity of having a PSA accompany the student on campus and/or in the classroom setting.
  2. Ensure that each personal service attendant registers with DSS and signs the PSA forms and NOCCCD Waiver for Liability form each academic year.
  3. Allow adequate time to obtain NOCCCD Board approval of PSA as a volunteer (Which may take up to three weeks).
  4. If personnel changes occur during the term, ensure that the new PSA registers with DSS and completes PSA/Liability forms before accompanying the student on campus or in the classroom setting.
  5. Abide by NOCE’s policies, regulations, and procedures.
  6. At all times, follow the direction of the classroom professor, instructional staff, counseling faculty, emergency responders and administrators.

  The student must give timely notification to the DSS office if requesting that an aide accompany them in class (in-person or virtual) so that DSS is able to consider the request and, if approved, notify faculty in advance. Additionally, the presence of a personal aide in the classroom (in-person or virtual) must be approved by the NOCCCD Board of Trustees. This board approval process takes time, so timely notification is imperative. The student is responsible for notifying and obtaining approval from DSS regarding any personnel changes.

  The process to request a PSA is interactive.  The student, the DSS Counselor, and where appropriate, their parents/conservators, will discuss the student’s educational limitations related to their identified area of disability and will develop an Academic Accommodation Plan as part of the process. The DSS counselor will explore the need for a PSA utilizing questions that include, but are not limited to, the following:

  • What are the student’s educational limitations that require a PSA?
  • If a PSA is approved, will the student be able to independently demonstrate measurable progress?
  • What is the purpose of the PSA?
  • What specifically will the PSA do?
  • What documentation supports the request?
  • How will the student achieve independence?
  • What happens if a PSA is gone for a short time? Or if they are sick or absent?
  • Is the PSA needed for Personal Care (e.g. physical limitations that require support for getting items out for student, assistance in the restroom, etc.)?
  • Is the PSA needed for safety awareness (e.g. prevent student from wandering off, provide support for interacting with strangers, etc.)? If so, how will the PSA accomplish this?
  • Is the PSA needed to keep the student on task? What does this look like?
  • Is the PSA observing the student to see if they are overstimulated, frustrated, etc.? If so, how will the PSA intervene? This cannot disrupt the learning environment.
  • Is the PSA needed to support behavioral challenges? If so, how will the PSA intervene? If frequency and intensity of the behavior disrupts the learning environment, then it would not be appropriate.
  • Is the PSA being requested for a medical need? NOCE does not have medical staff on campus to support students. Faculty and staff will call 911 if a student needs medical intervention even if there is a PSA with the student.
  • Are there alternative accommodations or strategies the student should consider that could increase their independence at the post-secondary level?
  • Is the student able to make progress and benefit from post-secondary classes with or without a PSA?

  Please contact the DSS office at (714) 808-4719 or e-mail disabilitysupport@noce.edu  to schedule an appointment.
• Sign Language Interpreter

  DSS provides sign language interpretation to eligible students who are deaf or hard of hearing. and who wish to use sign language as their primary and preferred mode of communication. A remote transcriber will be provided for DHH students who need to access information via real-time transcription services.

  HOT TIP: Request this service as soon as possible prior to the start of the semester so that we can ensure that a service provider will be scheduled for you on the first day of class.

  NOTE:  You must inform DSS immediately of any changes in your class schedule.

  Absences: If you plan on being absent, you must notify DSS at least 48 hours in advance. If you are unexpectedly absent due to illness, car trouble, etc., you must notify DSS as soon as possible. If you do not show up for class and do not notify DSS in advance on two occasions, your interpreting or remote transcription services will be suspended until you meet with a DSS Counselor or Director. If, after you meet with the DSS professional, your absenteeism continues, services may be terminated for the remainder of the semester.

  To report an absence, email DeafServices@noce.edu

  Tardiness: Interpreters and remote transcribers are instructed to wait ten (10) minutes for every hour the class meets for students to arrive. If you arrive after the interpreter or remote transcriber has waited the required time, you may not receive services for that class period. Failure to arrive to class on time twice in a semester will result in your services being suspended until you have met with the DSS Counselor or Director. 
• Testing Accommodations

  Testing accommodations involve making adjustments to standard testing conditions so that students with disabilities have an equal opportunity to demonstrate their mastery of course material. Accommodations do not give students an advantage in a testing situation; rather, they compensate for educational limitations posed by a student’s disability. The specific types of testing accommodations provided to students are determined by the DSS Counselor and/or LD Specialist on an individual basis. Testing accommodations may include extended time, distraction-reduced testing environment, use of a computer or other adapted equipment, the assistance of a reader or scribe, or breaks.

  To be approved for testing accommodations, students must provide appropriate disability documentation and meet with a DSS counselor or LD specialist.

  Common modifications include:

  • Providing a quiet, distraction-reduced testing environment
  • Extended time to complete tests
  • Alternative materials (Such as Braille for the blind and visually impaired)

  NOTE: Extended time on exams only applies to “timed” exams that are generally taken in one sitting. This accommodation does not apply to exams in which one or more days have been approved to complete. For example, if an instructor allows students one full day to take an exam within Canvas, the student will not receive an extra day to take it (2 full days).

  In order to receive testing accommodations, it is the student’s responsibility to follow the DSS testing accommodations procedures. Failure to do so may result in the loss of testing accommodation services.

  Please remind your instructors that they need to provide DSS with the test by the day it is to be administered. In the case of exams that need to be converted into an alternate format or require multiple copies, DSS needs the test five days in advance to make sure that they are ready on time.

  “Cheating” on an exam is considered inappropriate use of DSS services and is subject to suspension or termination of DSS accommodative testing services. If you are caught cheating, you will not be able to take any future exams until you have met with a DSS Counselor or the DSS Director. Additionally, any student participating in this type of academic dishonesty will be referred to the Dean of Counseling and Student Development and will be subject to campus suspension or expulsion.

  NOTE: In order to maintain the integrity of the DSS testing environment, DSS utilizes cameras to monitor the testing rooms for on campus exams. All online exams that DSS proctors virtually on Zoom are monitored and recorded, including audio and chat messages.

  On-campus exams will require you to leave your bags and other personal items outside of the testing room. You must turn in your cell phone to a DSS staff member before entering the testing room; your device will remain in a locked drawer for the duration of your exam. Having a cell phone, notes, etc. in the testing room is considered a form of cheating, even if you are not using them. Please make sure to leave ALL materials outside of the testing room.

  Inappropriate Use of Testing Services (non-exhaustive list)

  • Chronic tardiness for testing appointments
  • Failing to schedule testing appointments
  • Inappropriate behavior towards DSS staff
  • Use of unauthorized materials in testing room
  • Leaving DSS testing center without authorized breaks and/or informing DSS staff

  For information about accommodative exam breaks, please visit the “Breaks During Exams” section on this webpage.

  HOT TIP: Inform DSS immediately if you have any problems related to your testing accommodations. Do not wait until the last minute to begin the above process!
• Use of Emotional Support Animal

  Guidelines for Emotional Support Animals

  Cypress College, Fullerton College, and North Orange Continuing Education (NOCE) are committed to providing equal access and opportunity to students with disabilities. The colleges of North Orange County Community College District recognize the importance of Emotional Support Animals (ESA) for some students with disabilities. An ESA is prescribed to an individual with a disability by a healthcare or mental health professional and plays a significant part in a person’s treatment or therapy. An ESA is not a “Service Animal” and, therefore, does not assist a person with daily living nor accompany a person with a disability at all times. Instead, an ESA’s role is passive and alleviates disability-related symptoms merely by being present.

  The following guidelines and procedures ensure that individuals with disabilities who require ESAs can participate fully in and benefit from college courses, programs, and activities.

  Student Responsibilities

  • The animal must behave and respond appropriately at all times in public.
  • The ESA must be under the control of the owner, at all times, and may not be left alone.
  • The owner is responsible for any damage of personal property or any injuries to an individual caused by the animal.
  • The owner must ensure the animal is “housebroken” and must clean up and remove all waste created by the animal.  
  • The ESA may not disrupt the operation of the College or any class, program, or activity.
  • The animal must meet city, county, and state licensing and vaccination requirements.
  • The owner is responsible for the animal’s care and well-being at all times. Any evidence of mistreatment or abuse will result in the removal of the ESA and will be reported to city/county Animal Services.

  Approval for ESA

  • Approval shall be made on a case-by-case basis and through an extensive interactive process with Disability Support Services.
  • Students must provide DSS-specific documentation titled ESA Request for Information from a physician or mental health provider substantiating the need for an ESA. Contact the DSS office at (714) 808-4719 or e-mail disabilitysupport@noce.edu. to request the ESA Request for Information form.
  • The college is not required to grant reasonable accommodation that would result in a fundamental alteration of a program/class/activity or would constitute an undue burden on the College.
  • Emotional support animals are not the same as service animals. Consequently, ESAs are not protected by the ADA. Therefore, the authorization of an ESA is considered a unique accommodation that may need to be negotiated every semester. If other students or employees are impacted by the presence of an ESA (i.e. allergic or fear of animal), then DSS and the student with the ESA will collaborate to secure an appropriate solution.
  • Since ESAs are not protected by the ADA, NOCCCD does not recognize or allow all types of animals on campus.

  Requesting an ESA

  A student who wishes to request an ESA must contact, register with, and be approved by Disability Support Services.

  A DSS-form, ESA Request for Information, is required from healthcare or mental health professional who has developed a therapeutic relationship with the student and understands their functional limitations. It must be filled out completely, including the name, title, and professional credentials of the evaluator.

  Student Agreement

  The student must receive DSS approval for an ESA accommodation prior to bringing the animal to campus. During the interactive process with a DSS Counselor, the student will sign the ESA agreement form.

  Students will:   

  • Understand and abide by the ESA guidelines, procedures, and requirements.
  • Agree to provide additional information, if required, to complete their request for an ESA on campus.
  • Understand that if they fail to follow the procedures and guidelines, the College has the right to remove the ESA, and the student may be subject to disciplinary action under the Student Code of Conduct.
  • Understand the College has the authority to remove an ESA from its facilities or properties if the animal becomes unruly or disruptive, unclean and/or unhealthy, and to the extent that the animal’s behavior or condition poses a direct threat to the health or safety of others.
  • Acknowledge that DSS may disclose information regarding the presence of the ESA to individuals who may be impacted by the presence of the animal. Such disclosure shall be limited to information related to the animal and shall not be related to the individual’s disability.
• Use of Service Animal

  Service Animals on Campus

  A service animal is trained to perform some of the functions and tasks that people with disabilities cannot perform themselves. According to the Americans with Disabilities Act (ADA), a service animal is defined as:

  A dog that has been individually trained to do work or perform tasks for an individual with a disability. The task(s) performed by the dog must be directly related to the person’s disability.

  Other species of animals, whether wild or domestic, trained or untrained, are not service animals for the purposes of this definition. In compliance with the ADA, service animals are welcome at NOCE. Students with disabilities requiring the assistance of a service animal on campus are welcome to register their service dogs with the DSS office. The DSS Counselor will recommend any additional accommodations appropriate to the functional limitations of the disability.

  Requirements of service animals and their owners/handlers include:

  • Dogs must be licensed in accordance with county regulations and wear current tags.
  • Dogs must be in good health.
  • The dog must be on a leash at all times, unless either the student is unable to use a harness or leash because of a disability, or the use of a harness or leash would interfere with the service animal’s performance of work or tasks.
  • The handler must control the animal at all times. The care and supervision of an animal is solely the responsibility of its partner/handler.

  In situations where it is not obvious that the dog is a service animal, staff may ask two specific questions:

  • Is the dog a service animal required because of a disability?
  • What work or task has the dog been trained to perform?

  NOCE may exclude a service animal from all or part of its property if a handler fails to comply with these restrictions in a manner that fundamentally alters the nature of NOCE programs or services or poses a threat to the health or safety of others.

  Service Animals in Science Laboratories

  Based on the task a service dog provides to the student, it may be appropriate for the dog to attend science laboratories with the student. If deemed appropriate, the dog must be protected against chemicals, glass, etc. just like the student. It is the student’s responsibility to purchase booties, a lab coat, and goggles for the dog and to train the dog to wear the protective gear while inside the lab. If appropriate, the dog should stay in a lab space away from potential spills while also keeping the student in its line of sight. Because service dogs are well-trained, they should not pose safety concerns to others. If, however, the lab is not safe for the dog (even with protective gear), then the instructor should have a conversation with the student to determine an alternative.

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DSS Counseling’s mission is to provide comprehensive, student-centered support that empowers individuals with disabilities to achieve their academic, personal, and career goals.

Through personalized counseling, advocacy, and access to accommodations, we foster an inclusive and equitable learning environment that promotes self-advocacy, resilience, and lifelong success. We are committed to upholding the principles of diversity, equity, and accessibility while collaborating with faculty, staff, and the broader campus community to ensure that all students have the opportunity to reach their full potential.

Counseling Team

Kristina De La Cerda
Tel: (714) 808-4711
Email: kdelacerda@noce.edu

Kim Thompson
Tel: (714) 808-4010
Email: kthompson@noce.edu

Andrea Jaime
Tel: (714) 808-4500 ext. 88413
Email: andrea.jaime@noce.edu

Michelle Patrick-Norng
Tel: (714) 808-4689
Email: mpatrick@noce.edu

Agustin Arredondo
Tel: (714) 808-4500 ext. 88140
Email: agustin.arredondo@noce.edu

Amanda Martinez
Tel: (714) 808-4500 ext. 88298
Email: amanda.martinez@noce.edu

Casey Sousa
Tel: (714) 808-4932
Email: csousa@noce.edu

Mirta Carmona
Tel: (714) 808-4500 ext. 88223
Email: mcarmona@noce.edu

Support and Services

• Academic Counseling & Support
  • Guidance on course selection and academic planning.
  • Assistance with disability-related academic challenges.
  • Strategies for time management, organization, and study skills.
• Accommodation Coordination
  • Evaluation and implementation of reasonable accommodations.
  • Facilitate access to assistive technology and accessible materials.
• Advocacy & Campus Engagement
  • Collaboration with faculty and staff to ensure an inclusive learning environment.
  • Promotion of disability awareness and equity within the campus community.
  • Connection to campus and community resources.
• Campus & Community Resources
  •  Assistance with accessing NOCE’s Food Pantry and other basic needs services.
  • Information on NOCE scholarships.
  • Community referrals to housing assistance programs and accessing transportation supports (such as the Reduced Fair ID with OCTA).
  • Referrals to community resources and state-wide agencies that support students with disabilities.
• Career & Transition Planning
  • Guidance on career exploration and job readiness.
  • Support with transition planning to achieve vocational goals or workforce entry.

Scheduling a Counseling Appointment

• Preparing for a DSS Intake Appointment

  Please have the following items available for your counselor appointment:

  1. Disability verification (ex: copy of most recent IEP, Psycho-Educational Evaluation, or Triennial Evaluation signed by the school psychologist; verification from medical or licensed professional; Regional Center IPP/CDER; etc.)
     • If no verification is available, please indicate your interest in a learning disability assessment.
  2. The names, phone numbers, and emails of two emergency contacts.
  3. The name, phone number, and e-mail of your service coordinator IF you are a consumer of Regional Center.
  4. A list of current medications you are taking (dosages and purpose(s) for each medication).
  5. A Student ID or California ID (we request an ID to have your student photo taken in our system).
• Privacy and Confidentiality
  • For privacy and confidentiality, find a private and quiet location to communicate comfortably. We recommend you log in using a secure computer.
  • Be sure to update your phone number and email in myGateway. If there are technical difficulties and your counselor needs to use another communication option (e.g., Zoom or a phone call), you will receive instructions.
• Learning Disability Assessment?

  Enrolled students experiencing academic difficulties who believe they have a learning disability may request a learning disability (LD) assessment. There is no cost to the student for the assessment. The DSS LD Specialist screens students to determine if they should be tested. 

   

  If testing is prescribed, students schedule a series of appointments where they are administered standardized tests of aptitude and achievement. The results of the tests indicate whether a student is eligible for services through DSS. Students in high school special education programs and 504 programs may be asked to complete testing to continue to qualify for additional accommodations and/or services at college.

  Students with certain co-occurring disabilities, such as Acquired Brain Injury (ABI), cannot be tested for learning disabilities.

  HOT TIP: Once accepted for LD assessment, keep your appointments! If you miss appointments without contacting the LD Specialist or DSS office, your testing may be stopped.
• Student Guidelines

  At North Orange Continuing Education (NOCE), the Disability Support Services (DSS) is committed to fostering a safe and respectful learning environment for all students. The Student Guidelines below outline the expected standards of behavior and conduct that students must follow while enrolled at NOCE. These guidelines align with the Standards of Student Conduct, Board Policies and Procedures (BP/AP 5500).

  • Respect for Others: On Campus, Online, and through Social Media
    •  Respectful Communication: Communicate respectfully with fellow students, faculty, staff, and visitors.
      Avoid gossip.
    • Non-discrimination: Treat everyone with fairness and respect, regardless of race, ethnicity, gender,
      religion, sexual orientation, disability, or any other characteristic.
    • Personal Boundaries: Respect the personal space and privacy of others. No physical violence.
  • Integrity
    • Honesty: Uphold academic integrity by avoiding plagiarism, cheating, or any form of academic dishonesty. Do not engage in actions that give you or others an unfair advantage.
  • Attendance and Punctuality
    • Regular Attendance: Attend classes regularly and notify instructors in cases of unavoidable absences.
      Schedule personal/medical appointments and vacations outside of class hours whenever possible. 
    • Timeliness: Arrive on time for classes, meetings, and appointments.
  • Professionalism
    • Work Ethic: Demonstrate a commitment to learning by actively participating in class activities and
      assignments and make positive progress in your classes.
    • Communication: Use appropriate language and tone in all forms of communication, including written,
      verbal, and electronic (online/cell phone). Do not use profanity.
    • Behavior: Demonstrate appropriate behavior in the classroom, campus, and/or online by avoiding
      disruptive, lewd, or obscene behavior.
  • Campus and Facility Guidelines
    • Responsible Use: Use campus facilities, equipment, and resources responsibly and in accordance with
      NOCE policies.
    • Safety: Follow safety protocols and procedures to ensure a safe environment for yourself and others.
    • Environmental Respect: Maintain cleanliness and respect for the physical environment of NOCE
      campuses.
  • Compliance with Policies and Regulations
    • Follow the Rules: Familiarize yourself with and follow all NOCE policies, rules, and regulations.
    • Legal Compliance: Comply with local, state, and federal laws while on NOCE campuses or participating in NOCE activities.
  • Disciplinary Actions
    • Consequences: Violations of the Standards of Student Code of Conduct may result in disciplinary actions, including warnings, probation, suspension, or expulsion.
    • Due Process: Students have the right to due process during disciplinary proceedings.
  • Reporting Violations
    • Reporting: Report any violations of the Standards of Student Code of Conduct to the appropriate
      NOCE faculty/staff.

  By following these Student Guidelines, students contribute to a positive and productive learning environment at NOCE.
  These standards are designed to promote mutual respect, academic integrity, and personal responsibility among
  all members of the NOCE community.

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Educational Coaching Supports Noncredit and Credit Instruction 

Empowering students, building lasting success.

DSS Educational coaching is offered in-person or online (Zoom) to help students with disabilities succeed in inclusive courses. NOCE’s experienced staff are passionate about accessibility and equity. Coaching services are FREE for students and are provided through several DSS programs, including College to Career (C2C), Independent Vocational and Educational Supports (IVES), and the DOR educational coaching program.

Educational Coaching Locations:

• Cypress College
• Fullerton College
• North Orange Continuing Education (NOCE)

Educational Coaching Helps Students with: 

Eligibility Requirements:

Students must be enrolled in inclusive classes at either North Orange County Continuing Education, Cypress College, or Fullerton College.

• Student must commit and adhere to a mutually agreed-upon schedule with their educational coach.
• Students must be able to demonstrate measured progress toward objectives.
• Students must be able to adhere to the Educational Coaching Attendance Policy.
• Be an active DSS student at NOCCCD
• Are eligible for the Department of Rehabilitation
• Over 18-years of age
• The student is able to adhere to the North Orange County Community College District’s (NOCCCD) Student Code of Conduct.

Service Options:

• Weekly Educational Coaching Lab in a group setting on Zoom to receive coaching on Monday/Tuesday/Wednesday mornings.
• Weekly 1:1 online Educational Coaching through Zoom.
• Weekly 1:1 in-person Educational Coaching on campus.

Staffing Ratio/Student Support

Through Educational Coaching, students will work 1:1 with their Educational Coach(es) at one of our three NOCE Centers or online through Zoom. Students can also receive support online in a group setting through our weekly Educational Coaching Lab.

To Enroll:

Please contact the NOCE DSS office at (714) 808-4719 or disabilitysupport@noce.edu to schedule an intake meeting with a DSS counselor.

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Get Work Ready and Start Your Career!

The NOCE DSS Workability III Program (WAIII) provides 1:1 support to students with disabilities who are looking for work. The program assists students to overcome barriers to employment and helps them find, apply for, attain, and keep meaningful jobs. Students can be referred to the program by counselors, instructors, or staff members at NOCE, Cypress College, or Fullerton College. 

Job and employment specialists meet with students to determine individual skills, job aptitude, and work readiness. WAIII is a collaboration between NOCE and the Department of Rehabilitation (DOR).  

Who is Eligible?  

To join the WAIII Program, students must:  

• Be age 18 or older 
• Have a verifiable disability 
• Possess necessary documentation to work  
• Enroll in at least one current class in the North Orange County Community College District 
• Be ready to work 15-20 hours per week
• Get a referral from a counselor, instructor, or staff member 

WAIII Program Offers

For more information, application assistance, or accommodations, contact:

• Workability3@noce.edu
• (714) 808-4702

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Personalized Support to Create Meaningful Success

What is ARISE

ARISE is a neurodiversity and wellness resource designed to help all NOCCCD students achieve their goals. With a holistic approach to student success, ARISE focuses on key areas: Academics, Relationships, Independence, Self-Advocacy, and Emotional Health. The mission of ARISE is to create a sensory-friendly space where students can process and regulate their emotions, build social skills, recharge, and equip themselves with the tools they need to successfully complete their academic goals.

• Anaheim Campus
• Cypress Center
• Wilshire Center

ARISE Lab Resources & Services 

Safe Breakaway Space →

The ARISE lab functions as a dedicated safe space for students when they feel overstimulated or overwhelmed. Specialized lighting, equipment, furniture, and materials make the lab a safe, calm location to help students relax.  

Expert Student Support →

ARISE lab includes a full-time DSS counselor for instruction and support as well as a student services specialist with experience working with students who have ASD. Students can get help one-on-one or in a small group setting.

Staff Training →

The ARISE lab counselors provide professional development, training, and technical assistance to other faculty and staff on campus to improve student support capabilities at NOCE. 

Purpose of ARISE 

ARISE is an inviting place that students can choose to utilize when they are struggling with emotional regulation, overstimulation or need other support to be successful in achieving their academic goals. Below are some general guidelines for when a student may benefit from visiting ARISE: 

A – Academics: ARISE is here to support students who may be struggling with executive functioning in class. We can provide one-on-one or group support to help students utilize strategies like notetaking, study skills, or general college success skills. 

R – Relationships: ARISE offers social connections and social group activities for students to gain skills to build healthy, meaningful relationships on campus. 

I – Independence: ARISE helps students develop skills to encourage independence in their professional, personal, and academic pursuits. 

S – Self-Advocacy: ARISE empowers students to advocate for support to meet personal and academic goals. This could include communicating with family, community resources, instructors, peers, or employment support.  

E – Emotional Health: ARISE is a place for students to choose to go when they are feeling overwhelmed with emotions. ARISE is an appropriate place for students to learn coping skills to help regulate and process emotions.  

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We encourage all NOCE students, faculty, and staff to take advantage of this service. Read through the Frequently Asked Questions or get started with the NOCE SensusAccess form!

Frequently Asked Questions:

What is SensusAccess?

SensusAccess is an automated document conversion service that allows you to convert your course materials into alternate formats. You can also use SensusAccess to transform inaccessible documents into more accessible formats.

Once your document is ready, you will receive an email with an accessible version of your document attached.

SensusAccess is completely automated and the documents you submit to the service are automatically deleted once they have been converted. You do not need to worry about privacy as SensusAccess does not store personal information.

• What Formats are Available?

  With SensusAccess, you can convert your PDF documents, PowerPoint slides, lecture notes, and pictures of text captured with your phone into formats that work best for you such as:

  • MP3 files
  • E-books
  • Digital Braille books
  • Structured audio books in DAISY and e-books with media overlay
• What Can I Do to Ensure Quality Conversions?

  PDF and image-based files will be processed using optical character recognition (OCR) to create a text-based version of the document.

  • If scanning the document, ensure the scanned image is free from smudges, dark marks, highlighted text, or artifacts in the image. These will affect the accuracy of the OCR process.
  • Minimize any effects from skewing. If the image is presented at an “off-angle”, the accuracy of the OCR process will be lower resulting in a lower quality text version.
  • If you are starting with an image-based format and wish to convert to a text format, you may achieve better results by initially converting to Tagged PDF and then copying/pasting the text into a MS Word document.
• Where Can I Learn More?

  To learn more about SensusAccess and how to get the most out of the service, a nine module e-learning course is available through the SensusAccess website.

  Feel free to contact support@sensusaccess.com if you need technical support or have questions regarding the service.

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