Transition Services Developmental Disability Students – Shasta College
Target Population:Students with developmental disabilities. These students are also
categorized as Developmentally Delayed Learners.
Goals:To provide services on the campus and in the community that prepare and
maintain individuals for as high a level of independence as possible.
Description:The Transition Services Program offers course work that includes: career
development, adapted computer skills, reading and math, human awareness, and life
skills. Shasta College offers an environment for social skills training and for encouraging
interpersonal maturity in an age appropriate environment. Transition Services are based
upon the concept that disability is natural and it is beneficial for all students to learn how
to relate within the rich diversity that is representative of the community.
Staffing:The program is coordinated by a full-time faculty member. The instructor is
assisted on a part time basis by a paraprofessional and by student assistants who also work
individually with the students.
Facilities, equipment, materials:Similar to other campus programs, the Transition
Services instructor orders appropriate textbooks and workbooks for purchase by students
through the college bookstore. The program works closely with other staff in securing
appropriate classrooms each semester. There are no devoted classrooms for this program.
Costs, funding source:Funding for this program is provided by Shasta College and is
based on the full time equivalent student funding mechanism available to all through the
Chancellors Office. On occasion additional funding makes it possible to purchase
additional supplies and materials.
Outreach and marketing:The instructor is a member of the Shasta County
Coordinating Council that is an integral member of the State system for people with
developmental disabilities. Much needed support for the program has been garnered from
the community. Professionals representing referral agencies such as Far Northern
Regional Center, the Department of Rehabilitation and the Coordinating Council serve on
the Disabled Students Programs and Services Advisory Committee, and provide input to
the program. The full time faculty member also serves as the Northern California Chair of
the Developmentally Delayed Learner Interest Group of the state association. He often
presents topics related to working with this population at statewide conferences.
Evidence of effectiveness:Informal measures of effectiveness are derived from various
sources including: the number of students leaving for employment or other community
based programs, who improve their residential status, who satisfy certificate requirements,
and anecdotal information obtained from students, parents or care-providers.
Suggestions for replication:It is often difficult and sometimes controversial to serve
large populations of students with developmental disabilities on community college
campuses. It is rare that students with this disability are able to successfully participate in
college level courses. The college encourages some students in this population to make
this attempt, but most are unable to. Shasta College has placed high value on being
responsive to the needs of all students and strives to maintain the program with
appropriate level courses. By doing so they are responsive to the needs of the community
and in a better position to accommodate the students.
Students with Disabilities
North/Far North (1/2)