ACCESS believes that from our very first meeting with a new student, we must begin to know and understand that student’s strengths as we also understand needs resulting from the effects of disability. While this process would be helpful to improve educational outcomes for all students, the process is needed now for students with disabilities until all educational resources (physical locations, mobility around campus, participation in campus events, and instructional processes), changed through application of the principles of universal design, no longer have barriers that prevent anyone from fully accessing and using these resources to the fullest. The following approach outlines how ACCESS accomplishes this goal:

1. Each student is assigned to a RESOURCE ADVISOR, a mentor who takes time to get to know the student, the student’s strengths and other information that will ensure equal access and equal opportunity for all educational experiences at the Wolfson Campus.
   
   
2. The Resource Advisor uses the ABILITIES ASSESSMENT PROTOCOL to begin understanding and organizing information about the student’s abilities, disabilities, and pertinent educational history. (See “Abilities Assessment” section of web; select on preceding screen).
   
   
3. The Advisor assists the student to obtain any DOCUMENTATION OF DISABILITY that is used to connect students to all the services and technologies that can be provided based upon that documentation.
   
   
4. From the very first meeting, the Advisor will alert the student to a special SCHOLARSHIP PROGRAM that anticipates that any student is capable of earning at least one scholarship or award while at the College. The Scholarship Program involves the student working with the Advisor to determine what the student needs to do to be awarded a scholarship, and helps the student plan an education program and collect resources that prepare the student for applying for a scholarship award whenever the student meets eligibility requirements for that scholarship. ACCESS proactively works with other College Departments and community organizations to provide scholarships throughout the year.
   
   
5. From first enrollment at the College, the student is encouraged to participate in the STUDENT ORGANIZATION developed for and by students with disabilities (the Abilities, Awards & Recognition Council (AARC) which meets each week to improve awareness of disability issues and develop projects to improve campus and community resources that enhance educational outcomes for all students – all currently enrolled students are eligible to participate) or any other campus organization to which the student would like to contribute his or her talents and skills to improve campus life.)
   
   
6. The student is also encouraged to participate in SERVICE LEARNING AND OTHER COMMUNITY SERVICE PROJECTS to enjoy the many benefits and personal growth that usually derives from these efforts (ACCESS works with the Center for Community Involvement to enhance opportunities for students with disabilities to participate in service learning with faculty and community partner agencies throughout the county).
   
   
7. The student is advised to begin preparing an EMPLOYMENT RECORD AND/OR RESUME in order to take advantage of any work experiences that may be appropriate while the student is enrolled at the College or in preparation for future opportunities. This effort helps the student to begin to understand and develop those professional skills that improve employment opportunities.
   
   
8. As soon as possible the student works with the Advisor to develop an EDUCATIONAL PLAN to determine a major and organize the progression of courses need to accomplish this goal. Advisors assist the student to become aware of the State resource web site that has a broad range of information in this area: FACTS.org.
   
   
9. ACCESS also looks to EMPLOY STUDENTS at the ACCESS Department whose skills would advance the mission of ACCES and these skills would include the ability to take notes or transcribe data, database and data entry skills, web development skills, graphic design skills and talents, technology resources skills, customer services skills, clerical and organizational skills, etc.
   
   
10. Students are encouraged to take an active and possibly a leadership role in changing the educational environment on campus in ways that improve educational and social experiences for all students through applying the principles of UNIVERSAL DESIGN. Students may assist ACCESSand other campus departments to identify those barriers that detract in any way from all students accessing and fully participating in educational experiences offered on campus.