Welcome to C.A.P.E.D.'s
DDL Interest Group

Developmentally Delayed Learner Definition

The Federal Developmental Disabilities Assistance and Bill of Rights Act defines a developmental disability as:

"a severe, chronic disabilty of a person which:
is attributable to a mental or physical impairment or combination of mental and physical impairments;
is manifested before the person attains age twenty-two;
is likely to continue indefinitely;
results in substantial functional limitations in three or more of the following areas of major life activity:
self-care,
receptive and expressive language (communication),
ability to learn,
mobility,
self-direction,
capacity for independent living,
economic self-sufficiency, and
reflects the person's need for a combination and sequence of special, interdisciplinary, or generic care, treatment, or other services which are of lifelong, or extended duration and are individually planned and coordinated.

"The California State Definition for Developmental Disabilities, as defined by California law, include mental retardation, cerebral palsy, epilepsy (seizure disorders), autism, and other conditions closely related to mental retardation and requiring similar programming. The condition must originate before age 18, be expected to continue indefinitely, and must constitute a substantial handicap for the individual. (Conditions that are exclusively physical impairments are not considered developmental disabilities).

TITLE V Definition of The Developmentally Delayed Learner
Section 56040 of Subchapter 1 of Chapter 7 of Division 6 of Title 5 of the California Code of Regulations
is added to read:

"The 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."

Developmentally Delayed Learner
Goals for 2002The 2002 Goals include:

Educate others on serving students in postsecondary education with Developmental Disabilities.

Continue training on verification of eligibility of services for Developmentally Delayed Learners.

Increase membership in CAPED and Developmental Disabilities Interest Group.

Developmentally Delayed Learner
Trainings & Workshops

There continues to be a vast need to have DSP&S faculty and staff trained in the process of completing the Disability Verification form for students characterized as Developmentally Delayed Learners. The co-chairs for CAPED's Developmentally Disabilities Interest Group have updated this training, developed a PowerPoint presentation, and included suggested topics from previous trainings. The training will also include the rights of students with Developmental Disabilities and their special needs and abilities.

Trainings Coming soon to a community college near you!
Workshops Coming soon to a community college near you!

Developmentally Delayed Learner Verification

Students characterized as Developmentally Delayed Learners (DDL) cannot be denied access to California community college courses based solely on their disability. In May, 1993, a Task Force from the California Community College Chancellor's Office completed a study and developed a disability verification form. The DDL Verification Form can be used to establish eligibility for services as a Developmentally Delayed Learner.

The eligibility process describes the assessment instruments, documentation, scores, and criteria for determining if students should be characterized as developmentally delayed learners. Information about the student's intellectual ability and other factors related to the disability are needed to determine a student's eligibility. The eligibility process must be followed in order for California colleges to be reimbursed for the direct excess cost of services that are provided to students who are developmentally delayed learners.

Download the DDL Verification Form in PDF

Developmentally Delayed Learner
Questions & Answers

Developmentally Delayed Learners (DDL) Work Group Questions and Answers
(from the California Community College Chancellor's Office DDL Task Force)

1. Are services/accommodations for DDL students in mainstream classes mandated?

Accommodations appropriate to the functional limitations exhibited in the regular instructional setting are mandated for all students with disabilties. Of course, Developmentally Delayed Learners must be "Otherwise Qualified" in order to be entitled to such accommodations. This means that they must meet any properly established and validated prerequisites for the course.

2. Who is qualified to certify/verify that a student falls into the category of Developmentally Delayed Learner (DDL)?
The DSP&S Coordinator / Director and the DDL Specialist may certify that all eligibility criteria for funding have been met.

3. Must the DSP&S Coordinator/Director who is verifying DDL eligibility for funding possess the qualifications of a DDL Specialist?
No, the DSP&S Coordinator / Director need not be qualified as a DDL Specialist in order to verify DDL Eligibility.

4. How do federal regulations and California community college mandates for individuals with disabilities differ?
Both federal regulations and community college mandates prohibit discrimination against persons with disabilities. Federal legislation (including Section 504 (29U.S.C.794) of the Rehabilitation Act and the Americans with Disabilities Act (42U.S.C. 12101 et seq) requires that reasonable accommodations be made available to students with disabilities to ensure equal access to the programs and activities of the institution. Community colleges are eligible for additional funding for services provided to students whose disabilities are verified under Title 5 guidelines. However, students whose disabilities cannot be verified may nevertheless be entitled to reasonable accommodations which must then be funded by the institution.

5. Where may the DDL student be served?
The DDL student must be afforded access to the class/program that best meets his/her educational needs and which promotes the maximum independence and integration of these students. Special classes, if provided, may, consistent with this requirement be offered either on-or off-campus.

6. Must the DDL student self-identify to DSP&S to be enrolled as a community college student?
No, students with disabilities may follow standard registration procedures without requesting services from DSP&S.

7. Must the DDL student conform to the student code of conduct to participate in either credit or non-credit classes?
DDL students, like all other students, must abide by the provisions of the Student Code of Conduct.

8. Can mainstream instructors refuse to enroll DDL students or request that they drop a class?

No, students may be excluded from a class only for reasons which are enforced for all students.
Examples:
a. Failure to meet a course pre-requisite.
b. Violation of the Student Code of Conduct.
c. Failure to abide by an established attendance policy.

9. How many times can a DDL student repeat a class, either credit or non-credit?

DDL student are subject to same course repeatability requirements as all other students. Districts may develop policies for exceptions under the following circumstances:
a. When continuing success of the student in other general and / or special classes is dependent on additional repetitions of a specific class;
b. When additional repetitions of a specific special class are essential to completing a student's preparation for enrollment into other regular or special classes; or
c. When the student has a student educational contract which involves a goal other than the completion of the special class in question and repetition of the course will further the achievement of that goal.

10. What is the funding status of programs that provide services for DDL students?

DDL students may be claimed for funding provided they meet eligibility criteria and are enrolled in a special class or receive at least four service contacts per year.

11. Do mainstream instructors have the right to know who in their class is a Developmentally Delayed Learner?

All records maintained by DSP&S personnel pertaining to students with disabilities shall be protected from disclosure and shall be subject to all other requirements for handling of student records. If a student requests accommodations that impacts the delivery of instruction or the instructor, then the instructor has a right to know the functional (educational) limitation(s) and the appropriate accommodation. Generally the nature and origin of the disability are not to be disclosed to the instructor without the student's permission.

12. Can a student be both DDL and LD, i.e. LD-primary, DDL-secondary?
No, there is no circumstance under which a student can be eligible as both LD and DDL.

13. Is there an IQ floor for verification of DDL eligibility?
There is no IQ floor for DDL eligibility.

14. Who can test DDL students if no records are available to review for eligibility?

Only those who have been appropriately trained in the specific assessment instruments are qualified to administer tests that can be used for DDL determination, e.g. an LD specialist, a licensed psychologist.

15. If a student applies for services as DDL but is unable to provide previous testing must the college provide an eligibility assessment?

No, the burden is on the student to provide documentation regarding his/her developmental disability. The institution may use testing information gathered by the college's LD specialist or psychologist.

16. Is there a time limit in relation to accepting the assessment data for documentation for disability?

No timeline has been identified to indicate that assessment data is too old. A consideration in determining a student's eligibility is the date on which the assessment was completed. The older the assessment data, the more concern should be raised about whether the scores accurately reflect the student's current abilities.

17. What are appropriate assessment instruments and is their use mandated for eligibility determination?

The appropriate assessment instruments are the Wechsler Scales or the Woodcock-Johnson Psycho-Educational Battery or the Stanford Binet Scales or the Standard Progressive Matrices. Any exceptions should be cleared through the Chancellor's Office.

18. Will there be specialized training in the certification procedures?
CAPED has indicated an interest in providing workshops to train those involved in certification.

19. Is the eligibility process mandated for districts to receive direct excess cost funds for DDL students?

In order to be claimed for purposes of DSP&S funding, each student must be determined eligible using procedures established by the Chancellor pursuant to Title 5 section 56006.

20. If the appropriate tests are going to be used for determination of DDL eligibility, what versions should be used?

The most recent version of any test should be used. The general guidelines are that administration of an older version should be discontinued no later than four years after the publication of a more recent version.

21. What are consequences if a college/district decides not to abide by Title 5 regulations because of fiscal constraints?

The Chancellor's Office is required to review colleges / districts where Title 5 non-compliance has been reported. If a violation is found, an adjustment to the districts DSP&S allocation may be required and future funding can be at risk.

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