Student Resources

Cal Poly Humboldt

• Advising Center
• Campus Access Map
• Career Center
• Center Activities
• Counseling & Psychological Services
• Educational Opportunity Program (EOP)
• Financial Aid
• Health Center
• Learning Center
• Library
• Multicultural Center
• Student Health & Wellbeing Services
• Technology Help Desk
• Veterans Enrollment and Transition Services

Local Community

• Department of Rehabilitation (DOR)
• Dial-a-Ride
• Learning Ally
• Redwood Coast Regional Center
• Tri-County Independent Living

Disability-Specific

Disability-specific information may be helpful when you have a student with a disability in your class. It is important to remember that not all disabilities are observable. The majority of students receiving accommodations through the Campus Disability Resource Center are students who have non-observable disabilities.  Students who have non-observable disabilities may choose not to mention his or her condition to the professor. For example, a student who has epilepsy that is controlled with medication, may not expect to require any adaptations or accommodations, and thus may not disclose their condition to you.

Because each student with a disability will have a different ability (even within the same disability category), the information presented here should be seen as general guides, not as specific instructions.

• Acquired Brain Injury
• Autism Spectrum Disorder
• Blind / Visually Impaired
• Communication
• Deaf / Hard of Hearing
• Learning Disability
• Mobility Limitations
• Other Functional Disabilities
• Psychological Disabilities

Academic Adjustments for Chronic Conditions

Students with chronic conditions, which often are episodic in nature, may experience periods of time in which they are too unwell to attend class or to submit an assignment by an established deadline.  Such conditions may be unpredictable and inevitable, even with prudent and ongoing health and time-management practices.  Should a student need flexibility in attendance and/or extension on assignments, instructors should consider the request on a case-by-case basis, allowing for diligent and critical analysis of how the request is essential to the class learning objectives and pedagogical components.  Should an instructor believe additional absences beyond the stated policy would fundamentally alter the nature or essential elements of the class, or assignment extensions are not possible, then instructors should consult with an CDRC adviser or the ADA/504 Coordinator to determine reason-ability.