INFO 260A-10
Programming and Services for Children (Ages 0-8)
Spring 2016 Greensheet
Professor Beth Wrenn-Estes, Lecturer
E-mail
Cell Phone – 510-410-1959
Office Hours: By Appointment
THE CANVAS SITE AND COURSE GREENSHEET/SYLLABUS
NOTE: The Instructor uses “I” or “me” throughout the document.
Courses will be available beginning January 28th, 6 am PT unless you are taking an intensive or a one unit or two unit class that starts on a different day. In that case the class will open on the first day that the class meets.
You will be enrolled into the Canvas site automatically.
I expect each student to check into the CANVAS course site at least once, if not twice, per day to see course updates, resources, announcements, and other relevant information. Students are responsible to read both the Greensheet and the course site and understand the information contained in both. It is also the student’s responsibility to ask questions and express concerns quickly so that the instructor can provide an answer/response immediately.
Course Description
This course examines the importance of programming for children, including parent education programs, story hours, outreach techniques, services with schools, summer reading programs, and program series such as weekly or monthly programs on Manga, knitting, book discussions, or homework help.
Course Requirements
GREENSHEET - DISCLAIMER
I make every effort to proofread the Greensheet/Syllabus and the CANVAS Course Site but errors still can occur. Please contact me with any errors, conflicts in information or areas that need clarification.
Instructor’s Instructional Philosophy
I want each student in the course to succeed and will do everything to help students do so but it is a partnership. Please make sure that communication and your engagement in class activities stays a top priority for you during the semester. Ask questions when you have them, seek clarifications when you need them, take responsibility for understanding all expectations, content and assignments for the course.
WHY GROUP WORK?
I am a believer in the value of working in groups in my classes. Every job in youth services will involve working with groups of people some of whom you will know well and others that you won’t know well at all.
How well you work in a group or a team is determined by your understanding of group dynamics compounded by the fact that you are working in a distance education program where staying connected to one another and to me as your instructor is critical to success.
Just as in real life when you work in a group or as I like to think of the experience as “working on a team” you will have weak members of the group/team and you will have strong group members (leaders) of the group/team. I expect each group member work to their fullest capacity on all of the group assignments.
I will ask from time to time throughout the semester how things are going in each group and I will require outlines on group work that show what individual students have been assigned to each part of the project/assignment.
I expect that as librarians or librarians to be that you have high ethical standards and that you will participate fully in the group work process, including but not limited to, collaborating with your group mates, researching your given part of the assignment and completing evaluations when asked to.
I hold students to high standards of conduct and hope that the group work you do will be of value to you as you go out into the world of youth services.
The Importance of SOTES
Students evaluate the course and instructor at the end of each term. This evaluation is known as the SOTES. An announcement will go out from the administration letting students/faculty know when the SOTES are available to complete. The importance of SOTES is very easy to describe – they are student voices to the administration and the instructor giving feedback on the positives and negatives of the student’s experience in the class. Completing the SOTES is so very important to improving courses and instruction.
Questions, Comments, Concerns- Discussion Thread
Please post all questions, concerns, and general comments on the discussion thread under Modules on the CANVAS class site. If the question or concern is of a personal nature send directly to the instructor’s email address (bwestes@mac.com).
E-mail Subject Lines/Naming of Assignment Files - Mandatory
Format for subject line for all email correspondence:
LIBR 260A_10_YOUR LAST NAME
Format the file name for all of your assignments:
LIBR 260A_10_YOUR LAST NAME_KEYWORD OF ASSIGNMENT TITLE
E-mail Response Time
I answer email on a regular basis throughout the day and evenings however the official policy is: “Instructor will respond to student emails within 24-hours of receipt”. I will inform the class if a longer response time is needed (I’m out of town, illness, etc.). Students are expected to promptly answer emails.
Crisis or Emergency
Please call me if a situation prevents you from doing assignments or other class activities. You will receive a zero for any course work missed unless you have received permission from me for an extension. I reserve the right to deduct points (the number of points is determined by the me) for any work not submitted on time or lack of participation in Blackboard Collaborate session, group work or individual assignments and discussion threads.
Course Calendar
Subject to change with fair notice.
Technology Requirements
You will need a high-speed connection (DSL, cable, etc.) to successfully participate in this class. Please see the Technology Requirements and Instructions for Success handout.
GRADING
The standard SJSU iSchool Grading Scale is utilized for all iSchool courses:
Grades not rounded up to the next grade level. For example if at semester’s end you have a 90.7%/100 you will get a B (90%) in the class. I do not round up to the next number.
In order to provide consistent guidelines for assessment for graduate level work in the School of Information these terms are applied to letter grades: “C” represents Adequate work; a grade of "C" counts for credit for the course; “B” represents Good work; a grade of "B" clearly meets the standards for graduate level work; For core courses — INFO 200, INFO 202, INFO 204 —iSchool requires that students earn a “B” in the course. If a student does not earn a B they will need to retake the course. A represents Exceptional work; a grade of "A" will be assigned for outstanding work only. It is the student’s responsibility to maintain a Grade Point Average (GPA) of 3.0.
Grading Rubric/Individual Assignment Evaluation Forms
Rubrics have been worked into the grade book in Canvas and I will provide evaluation forms to you when needed for specific assignments.
Timeframe for grading papers
Papers are graded within 10 to 12 days from the date turned in. I will always inform student(s) if grading will take longer than 12 days. Turning in assignments late is not allowed except in the case of true extenuating circumstances and with prior approval me. The instructor requires a note from the student’s doctor to verify sickness that prevents assignment deadlines from being met. Extenuating circumstances, like family emergencies, are discussed with me. I determine whether a time extension is granted for the assignment. Students should contact instructor as early as possible with potential problems or issues.
WEEKLY OUTLINES - MODULES
I will provide instruction and details on every week in the semester. Those Weekly Outlines appear under Modules on the Canvas course website that opens January 28, 2016. These outlines will include the information in the chart below but will also include additional details about discussion threads, lectures to listen to, readings, Collaborate session information, Assignment due date reminders and anything else of importance to that week.
DETAILED ASSIGNMENT DESCRIPTIONS
I may post additional details for each assignment along with any resources that will aid you in successfully completing the assignment including examples on January 28, 2016 when the Canvas course website opens.
Discussion Threads
Due to the large enrollment in the class most discussion threads will have two sections. I will put students into one group or the other and students must remain in the group for the semester only posting to that thread.
There will be 5 threads worth 15 points
See dates and topics of the discussion threads in the schedule below.
Related competencies: I, M
Related Course Learning Objectives: 1 , 3 , 4 , 5
WEEK 1 - Discussion #1 (January 28 to January 31st)
Introductions
Introduce yourself to the class. This is your opportunity to tell us a few things about you. One of the things I’d like to know if where each of you is in the iSchool program and what are you doing in your professional life right now. Feel free to tell us other things about you but only if you are comfortable doing so - post pictures (we love to see and hear about dogs, cats, children, hobbies and why you are in the program). Also include where do you live?
1 point/1 post
Post/Deadlines: 1 post by 5 p.m. PST, Sunday, January 31st
WEEK 4 - Discussion #2 (February 15th to February 21st)
Child Development
Thread will focus on insights and observations on the readings about children’s development (brain, emotional and physical). (4 points/4 posts)
Post/Deadlines: You must post two substantial posts and two responses to others. One substantial post on Tuesday, February 16th at 11:59 p.m. pacific, one substantial post on Thursday, February 18th at 11:59 p.m. pacific and two responses to classmates by Sunday, February 21sth at 5 p.m. Pacific.
WEEK 7 - Discussion #3 (March 7th to March 13th)
Evaluation of Children’s Library Websites
You should have reviewed all of the links that instructor provided (as well as reached beyond the resources given to ones you found on your own). This thread is focused on looking at children’s library web pages and critically evaluating them as to how easy it is to find services and programming that the library is offering for children/parents. What were some of the best and worst websites that you found? Include links in posts if possible. Be specific and include explanations supporting opinions. (4 points/4 posts)
Post/Deadlines: You must post two substantial posts and two responses to others. One substantial post on Tuesday, March 8th by 11:59 p.m. Pacific, one substantial post on Thursday, March 10th by 11:59 p.m. Pacific and two responses to classmates by Sunday, March 13th at 5 p.m. Pacific.
WEEK 11 - Discussion #4 (April 4th to April 10th)
Management
We’ve read a lot about management in children’s programming and services and whether you are coming from the manager of the children’s department or someone who is in charge of managing programs you need to think about management on several levels. Please describe your overall feelings on the readings; what skills and abilities do you think creative and effective managers have (be specific). Also discuss what obstacles/challenges face those charged with management in today’s libraries and non-libraries - be specific and include your insights into solutions to obstacles/challenges. (4 points/4 posts)
Post/Deadlines: You must post two substantial posts and two responses to others. One substantial post on Tuesday, April 5th by 11:59 p.m. Pacific, one substantial post on Thursday, April 7th by 11:59 p.m. Pacific and two responses to classmates by Sunday, April 10th at 5 p.m. Pacific.
WEEK 16 - Discussion #5 (May 9th to May 15th)
Reflection
Write about what you’ve learned in the class this semester – what insights you’ve gained, opinion’s that were changed or were confirmed, etc.
Posts/Deadlines: one substantial post by Tuesday, May 10th 11:59 p.m. pacific, one post to a classmate by Sunday, May 15 by 5:00 p.m. pacific. (2 points/2 posts)
Competencies: D, M/Objectives: 1, 2, 6
DETAILED ASSIGNMENT DESCRIPTIONS
GROUP PRESENTATIONS
ASYNCHRONOUS COLLABORATE SESSIONS
8 points for presentation
2 points for evaluations
The instructor selects topics for the presentations that are related to important issues in children's programming and services.
Students will be sign up for a group using a Google Doc. Spaces in each group are limited so sign up early/ first-come/first-served basis.
Groups will work together and record a Collaborate ( asynchronous ) session
Sign Up on Google Docs for Groups by February 3rd (Week 2)
GOOGLE DOC LINK: http://tinyurl.com/zx8dwx
- Names of Group(s)Liaison by Monday, February 8th (Week 3)
- Presentation Outlines Due by Wednesday, March 23 (Week 9)
- URL’s Due to Instructor by Thursday, March 24 (Week 9)
- Evaluations Due to Student/Instructor by Saturday, March 26 (Week 9)
The instructor will assign each student groups to evaluate.
There may be more details and assignment requirements on the Canvas site in January.
Competencies: D, I/Objectives: 1, 5, 6
CHILDREN’S AREA DESIGN
15 points
Due Wednesday, March 13th (Week 12) by 11:59 p.m. Pacific
Instructor will divide students into groups for this assignment. Please read the description of the assignment below carefully.
Each group will do the following:
1) Research and design a children’s area. Each group will provide a drawing showing what you’d include in a children’s area of a library. One drawing per group is turned in. No hand drawings are allowed.
2) As each group does their research they will be filling in a Google Doc. Link: http://tinyurl.com/j99g7zn
Groups will put ALL items in the design onto the spreadsheet. This means all furniture, story time fixtures, listening stations, puppet theatres, shelving, etc. Each member of the group must contribute items they found to this document. Without knowing what you will select I cannot give you an exact number of items to include but the list should include all of the features you have indicated on your design. Each member must submit a minimum of 8 items. All the information is listed on the spreadsheet that you will have to post.
You need to make a legend that connects everything you place on the drawing to the list of items you placed on the spreadsheet.
DO NOT INCLUDE COSTS FOR BUILDING OR FT STAFF as these are not part of the children’s area design. Please refer to the examples of the designs submitted previously for inspiration. Visit as many children’s departments as you can and take notes. Meet and discuss with your group what you want to include and then research costs.
DO NOT DESIGN FOR TWEENS OR TEENS – ONLY CHILDREN.
Canvas will have more details, if needed, about assignment and requirements when the course site opens in August.
Competencies: D, M/Objectives: 1, 2, 6
STORY TIME PERFORMANCE
Individual Assignment 

15 points.
URL’s must be posted to the appropriate discussion thread by Wednesday, May 4th (Week 15) by no later than 11:59 p.m. Pacific.
Peer Evaluations
All students will watch all peers’ performances. Instructor will provide students with 5 classmate’s names to evaluate. The evaluation is part of the assignment and if not completed students will receive a point loss on the overall assignment. One copy of the evaluation is due to student performer and one copy to the instructor Friday, May 6th by 11:59 p.m. Pacific.
Evaluations are worth 5 points.
Format
Record performance and upload to YouTube. It is also perfectly acceptable to use Collaborate to create your performance.
Assignment Intent
This assignment allows you to get a taste for performing a short story time. Some of you may already be doing story times in your current job and there are those of you who will never have done one. This assignment is challenging but fun and allows you to be creative and at the same time develop necessary skills that carry into your professional and in personal lives.
The assignment is to research/design/record a story time snippet that the class and instructor will watch and evaluate. The snippet is to be between 10 and 15 minutes long. You are not required to perform an entire story time because they can last anywhere from 30 to 40 minutes. This performance will be just a glimpse of what can be done during a story time. 


Details
Students must include two of the categories indicated below in the performance.
- Baby Lapsit
- Toddler
- All Ages (Families with kids usually 0-8 years in age) 
 

Suggest using the template under Modules to help flush out the plan of what you will do during your performance. The template is located under “Detailed Assignment Descriptions – Story Time Performances - Resources for Story Time Assignments”.
Students must provide an introduction to their performances as a part of the video or as text in the discussion thread where URL’s are posted. (Required). You must include what the audience will see you perform (song, followed by book X, then finger play, then another song for example – you would be way more specific but still brief) and what is the audience (see three categories above) you are performing for?
You may perform for no audience or find a daycare, school or public library that may allow you to videotape yourself in front of a live audience. Performing for friends and their children is allowed. Live audiences are much better but they are not mandatory.
More details and assignment requirements may be provided on the Canvas site in January.
Competencies: D, M /Objectives: 1, 2, 3
Story Time Programming Plan
Individual Assignment
10 points
Due Wednesday, May 4th (Week 15)
FORMAT: Blog or Paper
This assignment allows you to understand what story time planning involves and allows your creative side to come into play.
Students must include story time plans for one baby lapsit, two toddler story times, and one family. For this assignment concentrate on children ages 0 to 5.
Create your own template or use the template provided by the instructor for the actual Story Hour plan (total of 4 to be included in your plan). You must complete each area indicated on the template for each of the story times.
Students will research the necessary elements of each type of Story Hour and will review all course materials posted on the CANVAS site.
In addition to the four story time plans you designed you MUST include the following sections in your paper or blog:
- Introduction
- Short paragraph or two describing the demographics for the library community as far as families and ethnicity (imaginary or from real place)
- Schedule for Story Hours including time frame for each program – think marketing blurb about Story Hours that you have seen for your web site discussion thread assignment.
- Include a narrative on how the various activities enhance developmental activities for the age group Conclusion – this should be a descriptive section that ties your whole program together and shows a narration that bring synthesis for the process start to finish.
- Reference Page
- Create an appendix for examples of any handouts (sample of a coloring page or other activity) that would be included in the Story Hour (see CANVAS Course Site under Content – Resources for Story Hour Assignment for examples). You may include one example say a coloring page you are planning to hand out in your appendix and then include additional links to other handouts.
More details and assignment requirements may be provided on the Canvas site in January.
Competencies: D, M/Objectives: 1, 2, 3
12- Month Programming Plan
Small Group Assignment - Pairs (2 students)
15 points
FORMAT: Blog
Evaluations
The evaluations will be worth 5 points. Each student will be assigned 3 other plans to evaluate. The instructor will indicate to each student what groups they will evaluate.
Groups
Instructor will pair students for this assignment or students may request a partner they may already know and whom they would like to work with for the assignment.
Assignment Details
Develop a 12-month programming plan for a children’s area (department), including activities for all ages, and early literacy training/programming for parents. Look at this assignment through the lens of the person who designs and implements (manages) the program.
The plan goes way beyond story times (although you will include story times as part of the yearly programming - complete plans are not necessary to include just details about the overall story time program, including ages and times) This plan includes, but is not limited to, summer reading, unique programming opportunities like Chinese New Year celebration, etc.). For example I did a yearly petting zoo, had the Raptor Foundation bring raptors to the library for a program and invited all of the local elementary schools to participate. Include information on how the various activities enhance developmental activities at various ages for children.
Make plan as realistic and detailed as possible even though this may be an imaginary children’s department. Include best guesses for costs of what an activity or professional program might cost. I strongly suggest spending time consulting with an actual public or school librarian to get ideas and make plans as realistic as possible.
You will need to develop a budget for your programming plan. This does not include building costs or PT/FT staffing costs. The budget should only include costs for personnel that are outside of the regular library budget. You must include a volunteer plan for your programs and indicate if regular staff will be involved (but no cost would be indicated due to staff being part of the library salaries/or hourly employees).
More details and assignment requirements may be provided on the Canvas site in January.
Competencies: A, M/Objectives: 2, 3, 6
Paper Composition/Blog Banner and General formatting instructions:
Prepare all assignments in MS Word 2003/Word 2007, either single or double-spaced. Blogs do not have this requirement.
May not exceed the number of pages specified by the instructor. For a blog think about how many words you'd include in that number of pages and then include a similar amount in your blog.
Must have a title page (or blog homepage/banner) with the following information: Title of assignment, Class number and title, Name of Student, Name of Instructor, University and Date of Assignment.
Papers must be doubled spaced – this does not apply to the Blog formatted assignments.
Reference page must be included and meet APA guidelines. References should be included in blog form as well.
Citations within the paper/blog itself must be done according to APA guidelines
Page numbers and the name of the assignment must appear on all pages except the title page. Does not apply to blogs.
All papers and blogs are to be written in formal style unless otherwise noted on the assignment description.
If you submit work with words, images, or ideas that are not their original ideas, words, or images, you must cite the sources of those words, images, or ideas. It is important for students in library science courses to develop a respect for the work of others and to be responsible users of the work of others. Although the work of students does have some fair-use protection, you are never safe in using words, images, or ideas of others in a course in which we share our work with one another. Not only will you need to remember this when you are posting to the discussion forums, you must also practice responsible use of resources in your projects that you will be sharing with your colleagues.
Course Workload Expectations
Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.
Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.
Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group;contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.
Course Prerequisites
INFO 200.
Course Learning Outcomes
Upon successful completion of the course, students will be able to:
- Describe the current reading, viewing, and listening habits of children, and use this knowledge in program planning.
- Apply information on children's developmental and psychological needs and tasks to plan age-appropriate programming and services.
- Demonstrate storytelling, reading aloud, finger plays, songs, and rhymes; explain why these activities are developmentally appropriate for the preschool child and how they fit into library services for this age group.
- Design and run a summer reading program or game; explain the importance of encouraging parents to read aloud to their children to prepare them for learning to read, and the importance of maintaining reading skills of school-age children by encouraging them to read over the summer.
- Demonstrate familiarity with a wide variety of computer software for use in children's library programming.
- Design a children's area based on the developmental, recreational, and informational needs of this age group, and create and implement an annual programming and display plan.
Core Competencies (Program Learning Outcomes)
INFO 260A supports the following core competencies:
- D Apply the fundamental principles of planning, management, marketing, and advocacy.
- I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
- M Demonstrate oral and written communication skills necessary for professional work including collaboration and presentations.
- N Evaluate programs and services using measurable criteria.
Textbooks
Required Textbooks:
- Fasick, A.M., & Holt, L.E. (2013). Managing children's services in libraries (4th ed.). Libraries Unlimited. Available through Amazon: 1610691008
- Peck, P. (2014). Crash course in children's services (2nd ed.). Libraries Unlimited. Available through Amazon: 1610697812
Recommended Textbooks:
- Fasick, A.M. (2011). From boardbook to Facebook: Children's services in an interactive age . Libraries Unlimited. Available through Amazon: 1598844687
Grading Scale
The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:
| 97 to 100 | A |
| 94 to 96 | A minus |
| 91 to 93 | B plus |
| 88 to 90 | B |
| 85 to 87 | B minus |
| 82 to 84 | C plus |
| 79 to 81 | C |
| 76 to 78 | C minus |
| 73 to 75 | D plus |
| 70 to 72 | D |
| 67 to 69 | D minus |
| Below 67 | F |
In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:
- C represents Adequate work; a grade of "C" counts for credit for the course;
- B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
For core courses in the MLIS program (not MARA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class the following semester. If -on the second attempt- you do not pass the class with a grade of B or better (not B- but B) you will be disqualified. - A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.
Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA).
University Policies
General Expectations, Rights and Responsibilities of the Student
As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog at http://info.sjsu.edu/web-dbgen/catalog/departments/LIS.html. In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes.
Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.
Consent for Recording of Class and Public Sharing of Instructor Material
University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:
- "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
- It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
- In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
- "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."
Academic integrity
Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at http://www.sjsu.edu/senate/docs/F15-7.pdf requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sjsu.edu/studentconduct/.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.
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