1. OpInform
2018
Services & Support for a Successful Transition to College

2. What is a Disability?
A physical or mental impairment which substantially limits one or more major life activity
Includes people who have a record of such an impairment, even if they do not currently have a disability
Includes people who do not have a disability, but are regarded as having a disability
Reference:
Americans with Disabilities Act of 1990;  ADAAA as amended (2008)
Section 504 of Rehabilitation Act of 1973

3. What Kinds of Support are Available?
Academic/Student Support
Personal Support
Disability Services

4. Academic/Student Support

5. Academic/Tutoring Services
On-Campus tutoring provided for many of the most popular courses
Open to all students, regardless of aptitude or program
STAR-NY

6. Living-Learning Communities
Residential programs for students who share a common focus
Variety of different experiences including:
First-year experiences
Sustainable living
Science & Engineering
Social Justice
Leadership
Global Studies

7. Opportunity Programs Educational Opportunity Program (EOP)
Provides access, academic support, and modest financial support
Specialized support services
Students must qualify:
Academically (determined by campus)
Financially (determined by State)
Non-EOP Programs
Similar to EOP but without the financial qualifications
Will vary from campus to campus
EOP:
The State University of New York's Educational Opportunity Program provides access, academic support and financial assitance to students who show promise for succeeding in college but who may not have otherwise been offered admission
EOP is designed for students who need special academic assistance as well as financial assitance.
Educational Opportunity Program students may receive support services, such as academic, career, and personal counseling; tutoring and supplemental instruction. As part of a student's overall financial aid package, the Educational Opportunity Program provides financial assistance for non-tuition related expenses (e.g. books, supplies, etc.).
Non-EOP Programs:
These programs often provide the identical services to EOP, but are for students who may not meet the financial qualifications for EOP.
These programs will vary from campus to campus. Two examples would be the Access to College Excellence (ACE) program at SUNY Oneonta or the MERITS program at SNUY Cobleskill.

8. Personal Support

9. Mental Health & Wellness
60 of the 64 SUNY campuses have an on-site Counseling and Wellness Office that has specialized training in:
Mental health promotion, intervention & response
Substance abuse prevention & response
Violence & sexual assault prevention

10. Campus Safety New York State University Police (NYSUP)
Available on all 4-year campuses
Functions as a full service police department
Community Colleges provide highly-trained Campus Safety Officers
ID Access to Buildings
Blue Light Phones
Available in strategic locations on campuses
NY-Alert
Emergency alerts via text/ /phone or fax
Warnings, protective actions, post-incident info

11. Disability Services

12. Fast Fact: College Students with Disabilities
11% of students self-identify as a student with a disability in higher education

13. College Readiness Critical skills Self advocacy and wellness
Time management
Study skills
Daily living
Geographic orientation for accessible routes to, and within, campus buildings
Digital literacy

14. Advocacy: High School vs. College
The school district is responsible for identifying a student’s disability.
Student must self-identify with the appropriate campus disability/accessibility office.
The school district develops Individualized Education Plans (IEPs) to define educational services.
Student must identify their needs and request services.
The school district provides free evaluations.
The student needs to obtain evaluations at his or her own expense.
Student is supported by parents and teachers.
Student is responsible for seeking assistance from the Disability Services Office, which exists to ensure equal access to students with disabilities.

16. The Role of Disability Service Offices
Advocate for equal access - for both individual students and the institution as a whole
Assist faculty members with understanding and implementing academic adjustments and auxiliary aids and services
Oversee all accommodations for students identifying with their office as having a documented or undocumented disability

17. What is an Accommodation?
Assigned by the appropriate office for a student with a disability in order to mitigate the impact of the student’s disability on their involvement in an activity (classroom, residence hall, etc.).
Assigned for the purpose of assuring that the student is not subject to discrimination on the basis of disability.
Reasonable accommodations do not and should not fundamentally alter the nature of the program, course, service, activity, and/or practice/policy.  

18. Types of Accommodations
Academic adjustments and auxiliary aids and services:
Modified exam administration
Note-taking assistance
Accessible formats of printed or web-based materials
Interpreting, CART, captioning
Modification to policies, such as attendance
Course substitutions

19. Types of Accommodations
Non-Academic Accommodations:
Housing accommodations
Animals on campus
Dietary access and accommodations

20. What We Ask of You Assess your own beliefs and attitudes to disability
Familiarize yourself about different disabilities
Use affirmative and appropriate language
Prepare students for self-advocacy
Know and be able to articulate the differences between high school and college for students with disabilities
Encourage students to seek accommodations in college
Understand the role of assistive technology for individuals with disabilities

21. Advice for Students: Getting Started with Campus Disability Services
Research Disability Services Office at prospective schools.
Once committed, students should research process and plan to make an early request for accommodations.
Have copies of the most recent psychological evaluation or other medical documentation that states the impairment and how it affects the student in living and learning environments.
Review what accommodations have been used in the past and effectiveness.
Follow the process identified by the Disability Office regarding how to initiate a request for specific accommodations.

22. Sources and Forms of Documentation
Primary Documentation: Student’s Self-report. Previous educational experiences, history of use of accommodations, and what has been effective/ineffective in providing access.
Secondary Documentation: Observation and Interaction.
Tertiary Documentation: Information from External or Third Parties. Educational records, including Individualized Education Plans (IEPs) and psychological evaluations; Medical records and reports from health care providers
Reference: Association on Higher Education and Disability

23. Documentation Process
Documentation must establish disability and indicate how disability may impact a student.
Individual review
Commonsense standard
Non-burdensome process
Current and relevant information
Reference: Association on Higher Education and Disability

24. Applying to College: Considerations for Students with Disabilities
Application
Course substitutions/waivers
Placement testing
Campus visits
Documentation
Technology availability
Transition programs
Specialized programs
Counseling, academic coaching, etc.
Transfer

26. Additional Resources
Association on Higher Education and Disability:
Institute for Innovative Transition:
Think College: thinkcollege.net
Transition Source: transitionsource.org
National Center for College Students with Disabilities (NCCSD):
Disability Rights, Education, Activism and Mentoring (DREAM):

27. Open Discussion Some suggestions to get you going.
How do you identify and help students you suspect will need support in college?
How do you communicate the necessity of self-advocacy for students transitioning to college?