Questions:

Admission to the University

How do I qualify for admission to the University?

Do I disclose that I have a disability on the admissions application?

If I disclose on the application, what happens then?

Do I send disability documentation with my application?

Is there any special consideration given to my application if I disclose that I have a disability?

Summer Planning Conference
Do I tell my Orientation Assistant that I have a disability?

Can I meet with the Disability Resource Center staff during Summer Planning Conference?

Can my parents meet for me while I am busy doing Summer Planning conference?

Do my parents attend my meeting with the Disability Resource Center?

Registration with Disability Resource Center Questions
What types of disabilities or conditions are eligible for services through the Disability Resource Center?

How can I get registered with Disability Resource Center (DRC)?

Why would a student with a Disability WANT to register with the Disability Resource Center for services?

Why would a student with a Disability NOT WANT to register with the Disability Resource Center for services?

Documentation Questions by Disability
What constitutes documentation?

Medical Disabilities - -
Psychiatric - -
Physical - -

Learning Disability and/or Attention Deficit Disorder specific
What type of documentation do I have to have?

Why do I have to have updated documentation?

Why is documentation so important?

Why is my IEP (Individual Educational Plan) or 504 Plan not sufficient documentation?

I have a 504 Plan and I was declassified, can I receive services?

Who does the testing for my documentation?

How do you know students really have a Learning Disability or Attention Deficit Disorder?

Am I allowed to see my documentation?

Confidentiality Questions
Are my dealings with DRC confidential?

What is FERPA?

If I register with DRC is that part of my permanent record?

Does the Disability Resource Center send out a list of students who registered with the office to all of their professors?

Accommodation/Services Questions

Academic Accommodation
Who determines what “reasonable accommodations” I will get? Will I automatically receive all the same services I received in high school?

Because of my disability I need Testing Accommodations for exams given in classes. How does that work?

I had a foreign language exemption in High School. Will I have to take a foreign language at the University at Albany?

Can American Sign Language fulfill the language requirement?

My disability is in mathematics. Do I have to meet the math requirement?

Do students with Learning Disabilities and/or ADHD or other Disabilities take the same classes as other students?

Services
What exactly are the services that I can receive?

I am Blind or in a Wheelchair, how do I get around campus?

What Services are available for students with Learning Disabilities and/or Attention Deficit Disorder? Psychiatric Disabilities? Sensory Impairments?

Parking/Transportation
My disability causes me to need handicapped parking, how do I arrange for that?

I am a freshman and I am banned from having a car on campus, what can I do?

Academic Advisement/Registration for courses
Should I let me advisor know that I have a disability?

General Enrollment information

How many students with disabilities are admitted to the University?

How is being a disabled student different in college than it was in high school?

How many students with disabilities are currently enrolled at The University at Albany?

Residential Accommodations

Can I get my own room in the residence hall because of my disability?

What if I want a roommate?

Financial Questions

Can I get a note taker for my classes? How is this paid for?

Does the DRC program pay for tutors? Personal care attendants? Does the university help locate personal care attendants?

Is there any special financial assistance for students with disabilities?

Faculty Notification

Will faculty find out I have a disability if I don’t tell them that?

How are the professors notified so that they know that a particular student has a disability and needs appropriate academic accommodations?

Late diagnosis of Disability
Can a student get to college before a Psychiatric, Learning Disability or Attention Deficit Disorder or other disability is diagnosed? Can students have more than one disability?

What kinds of behaviors might indicate the existence of a Learning Disability?

Disability Law
How do the different laws compare (ADA, 504 and IDEA)?

Frequently Asked Questions by Faculty
What is a learning disability?

What is an attention deficit hyperactivity disorder?

What should I do if I suspect a student has one of these disorders?

What are "reasonable" accommodations? How much is enough?

Do I have to provide the student with the disability with the accommodations as specified on the accommodation letter?

What should I do if I cannot provide an accommodation even if I think it is appropriate?

How can I get students to request accommodations before their grades are in jeopardy?

Why can’t I get more information about a student’s learning needs?

What are the limits of confidentiality?

How should I request a note-taker for a student so that confidentiality is maintained?

What types of technology are available to faculty and to students with disabilities?

Answers:

Admission to the University

How do I qualify for admission to the University?
To qualify for admission to the University you must meet the admission requirements. Here the University web site link to admission requirements: http://www.albany.edu/undergraduate_bulletin/admissions.html

Do I disclose that I have a disability on the admissions application?
That is a Yes/No question. Disclosing your disability might explain discrepancies in your academic record. Disclosing may lead to a closer look at your application if you do not clearly qualify for direct admission or you are not clearly in the “not qualified for direct admission to the University” category.

If I disclose on the application, what happens then?
A “YES” on the application question as to whether you have a physical or learning disability may generate a letter to you stating that you can supply documentation of your disability to the Disability Resource Center. That documentation will be reviewed by the DRC. Admissions will then schedule a time to go over the application and the documentation for evidence supporting admission, if needed.

Do I send disability documentation with my application?
Do not send documentation of your disability with your admission packet. Your documentation then becomes part of your admission material. If you are accepted, you would then have to have another copy of your documentation sent to the Disability Resource Center when you self identify and register for services.

Is there any special consideration given to my application if I disclose that I have a disability?
That depends. There may be evidence in your documentation that supports that the standardized testing is not a true reflection of your ability. You may fall in to a category of “special talented students”. Disclosing or not disclosing you disability, you still must be qualified academically to attend the University.

Summer Planning Conference

Do I tell my Orientation Assistant that I have a disability?
That is up to you. If you need any special consideration during Orientation, telling your Orientation Assistant can be a way of making sure you have equal access to orientation. If you do not need any special consideration, you may have no need to self disclose to the Orientation Assistant.

If you are wanting to schedule a meeting with the Disability Resource Center during Summer Planning Conference, your Orientation Assistant can help you in finding the office, as well as indicate a good time during the conference schedule where you will not miss an important activity.

Can I meet with the Disability Resource Center staff during Summer Planning Conference?
Yes. IN fact we encourage you to meet with us during the summer so that everything is in place before classes start. You will have one less thing to remember to do once you move on to campus.

You can meet during the conference, before check in ( we arrive to work at 8 AM daily during the summer) or before you go home ( we are here until 4 PM daily during the summer)

Can my parents meet for me while I am busy doing Summer Planning conference?
NO. You are in college now and YOU are responsible for meeting with us, registering for services and discussing your disability and what you feel may be reasonable academic accommodations.

However your parents may schedule an appointment to meet with professional staff of the Disability Resource Center to discuss questions or concerns that they may wish to explore - - but they cannot register you for services.

Do my parents attend my meeting with the Disability Resource Center?
That is totally under your control. If you would like your parents in the room with you while you discuss your disability and reasonable academic accommodations, then you can allow them to be there. If you want to meet on your own, we have a nice waiting area for your parents to sit, or they can get a cup of coffee or visit the bookstore, which are both near our office in the Campus Center.

Registration with Disability Resource Center Questions

What types of disabilities or conditions are eligible for services through the Disability Resource Center?

Any recognized disability or condition that causes a substantial limitation in a major life activity is eligible for services from the Disability Resource Center. These disabilities can range from physical, mobility, vision, hearing, psychiatric, learning, attention deficit disorder, drug recovery to give a few categories in which we can offer assistance

How can I get registered with Disability Resource Center (DRC)?

To get registered with Disability Resource Center just call (518) 442-5490 for an appointment and come meet with one of the staff. To facilitate the process it would be helpful if you bring along the documentation of your disability. Most academic accommodations begin once you have completed the registration process - -and current documentation is necessary to complete registration.

Why would a student with a Disability WANT to register with the Disability Resource Center for services?
By registering and having documentation on file, a student can take advantage of services and academic accommodations, as soon as s/he needs them. Everything is in place, and there is no delay in the provision of service. If a student waits until s/he encounter difficulties, then a delay in receiving services can occur, as current documentation needs to be on file before services are provided.

Why would a student with a Disability NOT WANT to register with the Disability Resource Center for services?
Some students may have developed sufficient coping strategies that their disability is no longer impacting their ability to learn or have access to the University. They may have chosen a major that directly addresses their strengths, and has minimal impact on the areas of their weakness. They may find that using all the help resource available at the University, such as the Writing Center, professor’s office hours and the Tutoring office, provides all the assistance that they need.
Other students may not register because they no longer want to be “labeled or considered different”. Those students decide to try the University experience without any accommodations. Some student do just fine, others come in at a later date and begin the process of supplying documentation to receive services. UNLIKE high school, no disclosure about your disability can be made with our your specific permission and approval.

Documentation Questions by Disability

What constitutes documentation?

Documentation consists of a report created by a specialist/professional in the field that can describe the disabling condition and how the disability impacts one or more major life activities. Many students with disabilities have developed coping strategies such that the condition is no longer considered a “disability”. At the University, the disability may impact the access to learning, or to the ability express material learned, or the ability to live in a particular type of housing or the ability to eat the standard diet or other areas. This is not an exhaustive list, but examples - - as we look at the University environment, both physical as well as intellectual.

Medical Disabilities - - Medical disabilities need written documentation from a treating physician, stating a specific diagnosis and documenting the medical condition as well as how that medical condition impacts a major life activity.

Psychiatric - - Psychiatric Disabilities need a written report that gives a specific diagnosis, a thorough description of the presenting problem and how it impacts the student academically. The report may include recommendations of specific accommodations. It is helpful if a list of medications is included along with the possible side effects of the medications, especially if the side effect will impact the student’s ability to function academically.

Physical - - Physical disabilities will need documentation of the duration and extent of the disability. Even though many physical disabilities are visible, documentation as to the severity of the disability is valuable. For example, some legally blind students can function well with screen readers or Zoom text, while others have no residual vision and must have brailed text or readers. Knowing the degree of impairment, as well as the proper ways to accommodate the limitations imposed by the disability, increases our ability to put the proper supports in place.

Learning Disability and/or Attention Deficit Disorder specific
What type of documentation do I have to have?
Your documentation must be less then 3 years old and it must be complete. For documentation to be considered complete, it should contain a complete Psychological/Educational evaluation diagnosing a Learning Disability and/or Attention Deficit Disorder demonstrating that you have a limitation to learning caused by one of these two disabilities. Be sure your report has a diagnosis. Stating that you have "learning differences" or "learning difficulties" does not equal a "disability."
Because there are many components to a complete evaluation please click on the following link for the complete description of appropriate documentation.
Learning Disability web site guidelines ( ETS.org web site)

Attention Deficit and/or Hyperactivity Disorder Documentation Guidelines (ETS.org web site)
Why do I have to have updated documentation?
Current documentation gives a picture of how your learning disability or attention deficit disorder is currently affecting how you learn. Even though a disability does not disappear, over time, how you cope with your disability, and its impact on your ability to learn, does. If you have received services in elementary, middle and high school to help you compensate for your disability, those compensations may have become habit and what was disabling is now only a matter of extra effort or planning.
Documentation from elementary school might indicate that you did not benefit from phonics instruction, so reading was very difficult for you. However, after several years of the type of instruction that works for your particular area of strength, you may be reading on grade level, but it still takes you longer to decode and understand what you are reading. The second bit of information is helpful for the University, and that can only be determined with current documentation.

Why is documentation so important?
Documentation is important at any point in the student's University career when a change from the accepted procedures or degree requirements may be sought.
For example, an accepted procedure is for all the students in a particular class to report to the same location at the same time to take an exam within the same time period. If a student, with a disability, seeks appropriate academic accommodations that cause the testing experience to be different from the accepted procedure, (such as: additional time for the exam or a separate less distracting location or a reader of the exam, or the use of a word processor to record answers), then documentation must be on file supporting the modifications requested. This is to ensure that the student is not being given an unfair advantage but that the effect of the disability is being negated.
Without documentation, the student is not guaranteed any academic accommodations, nor can the student seek any changes to the graduation requirements. The general education requirements, including math and foreign language, are required for graduation. Any change in these requirements has to be supported by documentation. Your documentation is your proof of history of a Learning Disability or Attention Deficit Disorder and gives evidence to support any petitions for change that you may wish to make.

Why is my IEP (Individual Educational Plan) or 504 Plan not sufficient documentation?
The definition of IEP is Individualized Educational Plan. This plan maybe rewritten on a yearly basis from Kindergarten through grade 12, and reviewed annually to determine the best course of education for you for the following high school year. The plan in general includes specific educational goals and objectives for you to meet. The IEP lists the amount of special education support you will need in order to be successful, and how much of the time you will be in the regular education program. An IEP is never initiated without an initial Psychological Educational evaluation. An IEP can be updated on a yearly basis without the full formal evaluation being repeated on a yearly basis. The IEP ENDS the day you graduate from High School.
The 504 Plan is generally written for students that no longer need as much support from the special education department or resource room, but still need some types of modification of the academic program to be successful. A 504 plan should never be written for any student that has not been formally evaluated and diagnosed with a disability. Your 504 Plan ENDS the day you graduate from High school.
Both the IEP and the 504 Plan are to based on a formal evaluation which is generally called the Psychological Educational assessment, which is a battery of standardized individual exams given to fully diagnose a learning disability. In both cases, it is this assessment battery that provides the diagnosis of the disability and the recommendation for remediation or accommodating the disability
The current formal testing documentation gives a statement of diagnosis and evidence that the disability is still impacting the student's ability to learn. The information contained in the formal evaluation can be used to discuss academic accommodations that are appropriate on the college level. Having current documentation that addresses issues such as ability to take exams, learn various required college level courses, etc. can allow discussion of possible modifications of the plan of study. This diagnostic information is not contained in the IEP or 504 plan as neither of these plans are written for a college student but are written for the high school educational experience.

I have a 504 Plan and I was declassified, can I receive services?
To receive services you must have a recognized disability that limits a major life activity. Declassified means "no longer classified." If you are no longer classified as having a disability, your district is saying you no longer have a limitation to a major life activity, such as learning.
The 504 plan is described, by law, as being based on existing, current testing documentation (Psycho-Educational Evaluation) and is used for students that have learned to compensate for their disability and no longer need regular support services, but may still need such academic accommodations as extended time on exams or a reader or use of a word processor for written work, for example. The school district should use the same testing and evaluation procedure for a 504 plan as for a student with an IEP. Since the 504 Plan is suppose to be based on current formal documentation of a disability, this is the documentation that is needed for documenting your disability at the University.
If your school district is still providing you with extended time on exams and a separate location, using a 504 plan, then a current Psycho-Educational Evaluation to support those academic accommodations needs to be provided to the University. There needs to be a current reason for those accommodations, not just because it happened in the past.

Who does the testing for my documentation?
Under the IDEA (Individuals with Disabilities Education Act) and Section 504 (Section 504 of The Rehabilitation Act of 1973), the school district is responsible for providing the appropriate evaluation of the disability. Having your school district provide the most current evaluation possible before you graduate gives the most current information to your college. Your school district will have the services of an appropriately certified trained professional who is recognized a being qualified to evaluate you and provide a valid assessment of your disability.
Once you are out of school, you are responsible for finding a person to evaluate you, and you are responsible for any fees incurred in the process.
The following professionals would generally be considered qualified to evaluate specific learning disabilities provided that they have additional training and experience in evaluating adolescent and adult learning disabilities: clinical or educational psychologists; school psychologists; neuro-psychologists; learning disabilities specialists; medical doctors with training and experience in the assessment of learning problems in adolescents and adults.
For Attention Deficit/Hyperactivity Disorder the following professionals would generally be considered qualified to evaluate and diagnose ADHD provided they have comprehensive training in the differential diagnosis of ADHD and direct experience with an adolescent or adult ADHD population: psychologists, neuro-psychologists, psychiatrists, and other relevantly trained medical doctors. It may be appropriate to use a clinical team approach consisting of a variety of educational, medical, and counseling professionals with training in the evaluation of ADHD in adolescents and adults.

How do you know students really have a Learning Disability or Attention Deficit Disorder?
A student must provide documentation of a Learning Disability or ADHD. The documentation requirements that The University at Albany follows are standards that are widely accepted for documenting a Learning Disability or Attention Deficit Disorder. Please refer to the Documentation requirements listed on our web page
Learning Disability web site guidelines ( ETS.org web site )

Attention Deficit and/or Hyperactivity Disorder Documentation Guidelines ( ETS.org web site )
Documentation must be current (less then 3 years since the last evaluation) and directly address how the disability impacts the student’s ability to benefit from education or impairs the ability to learn.

Am I allowed to see my documentation?
Your documentation is yours. You should be very familiar with the contents of your documentation, your diagnosed disability, any indications of strengths and weaknesses discussed in your documentation. Your documentation should help you to understand yourself and your reaction to the educational environment. You are the one giving, to the Disability Resource Center, your documentation - - read it before you give it to us.

Confidentiality Questions

Are my dealings with DRC confidential?
All dealings with DRC are kept confidential under the Family Rights Education and Privacy Act (FERPA). Your encounters with DRC are not part of your permanent record.

What is FERPA?
FERPA is the Family Educational Rights and Privacy Act, some times referred to as the Buckley amendment. FERPA controls who has access to your academic records and who can discuss your academic career at the University. FERPA limits who has the right to “know” information about students. IF often comes as a shock to Parents that FERPA restricts the parents’ right to information about the students academic career, including grades and class performance, even contacts with the Disability Resource Center.

Here is the Government web site for additional information: http://www.ed.gov/policy/gen/guid/fpco/ferpa/students.html

If I register with DRC is that part of my permanent record?
Registering as a student with a disability is an internal matter. There is no place for disability status to be placed on your permanent record or transcript. Just as there is no place that says a student received a good grade because they used the Tutoring Center or the Writing Center, there is no place to note that a student received a better grade because the student used appropriate academic accommodations.

Does the Disability Resource Center send out a list of students who registered with the office to all of their professors?
No. The students' right to privacy is protected. A student may not need accommodations in a particular class and so will choose not to identify him or herself as having any type of disability. Students must identify themselves, however, if they desire accommodations.
To identify oneself, a student must request a letter stating the recommended appropriate academic accommodations from the Disability Resource Center, to give to his/her professors. Preferably, this letter is given to the professor during the professor’s office hours and the student and the professor have a conversation about the requested academic accommodations.

Academic Accommodation
Who determines what “reasonable accommodations” I will get? Will I automatically receive all the same services I received in high school?

The staff of Disability Resource Center determines what reasonable accommodations you will receive. Though your preferences will be taken into account they will not be automatically granted and the university reserves the right of final decision. You are not required to receive all of the same services you may have gotten in high school though that information will be taken into account when determining a service plan.

Because of my disability I need Testing Accommodations for exams given in classes. How does that work?

Testing accommodations are discussed and approved during the initial interview when you register with the office. At that time, procedures are discussed, such as timeliness of request for space, how you notify the professor, etc. We have a complete description of the testing program on our main web site.

I had a foreign language exemption in High School. Will I have to take a foreign language at the University at Albany?
The University at Albany undergraduate bulletin states that the basic proficiency in the understanding and use of an ancient or modern language other than English is required for graduation. This is demonstrated by
1) The satisfactory completion of foreign language study or its equivalent as stated in the current bulletin
2) Passing a Regents "Checkpoint B" Examination or a Regents-approved equivalent with a score of 85 or above
3) Demonstration of competency in a language other than English, including languages not currently offered for formal instruction at this university
4) Satisfactory completion of at least one college semester in a study abroad program in a country where English is not the primary language of instruction.
If you wish to attend the University at Albany, and would like to have a foreign language waiver/course substitution considered, you will need to have current documentation that supports that request. The fact that you have a foreign language exemption during high school is not sufficient documentation, as some schools routinely wave foreign language requirements for a student classified with a learning disability, regardless of the area of the disability. Any deviation from the University's required course of study needs to be backed with documentation that directly addresses that deviation. Your documentation will need to directly address language acquisition, auditory discrimination, auditory processing or other areas that deal with learning a foreign language. The documentation will need to directly address the test results and the impact the measured deficit that will have on your ability to meet a foreign language requirement.
Once appropriate documentation is on file, you, the student, are responsible for requesting a course substitution from the Vice Provost of Undergraduate Studies. The Disability Resource Center will supply you with a letter stating that you have documentation on file to support the substitution. Once you have the letter and the request on file with the Vice Provost of Undergraduate Studies. The Vice Provost then makes a formal request to the Registrar to allow the course substitution to fulfill the foreign language requirement..
There have been many students that had a foreign language exemption in High School, who chose to take a foreign language at the University and successfully completed the requirement.

Can American Sign Language fulfill the language requirement?
The University at Albany does not offer American Sign Language as an option to fulfill the foreign language requirement.
There may be circumstances under which you would be allowed to use/substitute American Sign Language to fulfill the foreign language requirement. A request for substituting American Sign language for the foreign language requirement would need to be filed with the Dean of Undergraduate Studies Office. Each case/request is evaluated on an individual basis, and if warranted and approved by the Dean of Undergraduate Studies and the Registrar, then American sign language may be substituted.

My disability is in mathematics. Do I have to meet the math requirement?
The math requirement is part of the general studies requirement for graduation. A student that has completed math through the equivalent of Math III and passed the Regents exam with a score of 85 is considered to have met this requirement. A student can also take an equivalent course at another college, community college or university and transfer in the course, provided they receive at least a "C" in the course and the course meets the University at Albany’s requirements and approval within the students course of study.
If student is requesting a waiver or course substitution for the math requirement, documentation directly addressing the ability/inability to learn math will need to be supplied. A course will be sought that meets the thought process of the math requirement for the program you have declared as your major, and if approved be used as a course substitution to meet the requirement. IF the department feels the math requirement for their program is an essential element of the program of study, a substitution will more than likely be refused. The student then must decide whether to change their major or discover a way to complete the math requirement.
Once documentation is on file, you, the student, are responsible for requesting a course substitution from the Dean of Undergraduate Studies. The Dean has to make a formal request to the Registrar to allow the course substitution to fulfill the mathematics requirement. The Disability Resource Center can supply you with a letter stating that you have documentation on file to support the substitution.

Do students with Learning Disabilities and/or ADHD or other Disabilities take the same classes as other students?
Yes. Students, with disabilities, must complete the same requirements as any other student at the University. Any exceptions to the core requirements, as required by the Board of Regents, are reviewed on an individual basis and must be supported with appropriate documentation. The decision to waive or substitute other courses for required courses is not made lightly and is not made by the Disability Resource Center. The Disability Resource Center can make a recommendation for a course substitution or waiver to the Dean of Undergraduate Studies.

Services
What exactly are the services that I can receive?
Services that you can receive range from individual appointments to areas of academic skills/assistance you may need, (such as time management, project planning, text book reading skills, test taking skills, listening skills, test analysis of course exams to determine the types of questions asked and the appropriate study strategies to prepare for the next exam, etc.) to the use of technology, such as the Kurzweil 3000 optical scanner and reader, to letters to your professors suggesting appropriate academic accommodations. The Office will also assist you in finding tutors or note-takers. Tutors and note-takers are paid for by you the student or you may receive funding from for those services from an agency such as VESID (Vocational and Educational Services for Individuals with Disabilities). Speak with your VESID counselor about this before you come to the University.

I am Blind or in a Wheelchair, how do I get around campus?
When you register for services, arrangements will be made to give you an orientation to campus.
For Wheel chair users, you will be given a tour of the electronic door openers, ramps, elevators, and alternate routes to use during inclement weather.
If you are Visually impaired or Blind, the Commission for the Blind and Visually Handicapped will be contacted to give you intensive orientation and mobility training for the campus. This should be arranged with your CBVH counselor prior to your arrival on campus.

What Services are available for students with Learning Disabilities and/or Attention Deficit Disorder? Psychiatric Disabilities? Sensory Impairments?
Services available, without an extra fee, include working with the professional staff of the Disability Resource Center in areas of self advocacy, time management, study skills and test taking skills.
Developing self advocacy skills can also be done by appointment. The DRC also provides the letter that students give to their professor when requesting accommodations for their disability.
A series of workshops addressing issues of procrastination, time management, study strategies and skill, test preparation and test taking skills, text book reading skills may also presented during the fall and spring semesters, if enough students registered with the DRC express interest.

Parking/Transportation
My disability causes me to need handicapped parking, how do I arrange for that?
Special permits for handicapped parking are handled through either the health Center or the Disability Resource Center. In either case you will need to supply documentation of the disability and medical need for a handicapped parking space.

I am a freshman and I am banned from having a car on campus, what can I do?
If you have a medically documented need for transportation, such as needing reliable transportation to and from a treatment facility, on a regular basis, for a medical or psychological condition, you will need to supply documentation of that need to either the Health Center or the Disability Resource Center. You will then need to fill out an appeal form with the parking office requesting and exemption from the “no car ban”.

Academic Advisement/Registration for courses
Should I let me advisor know that I have a disability?
Your academic advisor will not know you have a disability unless the disability is obvious or unless you tell him or her. There are advantages to letting your academic advisor know you have a disability, especially if the disability impacts a particular part of academic life. For example, you may need advice on how to balance your academic load so that you can spread out any intensive reading or writing courses you may have.

You may want your advisor to know you have a disability so that your advisor can work with you to pick the right classes that “fit” the way you learn. This can also help when you need to schedule an advisement appointment.

Your advisor will ask to if you have registered for services, if you disclose a disability. This is to ensure that you receive the services you need to get around any barriers your disability may cause

General Enrollment information

How many students with disabilities are admitted to the University?
There is not a set number of disabled students admitted to the University. All students who meet the admissions requirements of the University are considered for admission.

How is being a disabled student different in college than it was in high school?
The main difference between high school and college is the amount of advocacy and initiative you are expected to demonstrate in your own behalf. You are expected to be proactive about having your needs met and to speak for your self as opposed to having parents or teachers do it for you. You are expected to find out the rules, regulations and policies that govern your needs and to follow them. “Not knowing” how the testing service works, for instance, is not a good excuse for continually misusing the system. At the University you will be treated as an adult and our expectation is that you will act like one. If you are uncertain how things occur just ask and we will be happy to assist.

Top of the Page

How many students with disabilities are currently enrolled at The University at Albany?
The number of students who have identified themselves as having disability changes every semester and even during the semester. Some students graduate, either at the December or May graduation ceremonies; students transfer in from other colleges or universities between semesters; students decide to identify themselves and register with the office, after classes have started, and through out the semester; or students leave school for one reason or another. For example, Spring 2007, in January, there were 398 undergraduates and graduate students registered as having one or more disabilities. By April 9, 2007, the number had increased to 443. The change in numbers in the middle of the semester is due to students either discovering that they have a disability or knowing they need to register for services as the demands of their courses are causing their disability to impact their academic life.

Residential Accommodations

Can I get my own room in the residence hall because of my disability?
You can get a medical single in the Residence Halls if you use a wheelchair, a service or guide dog or need privacy due to certain medical or psychiatric conditions. If you are interested in this accommodation you should consult either the Director of the Disability Resource Center or the Director of the Health Services to determine your eligibility.
All other disabilities, including those with learning disabilities or ADD, can apply for singles or superior occupancy but will have to pay extra. These singles are subject to space availability.

What if I want a roommate?
You are allowed to have a roommate, just as any other student can have a roommate. You will be expected to use the same procedures of working with the Resident Assistant to resolve any issues that may arise. If these issues are not able to be resolved, you will have to wait until the same point in the semester, as any other student, to negotiate roommate changes.

Financial questions

Can I get a note taker for my classes? How is this paid for?
Students who are funded by VESID for note takers are able to hire note takers for minimum wage. All other students with disabilities who have been authorized to do so may bring a fellow classmate’s notes to DRC and use the copy machine free of charge on a regular basis.

Most students use classmates that volunteer to share notes, rather than paying a fellow student. There is no professional note taking service at the University, however professor’s note or outlines are becoming increasing available on the class web sites.

Does the DRC program pay for tutors? Personal care attendants? Does the university help locate personal care attendants?

TUTORS: Academic Support Services runs a tutor referral service for all students. The cost of the tutor is negotiated between the tutor and the tutee and is not paid for by the University unless financial need can be demonstrated. Occasionally students with Disabilities can apply to the DRC for a scholarship to assist with tutorial expenses.

PERSONAL CARE ATTENDENTS: The Disability Resource Center also collects applications for students who want to work as personal care attendants (PCA). The cost of the PCA is borne by VESID, Medicaid or the student’s own health insurance. It is NOT the responsibility of the University to pay for PCAs.

Is there any special financial assistance for students with disabilities?

The primary funding source for students with disabilities is their state rehabilitation agency. In NYS this is called VESID (Vocational, Educational Services for Individuals With Disabilities).

Here are web sites that may help with financial aide:
VESID’s web site: http://www.vesid.nysed.gov/
CBVH’s web site: http://www.ocfs.state.ny.us/main/cbvh/
DRC’s scholarship application: http://www.albany.edu/disability/DRC/services/scholarship.html
Goldie Brennar Swartz ’51 Scholarship: http://www.albany.edu/news/releases/2006/0606/swartz_scholarships.shtml?page=print

Faculty Notification

Will faculty find out I have a disability if I don’t tell them that?

In a word, NO. If you want the faculty to know about your disability you may pick up a letter from the Disability Resource Center (DRC) to use to tell the faculty member what reasonable accommodations you are recommended for and informing them of your connection to DRC. The letter DRC gives you lets the faculty know that you have registered with us and that we have documented your disability. The faculty are not required to know about your disability unless a real exception to class policy is requested. If you want them to have more specific information about your disability you will need to discuss that with them during their office hours.

How are the professors notified so that they know that a particular student has a disability and needs appropriate academic accommodations?
The student has to request a letter, to give to their professor, from the Disability Resource Center, stating that they have supplied documentation of their disability and are registered with this office. This letter confirms that the student has appropriate documentation on file that supports the academic accommodations requested.
It cannot not be stated enough that this notification is completely under the student’s control, as the office does not send letters, but provides the letter to the student to personally give to the professor.

Late diagnosis of Disability
Can a student get to college before a Psychiatric, Learning Disability or Attention Deficit Disorder or other disability is diagnosed? Can students have more than one disability?
YES. Each year, students who have never been diagnosed with any type of disability may develop a disability or discover that they have a disability that was previously undiagnosed. Students can develop a disability due to an illness, an accident or the onset of a psychiatric condition. Some students discover that the rigors of college remove the ability to cope with academics and learn that they have a learning disability. If a learning disability is diagnosed through a psychological-educational evaluation, then the student may elect to register with Disability Resource Center and receive academic accommodations and/or services.

What kinds of behaviors might indicate the existence of a Learning Disability?
• Students who work hard, participate in class, and have obviously done the homework, yet do poorly on tests. (poor study habits, lack of review, not attending class, etc. does not indicate a learning disability)
• Students who frequently misunderstand either oral or written directions.
• Students who have erratic and sometimes bizarre spelling in their work.
• Students who say they have a history of working hard in school yet still receive poor grades.

Disability Law
How do the different laws compare (ADA, 504 and IDEA)?
The following chart and information may help to see how the laws are similar and different. The chart was found on a web-site search using ERIC:

The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC)
The Council for Exceptional Children
1110 N. Glebe Rd.
Arlington, VA 22201-5704
Toll Free: 1.800.328.0272
E-mail: ericec@cec.sped.org
Internet: http://ericec.org

For further information regarding the American with Disabilities Act, please visit this web site http://www.ed.gov/about/offices/list/ocr/docs/hq9805.html

Frequently Asked Questions by Faculty
What is a learning disability?
The term learning disability refers to many different types of problems learning that result from difficulties with processing specific types of information. It is assumed that these disorders, which affect reading, math, writing, listening and speaking, are neurological in origin and not a result of culture, environment, poor instruction or general intellect. Problems with self-regulatory behaviors, social interactions and emotional state may occur along with learning disabilities but are not necessary part of them.
The field of learning disabilities is new, arising as a stable field of study in the 1960s and 1970s. The first legislation that resulted in the category of "learning disabled" was Public Law 94-142 in 1973. This law resulted in federal funding to local education agencies (LEAs) for services to students with handicaps. The legislation stipulated that identification of students with learning disabilities would be left up to the LEAs. Therefore, identification guidelines differ from state to state and region to region. There has been much discussion in the field about the use of a discrepancy between IQ and achievement as the defining criterion but this is the most common criterion for categorization.
Post-secondary institutions look for documentation that shows a history of learning disabilities, a cognitive profile that includes processing weaknesses (auditory memory, visual discrimination, slow processing speed, for example) and evidence of difficulties performing discrete academic tasks despite efforts to compensate.

What is an attention deficit hyperactivity disorder?
This disorder is characterized by difficulties sustaining attention on low preference activities, impulsivity and hyperactivity. ADHD is usually noticeable with the early developmental period. Symptoms may change throughout the life-span, but it is no longer assumed that this disorder is "outgrown" during adolescence. Adults with ADHD often have difficulty on activities that required sustained attention, such as reading and writing, paying attention in lectures, organizing time and possessions and controlling impulses. These symptoms result in ineffective and inefficient learning strategies, disrupted social relationships and violations of rules or social norms.

What should I do if I suspect a student has one of these disorders?
If, after careful observation, you believe that a student might have an undiagnosed disability, you should meet privately with that student to discuss your specific concerns. Ask the student if he/she is having any difficulties at present that he/she has noticed previously. Ask the student what he/she has done to overcome for these problems. Offer suggestions as to ways to work around the problems. Do not refer to your concerns as "suspicions of a disability." Schedule a follow up meeting to discuss the effectiveness of your suggestions. If problems continue, refer the student to the appropriate services, such as the Counseling Center or Disability Resource Center..

What are "reasonable" accommodations? How much is enough?
An accommodation is considered "reasonable" if it addresses issues related to accessibility of instruction for all and does not cause undue hardship to the institution. Undue hardship might be excessive financial burden or interference with the environment. It is important to keep in mind, once again, that an accommodation should not change the essential requirements of the course or activity. Therefore, it is important, as the professional who defines what is essential, that these goals and objectives are clear and available to all relevant parties, such as the students and the Disability Resource Center.

Do I have to provide the student with the disability with the accommodations as specified on the accommodation letter?
The answer to this is "yes" and "no." In 1977, the Department of Health, Education and Welfare (now Department of Education) established guidelines for implementation of Section 504 of the Rehabilitation Act. These guidelines stated that:
“Institutions of higher education must modify academic requirements that are discriminatory. Modification may include extending time for completing degree requirements, allowing course substitutions, and adapting the manner in which particular courses are conducted. Institutions are not required to compromise on requirements that are essential to the program or course of instruction, or that are directly related to licensing requirements” (Section 104.44(a)).
Court cases have upheld the right of institutions to establish their own standards and to maintain them. They have ruled, however, that practices should not discriminate against a student because of a disability. This includes preparing instruction that is accessible to all students and measuring performance through tests that reflect the student’s knowledge and mastery rather than his/her disability.
If you believe that the accommodation requested through the Disability Resource Center compromises the student’s ability to demonstrate mastery of the essential requirements of the course, you should contact the Director or Assistant Director of the Disability Resource Center and set up a meeting to express your concerns and reasons. Be prepared to suggest an alternate and more appropriate accommodation for this student.

What should I do if I cannot provide an accommodation even if I think it is appropriate?
Contact the Disability Resource Center. A discussion about the academic accommodation will take place and if possible and reasonable, alternative arrangements will be made.

How can I get students to request accommodations before their grades are in jeopardy?
Make a strong statement during the first classes that students with special needs should make an appointment to see you. Write this statement on the first page of your syllabus: "It is the policy of The University at Albany to make reasonable accommodations for qualified students with disabilities. All students with special requests or needs for accommodations should make this request in person as soon as possible" (or before a specific date). You could also include "a copy of your letter from the Disability Resource Center stating your have registered with the DRC and including the suggested academic accommodations should be brought with you to that meeting."
Students with disabilities are not required to inform the institution or you of the disability even if they are registered with DRC. In order to receive an accommodation, however, it is the responsibility of the student to inform you of the need for an accommodation. The law does not require you to make changes on what has occurred. You should begin the accommodation from that point forward.

Why can’t I get more information about a student’s learning needs?
The Americans with Disabilities Act of 1990 makes it the right of the student to determine when to disclose a disability and to whom. Colleges and Universities have the responsibility to protect this right.
All information provided by students to the Disability Resource Center is confidential. It is the responsibility of the student to request accommodations from the instructor and to explain his/her needs. It is not unusual for the student to understand little about the exact nature of his/her disability. Students with some types of disabilities, such as learning, attention and emotional problems, are often unaware of how these conditions affect their learning.
You may suggest that the student arrange a meeting for him/her, you and professional staff of the Disability Resource Center to talk about the educational components of the disability.

What are the limits of confidentiality?
You should not share confidential information about the performance of a student with a disability or discuss any information about this student of a personal nature with colleagues, friends of the student or the parents of the student.
If you are aware that the student is a danger to himself or others, you should refer the student to the University Counseling Center 442-5800. It is best to talk to a person in the Counseling Center if you have any reason for concern about the emotional well-being of the student, even if it is not an urgent situation. In such cases you can discuss general procedures.
If there are concerns about an under-served or un-served student with a disability or suspicion of a disability, you should contact the Disability Resource Center

How should I request a note-taker for a student so that confidentiality is maintained?
Make a general announcement to the class that a note-taker is needed for your class. Unless the student requesting the note-taking service has a voucher on file guaranteeing payment for note-taking, the note-taker is considered a volunteer or the student can make personal arrangement to pay the note taker. The student needing the notes can make arrangements to meet the note-taker at Disability Resource Center to get the notes copied.
Notes from others in the class are often helpful to students without diagnosed disabilities. You may wish to post your notes on line or have others share notes in a more formal way than the usual "Hey, can I borrow your notes?" that goes on between students. If you do this, you can control the quality of the notes that are passed around to some degree.

What types of technology are available to faculty and to students with disabilities?
We are quickly moving into an age when technology will enhance the learning of all students, but, specifically, students with sensory impairments and learning problems based on disabilities will find many technological improvements.
For visually impaired students, there are kits that change graphics to tactile materials. Auditory information can be embedded into text using software programs. Readers change text to voice quite easily and the voices used have become more natural. Software programs can change electronic text from documents on the web of material scanned in to the computer into auditory text.
For hearing impaired students, Assistive listening devices are available.
For students with learning and attention problems, where it is especially important to use multimedia approaches to enhance learning, Blackboard, overheads, "power-point" style presentations and other multimedia formats help create more accessible learning experiences. Also providing notes on the web, such as through Web CT, can allow a student with dysgraphia, or a broken wrist to get copies of your lecture notes to review lecture material and prepare for exams.
The library system at the University at Albany has a wonderful handout of assistive technology available to students with disabilities to use. The equipment ranges from being able to turn print in to Braille, to print enlargers, to voice recognition software for writing papers, to a scanner that can scan text and allow a computer to read the material back to the student. Disability Resource Center also has various technological equipment available to be used, such and an Optilex print enlarger and a Kurzweil scanner optical character recognition program to scan and read text books.