Inclusive Support

The Student Access Center provides a range of support services to assist qualified students with disabilities equal access to SUNY Erie’s service programs and activities.

Students with disabilities must meet the same admission standards as students without disabilities. You must have a NYS Regents diploma, local diploma or a high-school equivalency diploma in order to enter college.

Students with disabilities are encouraged to disclose disabilities within the Student Access Center.  Disability is not part of the admissions process and documentation of disability should not be sent to Admissions.  Students are encouraged to provide faculty with accommodation forms and not confidential medical and/or educational records.

Available Services and Accommodations

  • Classroom Assistance: class notes, sign language interpreters, assistive listening devices, alternate seating
  • Testing accommodations: including alternative location, extended time, enlarged print, and test read
  • Assistive Technology: including Jaws, Livescribe smart pens, Dragon Naturally Speak, Zoomtext, Word Q, S.A.R. A., and Read and Write Gold
  • Individualized Assistance: including training with assistive technology, advocacy skills, and tutorial services
  • Skills/Computer Lab: tutorial assistance, study skills assistance, computer/internet access with assistive technology, and research assistance.

Staff

  • Director of Student Access: Head of the Student Access Center and coordinator of services at all campuses
  • Counselors of Students with Disabilities: determine reasonable accommodations, assist with arranging accommodations, advocate for students, and provide personal, academic and vocational counseling
  • Technical Assistants (TAs) – assist with accommodated testing, note taking, loan and training of assistive technology, and ordering text in alternative format
  • Mentors: assist with providing accommodations, advising, case management, and advocating for students
  • Clerical: assist with clerical duties of the Student Access Center  
  • Placement Test Accommodations

If a student has a physical or mental impairment that requires testing accommodations, she/he must schedule an intake interview with the campus counselor for students with disabilities. The student must provide documentation that indicates the need for accommodations or modifications. During the interview, the counselor determines what accommodations, if any, are appropriate. Only those students who have been interviewed by the counselor for students with disabilities will be permitted to take an accommodated test. Dates and times for accommodated tests vary from campus to campus. For additional information, please contact the Student Access Center office at the campus you plan to attend.

Requesting Accommodations

1. Meet with a Student Access Center Counselor

  • Schedule an appointment at the campus you plan to attend.
  • Students requesting accommodations are required to self-identify.
  • Students must meet with their Counselor each semester accommodations are requested.
  • Be prepared to discuss your disability, how it affects you, and the accommodations you are requesting.
  • City Campus: Susan McLaughlin, Post 266, (716) 851-1189
    North Campus: Aaron Garmon, Spring Student Center S213, (716) 851-1495
    South Campus: Fran Moyer, Building 3, 3120, (716) 851-1933

2. Submit Documentation of Disability to Student Access Center

  • Review documentation guidelines.
  • Documentation must support requested accommodations.
  • Documentation of disability and student interview are the basis of determining reasonable accommodations.
  • The college does not provide evaluation of disability. Please contact the Counselor for student with disabilities if referral for evaluation is needed.

3. Obtain Accommodation Forms from the Counselor

  • Accommodation forms are how students notify faculty of the need for accommodations.
  • Separate Forms are required for each faculty member and each semester accommodations are being requested.
  • Accommodations are made on an individual, course by course, and case by case basis.
  • Accommodations needed and provided may vary by semester and by course.

4. Submit Accommodation Forms to Instructors

  • Students are responsible to notify faculty each semester of the need for accommodations.
  • Counselors and other college staff do not notify faculty of the need for accommodations.
  • Documentation of disability remains confidential with the Student Access Center. Disability is disclosed only with an educational need to know.

Documentation Guidelines

Disability documentation guidelines are guided by the recommendations of the Association on Higher Education and Disability (AHEAD). The purpose of documentation is to verify disability and to provide an accurate reflection of current functioning.

SUNY Erie will only provide accommodations to students having self-identified within the Student Access Center.  Documentation and student self-reporting determines possible accommodations. The quality and thoroughness of documentation will determine the type and range of accommodations provided.  Individuals with multiple disabilities must provide documentation concerning each disability.  Documentation should support or validate the student’s request for services and/or accommodations.

Recent high school graduates, who were in Special Education, are encouraged to provide a copy of the most recent Individualized Educational Plan (IEP) or 504 Plan and the most current psychological assessment or report from the appropriate credentialed/licensed medical professional.

Evaluator Qualifications: 

  • Documentation must be from a qualified source and printed on professional letterhead
  • Documentation should include, name, title, professional credentials or evaluator, and license or certification.

Current Documentation:

  • Documentation must be an accurate assessment of current functioning and limitations.
  • Documentation should address current need for accommodations.
  • Changes in condition, medication, or functioning may require an updated evaluation.

Comprehensive Documentation should Provide:

  • Diagnosis
  • Evidence of existing impairment
  • Assessment of current impact of conditions
  • Background information
  • Relevant testing, with scores if appropriate
  • Rule-out alternative diagnosis
  • Integrated Summary