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Disabilities Services
Transitioning from High School to College
Before Applying to College
• Choose a college based on the degree program you
have interest in pursuing.
• Review the college catalog for the graduation
requirements of the college you are choosing.
• Understand the requirements for the degree program
and the college
• Contact the Admissions Office if you are interested in
The Sage Colleges.
The Process
• Apply to the college through the regular Admissions
Office.
• Notify the Disabilities Services Office of your situation
and request information about services.
• Provide documentation requirements for your particular
disability.
• Visit the campus. Make and appointment to meet with
the Disabilities Services Office.
Understanding Your Disability
• Understand and be able to describe/discuss your
disability.
• Know the accommodations you need and why you feel
they are reasonable.
-Be aware that what is reasonable in high school
may not be reasonable in college.
• Know your responsibilities and rights under the law.
Required Documentation
• Students may submit appropriate and current
documentation in most cases within three years of the current
date, from a qualified clinician or healthcare professional.
• This documentation must be a comprehensive assessment
including the student's disability, the impact of the disability,
and its relation to the recommended accommodations
Required Documentation part 2
• Requires a diagnosis.
• If the report includes accommodations, it should give a
rationale for the accommodations.
Your Responsibilities When Entering College
Once you choose to attend a college:
• Contact the Colleges Disabilities Officer
• Present proper documentation
• Complete the registration procedure required by
the Disabilities Services Office on your campus.
Your Responsibilities pt. 2
• Setup a meeting with the Disabilities Services Office.
• Follow suggested time guidelines of the Disabilities
Services Office to access and receive services.
Differences Between High School and College
In High School:
• Parents are involved in the process, attending meetings
and sharing in decision making
– Students, under 18, may not be involved in the
process
• Teachers advocate for students, talking to others about
their accommodations
• Law protects student’s right to a free and appropriate
education
In High School pt 2
• IDEA applies
• You have a “right to education” until you graduate or
meet the goals of your I.E.P.
• You’re allowed to attend the school in your attendance
district without applying
In College:
College communicates with the student, not the parents
Students must be their own advocates
This includes talking to instructors about
accommodations
Each semester, new instructor and new conversation!
Law only protects student’s right to an accessible educational
program
Right of access, not right of education
In College pt. 2
ADA and Section 504 of the Rehabilitation Act of 1973
apply
You are required to apply for admission, and you may or
may not be accepted
Special consideration MAY be given to students
who self-disclose a disability, BUT the minimum
eligibility criteria have to be met to be admitted
What does the Office of Disabilities Services do?
• Assists students with:
– Developing self-advocacy
– Suitable housing accommodations
– Academic accommodations
– Alternative testing accommodations
– Auxiliary aids and services
– Development of an education plan
– Getting appropriate academic support services, (tutoring, note taking, &
instructional aids)
– Resolving issues and concerns
What does the Office do pt. 2
• Pre-admission counseling to respond to inquiries about
support services to applicants and their families.
• Facilitates academic and career advising.
• Informs about and refers to college and community
programs and services.
• Provides the campus with information & resources.
The Americans with Disabilities Act
• The Sage Colleges is committed to responding to the
needs of students with disabilities, as defined by the
Americans with Disabilities Act. A student seeking
academic adjustments under the Americans with
Disabilities Act must make a request in writing to the
Coordinator of Services for Students with Disabilities.
Act pt. 2
• Any student in need of classroom assistance or
modification under the Americans with disabilities Act
must inform the instructor of the needed adjustment
no later than the first week of class, and provide
documentation from the Director of Students with
Disabilities.
What Should be in an Evaluation
• A written diagnosis that a learning disability exists.
• Recommendations for accommodation services.
• Recommendations for programs.
This documentation can be used as a vehicle for the student to
understand their strengths & weaknesses, as well as obtain the
accommodation services necessary to participate in regular
college programs.
Link to: Psychiatric Evaluation Requirements
Website Resources
• Council for Exceptional Children
• International Dyslexia Association
• Comparison Chart
• Steps to Becoming a Self Advocate
National Center for Learning Disabilities
Website Resources pt. 2
Newsletter
Learning Disability Association
ETS Documentation guidelines for AD/HD
Website Resources pt. 3
ETS Documentation guidelines for Learning Disabilities
Educational Testing Service Webpage
ADDA
CHADD
Information page sponsored by a drug company
Catalogue Information
Services for Students with Disabilities
The Sage Colleges promote self-advocacy for students with
disabilities and facilitates a positive and adaptive learning
environment for such students. Students seeking
accommodations are required to present a recent evaluation
of their disability conducted by a licensed professional. It is
imperative that upon admission, students requesting
accommodations contact the Director of Disabilities Services.
Characteristics of College Students with Learning Disabilities
Writing
• Difficulty with sentence structure, poor grammar, omitted
words.
• Frequent spelling errors, inconsistent spelling, letter
reversals.
• Difficulty copying from board or overhead.
• Poorly formed letters, difficulty with spacing, capitals and
punctuation.
Characteristics pt. 2
Reading
• Confusion of similar words, difficulty using phonics,
problems reading multisyllablic words.
• Slow reading rate and/or difficulty adjusting speed to the
nature of the reading task.
• Difficulty with comprehension and retention of material
that is read, but not with material presented orally.
Characteristics pt. 3
Study Skills
• Poor organization and time management.
• Difficulty following directions.
• Poor organization of notes and other written materials.
• Need more time to complete assignments.
Characteristics pt. 4
Social Skills
• Difficulty “reading” facial expressions, body language.
• Problems interpreting subtle messages such as
sarcasm.
• Confusion in spatial orientation, getting lost easily,
difficulty following directions.
• Disorientation in time, difficulty telling time.
Characteristics pt. 5
Oral Language
• Difficulty attending to spoken language, inconsistent
concentration.
• Difficulty expressing ideas orally, which the student seems
to understand.
• Problem describing events or stories in proper sequence.
• Residual problems with grammar, difficulty with inflectional
or derivational endings.
Characteristics pt. 6
Math
• Difficulty memorizing basic facts.
• Confusion or reversal of numbers, number sequence or
operational symbols.
• Difficulty copying problems, aligning columns.
• Difficulty reading or comprehending word problems.
• Problems with reasoning and abstract concepts.
You Are Not Alone
Tom Cruise has Dyslexia.
Robin Williams has a learning disability and
ADD.
Keira Knightley has a learning disability.
Michelangelo had epilepsy.
Contact Information
To contact the Director of Disabilities Services:
65 1st Street 140 New Scotland Avenue Troy,
NY 12180 Albany, NY 12208
518-244-2208 518-292-1764
