Student Accessibility Services

• The Process

  • After college acceptance, submit your documentation (see requirements below under Document Guidelines) and a completed application‌ to Student Accessibility Services.
  • Meet with the SAS Director or Case Manager to discuss your needs.
  • Obtain your accommodation memo.
  • Share your memo with your professors to access your accommodations.
• Documentation Guidelines

  Documentation Guidelines

  Although some students choose to disclose disability information in their admissions essay, students should not submit disability documentation (i.e. psychological evaluations, physician letters, etc.) with their application for admission to the college. Rather, disability documentation should be submitted along with the application for accommodations after acceptance to the college.

  The type of documentation required varies depending on the disability. An SAS case manager reviews the documentation for each student on a case-by-case basis to determine eligibility for services. Students are notified if any further documentation is needed.

  The content of IEP and 504 plans from high school varies greatly. A high school plan can be very helpful in determining appropriate accommodations but does not always include specific results from a psychological evaluation. Whenever possible, supporting documentation should also be provided. An IEP or 504 plan is not required to obtain accommodations in college. In that case, other documentation will be requested.

  For students with learning disabilities, ADD/ADHD, autism, and other cognitive challenges, a psychological report by a licensed psychologist is the preferred supporting documentation. An older report can be acceptable if it still reflects the current diagnosis, symptoms, and needs of the student.

  For other physical and mental health conditions, we request a letter (on letterhead) signed by a licensed medical professional specializing in the disability or medical condition. A letter from a family doctor may be acceptable, but documentation from a specialist is preferred. The letter should include a specific diagnosis; a list of symptoms and how they functionally impact the student, especially in the classroom; and current treatment and prognosis. You may share these Guidelines for letter from licensed healthcare provider with your provider(s) so that they can create a letter that meets our needs.

  Please note that York College is not responsible for assessing students in order to document a disability. Students who are eligible for accommodations in high school are encouraged to request an updated assessment prior to graduation from high school.

  Presently, we have a fund in place to help offset the cost for students who require testing to receive accommodations and do not have health insurance coverage or other resources for payment. Please contact sas@ycp.edu for more information.

  
  
  

• Your responsibilities as a student vs. our responsibilities

  It is the responsibility of the STUDENT to:

  • Complete the application and submit it to Student Accessibility Services (SAS) with your documentation (see guidelines above).
  • Meet with the SAS Director or Case Manager to discuss accommodation needs, review procedures, and obtain an accommodation memo (used to access accommodations).
  • Introduce themselves to the instructor of the class or classes where accommodations are needed, show the instructor the accommodation memo, and discuss the implementation of accommodations.
  • For testing accommodations:
    • Make arrangements with the instructor for testing accommodation a week in advance of the test date.
    • Make arrangements with Testing Services for testing accommodations a week in advance.
  • For recording lectures:
    • Let the instructor know you are recording. Do not share your recordings or post them online.
  • For note-taking assistance:
    • Ask the instructor for copies of his or her notes. If not available, ask the instructor to assist in discreetly identifying a classmate who is a competent note-taker willing to share notes.
  • For attendance policy and due date modification:
    • Complete and sign an attendance policy and due date modification agreement (sent to each eligible student at the beginning of the semester) with each professor where the accommodation is needed.
  • Contact the Director of SAS or Case Manager promptly if problems arise accessing accommodations.

  It is the responsibility of STUDENT ACCESSIBILITY SERVICES to:

  • Review the documentation provided by the student.
  • Consult with the student about the nature of the accommodations.
  • Prepare an accommodation memo.
  • Serve as liaison between students with disabilities and their instructors and administrators as appropriate.
  • Maintain confidentiality of information.
• Testing Services

  If you are a student and are eligible for testing accommodations, please provide your instructor with one week's notice if you would like to use your testing accommodation(s) and then submit the Test Appointment Form to Testing Services.

  If you are an instructor, please use the Test Submission Form to provide our proctors with the information they will need to administer your test per your directions. You may also submit your test with this form. Please visit Resources for Faculty and Staff for additional information regarding accommodations and serving our student with disabilities.

• Helpful Links for Students

  Alternate Format Texts

  Book Share: Accessible books and periodicals for readers with print disabilities

  A leading accessible audio book library (formerly Readings for the Blind and Dyslexic)

  Assistive Technology

  The Livescribe Smart Pen creates an audio recording of your lecture while you take notes and allows you to hear any specific part of the lecture again with a touch of the pen to that section of written notes.

  Dragon Naturally Speaking A voice to text software program with 99% accuracy. You talk, it types.

  A text to speech software program for the student who struggles with reading print.

  College and Transition

  Clearinghouse on Post Secondary Education for Persons with Disabilities

  Information from the Office of Civil Rights on the differences between high school and college disability support services

  The National Center on Secondary Education and Transition (NCSET) coordinates national resources, offers technical assistance, and disseminates information related to secondary education and transition for youth with disabilities in order to create opportunities for youth to achieve successful futures.

  Disability Information

  The National Institute of Neurological Disorders and Stroke offers information and further links related to a large variety of disorders including, Attention Deficit Disorder, Asperger’s Syndrome, and Learning Disabilities including Dyslexia, Dysgraphia, Dysphagia, and Dyspraxia).

  Professional coaching service for students with ADD/ADHD

  CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder) is the nation's leading non-profit organization serving individuals with AD/HD and their families

  Ldonline is the world's leading web site on learning disabilities and ADHD, serving more than 200,000 parents, teachers, and other professionals each month

  PEPNet's national network of regional centers provides resources, information, in-service training, and expertise to enhance educational opportunities for individuals who are deaf or hard of hearing and their families

  For Faculty

  Strategies for Creating Inclusive Programmes of Study is a British site offering tips for faculty based on academic subject and disability

  Nursing

  Resource for nurses with disabilities

  Rights and Responsibilities

  U.S. Government’s site on the Americans with Disabilities Act

  “Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities” pamphlet provided by the Office for Civil Rights (OCR) in the U. S. Department of Education explains the rights and responsibilities of students with disabilities who are preparing to attend postsecondary schools

  Scholarships

  A clearinghouse of information on scholarships available to students with a wide range of disabilities

  Scholarships and Financial Aid for Students with Disabilities

  College Accessibility for Students with Disabilities

  Avonte Oquendo Memorial Scholarship for Autism

  Making a Difference for Autism Scholarship

  Google Lime Scholarship for Students with Autism

  Study Tips

  Study Guides and Strategies: over two dozen topics related to better studying and learning

  A large selection of articles on study skills and tips for easier learning

   

   

  Drop here!
• Autism Peer Mentoring Program

  The transition to college is challenging for all students, but can be especially daunting for students on the autism spectrum. Having access to a peer mentor on campus who understands these challenges and is there to offer support can be a great benefit.

  Overseen by the Director of Student Accessibility Services (SAS), the primary objectives of the Autism Peer Mentoring Program are to facilitate a smooth transition to college, to promote independence, confidence and self-advocacy and to create a positive social support network. This, in turn, improves communication and academic skills, increases engagement and decreases isolation.

  Peer mentors meet with their student weekly and are available between meetings by text, email, or phone. The mentor and student determine their own activity each week which may include sharing a meal, attending a campus activity, or studying together. Group activities such as bowling, movie night, and social gatherings are also planned during each semester.

  Mentors meet weekly with the SAS Director for ongoing training and guidance in their relationship with their student.

  Interested in having or serving as an Autism Peer Mentor, please contact: Lauren Weber, Acting Director at lweber3@ycp.edu or 717-815-1443. 

• Information Technology Accessibility

  Please visit our Information Technology Accessibility page.

• Resources for Faculty

  Learn more: Testing Accommodations for Hybrid Courses

  Learn more: Accessible Technology and Supporting Students with Disabilities

  Important Policy and Procedure Information for Faculty and Staff

  Syllabus Statement

  We request that you include the following statement, or something like it, in your syllabus: "If you are a student with a disability or health condition in need of classroom accommodations and have not already registered with Student Accessibility Services, please visit ycp.edu/sas or email sas@ycp.edu to learn more about establishing accommodations. If you already have accommodations, I welcome you to share your memo with me if you plan to use your accommodations in my class."

  Provision of Accommodations

  York College provides reasonable accommodations in accordance to section 504 of the Rehab Act of 1973 and the Americans with Disabilities Act (ADA) and its amendments. Student Accessibility Services (SAS) works collaboratively with faculty and staff to meet the needs of students with disabilities. Professors are responsible for providing the identified classroom accommodations. All accommodations are voluntary on the part of the student.

  The Accommodation Memo

  It is the student’s responsibility to provide SAS with proper documentation to determine eligibility for accommodations, and to meet with SAS to obtain their accommodation memo. The student is then responsible for showing the memo to each of their professors and discussing any questions or concerns. Please take time to discuss the accommodations with each student to ensure that you both have a clear understanding of expectations.

  Extended Time and Separate Room Testing

  The student is responsible for requesting extended time, separate room testing, and/or use of assistive technology prior to each test date. A week’s notice is recommended, but testing accommodations should not be denied if it is still reasonable to schedule, even with shorter notice. If the student has scheduled to take a paper & pencil test through Testing Services, it is your responsibility to submit the test via the Exam Submission form found on the portal. Students may also make mutually agreeable arrangements directly with you for extended time or separate room testing. In this case, please know that extended time means up to double time and separate room means a reduced distraction environment. If your student uses the Testing Center, the completed exam will be scanned to you within 24 hours, usually the same day. The Testing Center does not administer make-up tests for students not eligible for testing accommodations.

  Note-taking Assistance

  If a student is eligible for and requests note-taking assistance, this means you may either privately provide the student with copies of your own notes or assist him or her in identifying a good volunteer note-taker in your class. In order to do the latter, please be discreet by simply stating, either verbally to the class or in an email, something like, "We are seeking a volunteer to share notes with a student in this class. If you feel you are a thorough and accurate note-taker and are willing to assist one of your classmates by providing access to your notes, please see me after class/reply to this email." It will then be up to the student to make arrangements with that volunteer. If a volunteer does not come forward, please let SAS know.

  Recording Lectures

  If a student is eligible for recording lectures and opts to do so, he or she is responsible for letting you know that they will be recording. In that case, please also advise the class that there will be “a student” recording. Students eligible for this accommodation sign a statement indicating that they will not share the recording with other students or post it on any online sites.

  Accessible Materials

  This refers to things such as all videos having captions and all electronic documents being readable by a screen reader. Please click on “Accessible Technology and Supporting Students with Disabilities” above for more information as well as written and video directions.

  Animals in the Classroom

  There are two types of animals allowed on campus: service dogs and emotional support animals (ESA). Service dogs are trained to perform a specific task and are allowed anywhere on campus with their handler. ESAs are not specifically trained and are restricted to the residence halls. Thus, only service dogs are permitted in the classroom, and they should remain with the handler and not cause any disruption to the class. Handlers are asked to email their professors prior to the start of the semester to advise that they will be bringing a service dog to class. Should the professor or a classmate have a concern about a dog allergy or phobia, please contact SAS.

  Suspect a Disability?

  If you suspect that a student has a disability, but that student has not shown you an accommodation memo, please feel free to discreetly address your concerns directly with the student and provide him or her with the contact information for SAS. But keep in mind that disclosing a disability is purely voluntary on the part of the student.

  Special Considerations for Faculty

  • Accommodating students with disabilities does not give them an unfair advantage, but rather removes barriers that prevent them from learning and being able to demonstrate what they have learned. Accommodations create a level playing field.
  • SAS will only provide accommodations for which the student has a documented need.
  • Faculty should not provide an accommodation unless the student has been determined eligible for that accommodation by SAS or if it is something available to the entire class.
  • Students with the same disability may have different accommodation needs. Accommodations are determined on a case-by-case basis, and the need for a certain accommodation should not be presumed based on disability.
  • Faculty members are responsible for providing accommodations listed on the memo, but they are not required to fundamentally alter the requirements of their course.
  • Faculty members are not expected to pass a student who has used accommodations but has not demonstrated the required level of understanding or performance competency.
  • Once accommodations are provided, grade the work as it would be graded for any other student.
  • Confidentiality of student information must be maintained.
    • File memos in a safe place
    • Refrain from discussing disability and/or accommodations within hearing of other students or others with no educational "need to know."
  • Contact SAS right away if
    • you have difficulty providing an accommodation
    • you disagree with an accommodation.
  • Remember:
    • Students are usually the experts on their own disability.
    • Feel free to discuss questions or concerns with them.
    
    

    Thank you for playing your part in providing equal access to all students!

York College will not discriminate against any qualified student with a disability in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. The College will reasonably accommodate the needs of students with a documented disability provided such accommodation does not constitute a fundamental alteration of the school's program of education or otherwise constitute an undue burden.