Accessibility Services
Albany State University is committed to ensuring that students with disabilities are fully included in all aspects of college life. We strive to provide equal access to academic programs, campus activities, and support services for students with learning, physical, psychological, neurological, sensory, and chronic medical disabilities. Our policies align with applicable federal laws and regulations, including the Americans with Disabilities Act of 1990 (amended in 2008), Section 504 of the Rehabilitation Act of 1973, and Title IX of the Education Amendments of 1972.
Accessibility Services is committed to supporting students with documented disabilities by identifying appropriate and reasonable accommodations. These accommodations are intended to ensure equal access to academic programs and student life-related activities, and may include, but are not limited to, removal of physical barriers, extended testing time, use of recording devices, captioning services, sign language interpreters, calculator or computer use, electronic textbooks, screen readers, voice recognition software, and other adaptive technologies. Accommodations are not considered reasonable if they fundamentally alter the essential components of an academic program, course, or service or present an undue financial or administrative burden on the institution.
Students who believe they may need reasonable accommodations are responsible for contacting and voluntarily disclosing their disability to Accessibility Services. Without this disclosure, faculty and staff are not obligated to provide accommodations. Notifying high school or campus personnel (high school counselor, admissions, academic advisors, faculty, housing, etc.) of disability status does not initiate the recognized ASU accommodation process. In accordance with the law, students must submit supporting documentation from a qualified provider and engage in the interactive review process by participating in an intake interview with Accessibility Services staff, where documentation is reviewed and reasonable accommodations are determined on an individual basis.
Documentation must align with University System of Georgia (USG) Disability Documentation Guidelines and demonstrate that the disability substantially limits one or more major life activities. Please note that Accessibility Services staff cannot provide retroactive accommodations if a student has identified after completion of an academic assignment, project, after a deadline, etc. Accommodations begin only after an official Letter of Accommodation (LOA) has been issued.
Students, faculty, and Accessibility Services have responsibilities in the process of ensuring that students receive the reasonable accommodations necessary for their full access to all programs, services, and benefits of the institution. The eligibility determination process is not a same-day process; therefore, it is recommended that documentation be submitted well in advance of any accommodation(s) needed.
Emotional Support Animal (ESA) Priority Deadlines
| Summer Deadline: | May 2, 2025 |
|---|---|
| Fall Deadline: | July 14, 2025 (Freshmen) |
| Fall Deadline: | July 16, 2025 (Returning & Transfer Students) |
| Spring Deadline: | November 26, 2025 |
Accommodation Types
Accessibility Services offers reasonable accommodations to support students in both academic and campus life activities. As required by law, accommodations are determined individually based on an intake interview and appropriate supporting documentation. Below is a sample list of potential accommodations; specific accommodations will vary based on each student's needs:
- Additional Time On Exams
- Alternative Format Text
- Audio Recorder
- Braille
- Captioning Services
- Priority Registration
- Priority Seating
- Reduced Distraction Testing Environment
- Sign Language Interpreter
- Assistive Listening Devices
- Digital Recorders
- Screen Readers/Screen Magnification
- Speech-to-Text Software
- Additional Furniture (Specific Adaptive Furniture)
- Emotional Support Animal (ESA) - FALL 2025 PRIORITY DEADLINES (Freshmen - July 14; Returning, Transfer Students - July 16)
- Room Modifications/Assignments (e.g., 1st floor, accessible bathroom)
- Service Animal
- Single Room Housing
Accessible Transportation and Parking Services
Albany State University's Parking Services is committed to ensuring that individuals with disabilities have easy access to transportation and parking services across all campuses. Parking Services provides accessible options to support the mobility, independence, and convenience of every member of the campus community.
ADA-Accessible Parking
Designated ADA-accessible parking spaces are marked in blue and identified with appropriate signage. These spaces are reserved for individuals with a valid, state-issued ADA permit.
- Only individuals with lawfully issued ADA permits may park in these spaces.
- It is illegal to use an ADA permit that is not issued to the driver of the vehicle.
- Violations may result in parking citations or towing at the owner’s expense.
- All ADA permit holders must also obtain an Albany State University parking permit and register their vehicle, just like all other campus drivers.
Permanent Disabilities
Drivers with a permanent disability may park in ADA-accessible spaces with:
- A valid state-issued ADA license plate or hangtag.
- A current Albany State University parking permit.
Please note: All standard campus parking fees and policies apply.
Temporary Disabilities
Individuals with temporary disabilities may request a Temporary Access Permit through Parking Services' office.
- A Temporary Access Permit allows you to park in ADA-accessible spaces.
- You must also have a valid Albany State University parking permit and a registered vehicle.
Transit Services: Ram Rush Shuttle
*Ram Rush Campus Transit System operates on the following days:
- During regular class sessions
- Final exam periods
- Football game days
- Commencement ceremonies
- Service is unavailable during class breaks, campus holidays, and between academic terms.
*All Ram Rush buses are wheelchair-accessible and equipped with ramps or lifts to ensure comfortable boarding and exiting for passengers with disabilities.
Pregnant and Parenting Student Rights Under Title IX
Title IX of the Education Amendments of 1972 protects the rights of pregnant and parenting students by ensuring equal access to educational opportunities. It prohibits discrimination based on pregnancy, childbirth, false pregnancy, termination of pregnancy, or recovery from any of these conditions, regardless of a student’s marital status.
In alignment with Title IX, Albany State University fully supports pregnant and parenting students and is committed to ensuring that students can fully participate in educational programs, services, and activities.
Pregnancy-Related Accommodation Requests
The Title IX Office manages student requests for pregnancy-related accommodations under Title IX. Pregnancy itself is not typically considered a disability under federal law like the Americans with Disabilities Act (ADA). However, pregnancy-related conditions that substantially limit a major life activity can be considered a disability.
Students seeking accommodations due to pregnancy must provide documentation, as outlined in the guidelines, from a licensed medical provider. Documentation should clearly outline the need for accommodations and specify any recommended adjustments.
Accommodations & Adjustments
- Larger Desk
- Frequent Bathroom Breaks
- Parking Adjustments
- Flexibility with Attendance/ Deadlines
- Makeup/Online Work
- Incomplete in Course
- Course Withdrawal or Replacement
- Excused Absences (Female and Male)
Pregnant and Parenting Student complaints
Title IX also allows ASU to respond to concerns or complaints related to discrimination based on pregnancy or parenting status. If you believe you have experienced such discrimination, please contact:
Title IX Coordinator
Legal Affairs
Albany State Universityices
2400 Gillionville Road
Albany, GA 31707
229-500-3304
titleix@asurams.edu
U.S. Department of Education
Office for Civil Rights
Lyndon Baines Johnson Department of Education Bldg
400 Maryland Ave, SW
Washington, DC 20202-1100
Telephone: 800-421-3481
Fax: 202-453-6012; TDD: 800- 877-8339
OCR@ed.gov
Documentation Guidelines
Complete and current documentation is required as part of the request for accommodations. Please note, a clinical diagnosis is not synonymous with a disability. The University System of Georgia Disability Documentation Guidelines and corresponding forms will help ensure that students provide appropriate documentation of their disability. Students can either give the guidelines to their health care provider to use for drafting a letter documenting their disability or give them the corresponding *Documentation Form to complete instead.
Note: Only one of two types of documentation required (written letter OR documentation form)
disability documentation criteria
- A diagnostic statement based on the most current Diagnostic and Statistical Manual of Mental Disorders (DSM) and/or International Classification of Diseases (ICD) should be inluded, unless the evaluator is unable to do so due to school system regulations.
- Evaluators must be qualified professionals whose training and credentials are consistent with expertise in the disability for which they provide documentation and/or eligibility classification under the IDEA/Section 504.
- Evaluating professionals should include their name, signature, title, identifying credentials (e.g., license numbers), and contact information,
- Dates of evaluations must be included.
- The substantial limitation in a major life activity should be described.
- Demonstrates substantial limitations impacting performance in the academic environment, including a description of the expected duration, frequency, severity, and progression of the condition (if applicable).
- Accommodation recommendations made must be supported by a rationale that explaines the necessity based on the student's measured impairments and current substantial limitations.
- Documentation of accommodations approved in the past is encouraged but does not guarantee approval at the postsecondary level.
ESA documentation criteria
- Student Information
- Full name and date of birth
- Full name and date of birth
- Evaluator-Client Relationship
- A statement from a qualified healthcare professional (e.g., psychiatrist, psychologist,
LCSW, LPC, or LMFT) describing:
- The nature of the professional relationship with the student
- The length of time the provider has worked with the student
- Confirmation that the evaluator is providing healthcare or disability-related services
- A statement from a qualified healthcare professional (e.g., psychiatrist, psychologist,
LCSW, LPC, or LMFT) describing:
- Animal Identification
- Detailed information about the animal for which the accommodation is being requested,
including:
- Name of animal
- Age
- Species
- Breed
- Weight
- A statement confirming that the evaluator has prescribed this specific type of animal
to support the student’s disability-related needs
- Detailed information about the animal for which the accommodation is being requested,
including:
- Disability Verification
- Information verifying that the student has a disability as defined by the ADA
- Documentation that the student has a physical or mental impairment
- Evidence that the impairment(s) substantially limit at least one major life activity
or major bodily function
- Information verifying that the student has a disability as defined by the ADA
- Need for the Animal
- Evidence showing that the animal is necessary because it:
- Performs a specific job or task; provides assistance, or performs at least one task that benefits the student because of their disability, OR
- Provides therapeutic emotional support to alleviate one or more identified symptoms or effects of the disability
- Serves a functional, disability-related purpose and is not merely a pet
- Evidence showing that the animal is necessary because it:
- Healthcare Provider Credentials
- Documentation must include:
- The provider’s wet signature and date (electronic signatures not accepted)
- Professional license number(s)
- Official letterhead
- Contact information (phone number, email, and address)
- Documentation must include:
Examples of disability documentation
- Educational, psychological, or medical recors.
- Reports and assessments created by healthcare providers and psychologists. Supplemental documentation my include 504 plans and IEP's, but additional documents are required.
- Documents that reflect education and accommodation history, such as audiology reports and vision assessments.
- Statement from a healthcare or other service profession.
- Accessibility Services' forms completed by your care provider. These forms are available for printing or downloading here.
specific documentation guidelines
- Learning Disabilities
- Attention-Deficit Hyperactivity Disorder
- Autism Spectrum Disorder
- Acquired Brain Injuries
- Psychological Disorders
- Sensory Disorders
- Mobility Disorders
- Systemic Disorders
- Communication Disorders
- Other Disabilities
All disability categories are required to follow the general documentation guidelines outlined above.
Service and Emotional Support Animals
Albany State University recognizes the importance of assistive animals, including Service and Emotional Support Animals (ESA), in providing necessary support to individuals with disabilities. Assistive animals may make participation in University programs and activities more accessible for students with disabilities and enrich the entire educational process. The University supports the use of assistive animals in University buildings, grounds, and facilities, consistent with these guidelines, University policy, state and federal law.
service animals
What is a Service Animal?
A Service Animal, defined by Title II and Title III of the Americans with Disabilities Act (ADA), means “any dog or miniature horse that is individually trained to do work or perform tasks directly related to an individual's disability, including a physical, sensory, psychiatric, intellectual, or other mental disability.”
The work or tasks performed must be directly related to the individual’s disability and may include but are not limited to:
- Assisting individuals who are blind or have vision impairment
- Alerting individuals who are deaf or hard of hearing to the presence of people or sounds
- Assisting an individual during a seizure
- Pulling a wheelchair
- Retrieving items such as medicine or the telephone
- Providing physical support and assistance with balance and stability to individuals with mobility disabilities
- Providing non-violent protection or rescue work
If the animal meets this definition, then it is considered a Service Animal. Federal and state law specifically exclude Emotional Support Animals, comfort animals, and therapy dogs from the definition of Service Animals. Other species of animals, whether wild or domestic, trained or untrained, are not considered Service Animals either. It does not matter if a person has a note from a doctor that states that the person has a disability and needs to have the animal for emotional support. A doctor’s letter does not turn an animal into a Service Animal.
Examples of animals that fit the ADA’s definition of “Service Animal” because they have been specifically trained to perform a task for the person with a disability:
- Guide Dog or Seeing Eye® Dog
- Hearing or Signal Dog
- Psychiatric Service Dog
- Sensory Signal Dog or Social Signal Dog (SSigDOG)
- Seizure Response Dog
Service Animals in the Classroom and University Building and Facilities
Service Animals, including Service Animals-in-training, may accompany an individual with a disability or an individual training the animal in public facilities, or in places in which the general public is invited (e.g., academic building, administrative offices, dining facilities, residence halls, etc.) as long as the animal and owner meet the requirements identified in the Assistive Animal Resident Contract, located in the Forms section, as well as University Housing, Residence Life, and Community Engagement requirements and guidelines.
Service Animals may be restricted from specific areas of the University when:
- It would fundamentally alter a program or activity;
- The University has legitimate safety concerns;
- Consistent with other University policies or state and federal law.
Examples of these areas include, but are not limited to food preparation areas, biologically sensitive or hazardous locations, and certain research facilities or laboratories. If a Service Animal is restricted from an area that a student needs to access, Accessibility Services will work with the student to identify and provide a reasonable accommodation to the student.
Service Animals in University Housing
Students planning to live in University Housing with a Service Animal must register with Accessibility Services and make this known on their housing application so that appropriate accommodations can be provided. All assistive animals in University Housing are required to comply with the requirements in the Assistive Animal Resident Contract, located in the Forms section, as well as Residence Life, Housing, and Community Engagement requirements and guidelines.
Registration and Documentation for Service Animals
Students with Service Animals are strongly encouraged, but not required to register their animal with Accessibility Services prior to bringing them on campus. However, it is strongly recommended that students who need the assistance of a Service Animal in the classroom register with Accessibility Services. By doing so, students will be able to: 1) access additional resources and services available to students with disabilities; 2) document their need for any classroom accommodations; and 3) request additional reasonable accommodations related to the presence of the Service Animal in certain classroom settings (e.g., such as a chemistry lab). Registering a Service Animal with Accessibility Services may also assist the University if any problems arise that the owner needs assistance with or if an emergency occurs.
Although recommended, Service Animals are not required to wear a vest, ID tag, specific harness, or other identification indicating they are a Service Animal.
emotional support animals (esa)
Emotional Support Animals are not pets. They are animals prescribed by a licensed mental health professional or physician who is trained in the individual’s diagnosed disability, has treated the person for at least six (6) months, and can clearly establish the connection between the individual’s disability and the therapeutic need for the ESA.
ESAs may be approved as a reasonable accommodation in University housing to ensure students with disabilities have equal access to and enjoyment of their living environment. These animals provide emotional or psychological support that help alleviate one or more symptoms associated with a documented disability. While ESAs can be extremely beneficial for individuals experiencing conditions such as anxiety, depression, or certain phobias, they are not trained to perform specific tasks and therefore do not qualify as Service Animals under the Americans with Disabilities Act (ADA). Additionally, ESAs are not limited to dogs, which means their presence on campus facilities and in University housing are subject to increased restrictive guidelines and specific review on a case-by-case basis.
Where Are ESAs permitted?
ESAs are only permitted in student rooms in University Housing with an approved accommodation from Accessibility Services. ESAs are generally not allowed in all common areas of University Housing or public areas of Albany State University (e.g., classrooms, dining facilities, library, student center, or other University buildings).
All assistive animals in University Housing are required to comply with the requirements in the Assistive Animal Resident Contract, provided below, as well as University Student Housing requirements and guidelines.
ESA Application Process
Students who are applying for an ESA MUST submit a COMPLETE application as outlined below.
Testing Accommodation Procedure
Below are the steps for how exam requests are received and processed by Accessibility Services:
1. Student Submission:
- Students who wish to take exams with Accessibility Services must complete and submit the Test Request Form at least five (5) business days in advance of the scheduled exam date. Please note that weekends and holidays do not count toward this timeframe.
2. Faculty Submission:
- Faculty members must submit the exam to Accessibility Services at least one (1) business day prior to the exam date.
3. Reminders and Exam Delivery:
- Students are responsible for reminding faculty to send any necessary exam materials,
including passwords for online exams or a paper copy of the exam, if applicable. Faculty
may deliver exams directly to the office, located at: Billy C. Black Building, Suite 170, East Campus.
4. Confirmation of Arrangements:
- Both the student and faculty member will receive a confirmation email from Accessibility
Services detailing the scheduled exam. Please review this information carefully and
notify the office immediately if corrections or changes are needed.
5. Arrival for Exam:
- Students should arrive 10 minutes prior to the scheduled start time of the exam.
6. Exam Return:
- After the exam is completed, Accessibility Services will return it to the faculty
member.
Time Conflicts:
If your approved extended time accommodations result in a conflict with another class, you must notify your professor as soon as possible to make alternative arrangements.
Rescheduling an Exam:
To reschedule an exam with Accessibility Services, please contact the office at accessibilityservices@asurams.edu.
Notice of Non-Discrimination
Albany State University is committed to equal opportunity, fostering a culture of inclusion, and maintaining an environment free from discrimination and harassment across its educational programs, activities, and employment practices. Discrimination, including discriminatory harassment, is prohibited on the basis of race, color, national origin, sex, disability, religion, age, veteran status, gender, or sexual orientation. This commitment applies to all aspects of the University's operations, including admissions and employment, and is in accordance with Title IX of the Education Amendments of 1972, the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973, Titles VI and VII of the Civil Rights Act of 1964, the Age Discrimination Act of 1975, and their implementing regulations.
Faculty, staff, and students who believe they have experienced discrimination or harassment are encouraged to contact the Director of Equity and Compliance. All reports will be reviewed and addressed through appropriate due process procedures.
Director of Equity & Compliance
Albany State University
504 College Drive
Albany, Georgia 31705
Telephone: (220) 500-3304
Email: TitleIX@asurams.edu
Individuals needing reasonable accommodations to participate in the application process or to access any program, service, or activity of Albany State University should contact the Student Accessibility Coordinator.
Student Accessibility Coordinator
Albany State University
504 College Drive
Albany, Georgia 31705
Telephone: (220) 500-2013
Email: accessibilityservices@asurams.edu
Rights and Responsibilities
Students with Disabilities
Students with disabilities have the right to:
- Equal access to all academic programs, services, activities, and facilities at ASU.
- Reasonable and appropriate accommodations to ensure inclusion and participation.
- Confidentiality regarding disability status and documentation, with records stored securely.
- Educational materials and University information in accessible formats upon request.
Students with disabilities have the responsibility to:
- Meet academic and behavioral standards applicable to all students, with or without accommodations.
- Self-identify and provide timely notification to Accessibility Services (CSAS) when accommodations are needed.
- Provide current and relevant documentation of disability and related functional limitations to support accommodations as needed.
- Request accommodations each semester needed through Accessibility Services.
- Ensure faculty receive letters of accommodation letters in a timely manner (recommended within the first two weeks of class).
- Communicate promptly with faculty and accessibility staff about academic/non-academic concerns.
- Regularly attend or log in to classes and participate fully in academic responsibilities.
faculty and staff
Faculty and staff have the right to:
- Expect students to initiate accommodation requests in a timely manner (recommended prior to start of each semester or first two weeks of each semester.)
- Require a letter of accommodation from Accessibility Services before implementing accommodations.
- Uphold academic standards and expect students with disabilities to meet course requirements, with or without accommodations.
Faculty and staff have the responsibility to:
- Include an accessibility statement in their syllabi to inform students of accommodation procedures.
- Treat all students with the same fundamental fairness.
- Refer students who disclose a disability and/or provide medical documentation to Accessibility Services.
- Provide reasonable accommodations as outlined in the student's accommodation letter.
- Provide syllabi, course content, and other materials in alternative format upon request.
- Maintain confidentiality regarding students' disability-related information.
- Submit early alerts (i.e., academic progress and/or support, tutoring, attendance, absences, behavior, well-being) to EAB Navigate.
- Report behavioral concerns in accordance with the ASU Student Code of Conduct, regardless of disability status and violations to the Associate Dean for Student Support and Student Conduct or Vice President of Student Affairs (VPSA) by completing the Student of Concern Form.
the university
ASU has the right to:
- Request and review current and relevant documentation before approving accommodation requests.
- Designate qualified staff to determine reasonable accommodations through an interactive process.
- Establish essential academic and behavioral standards for all programs and evaluate students accordingly.
- Provide effective, alternative reasonable accommodations when appropriate.
- Deny unreasonable or unsupported accommodation requests if documentation or student engagement in the interactive process is insufficient.
ASU has the responsibility to:
- Ensure equal access to all courses, programs, and services for students with disabilities.
- Respond to accommodation requests in a timely and consistent manner.
- Arrange and implement reasonable accommodations based on documented needs.
- Protect the confidentiality of disability-related records and communication.
- Maintain accessible facilities and services in compliance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act.
Grievances and Appeals
ADA Grievance Procedure
Albany State University has established an internal grievance procedure to ensure the prompt and equitable resolution of complaints alleging discrimination based on disability. In accordance with the Americans with Disabilities Act (ADA), “no otherwise qualified individual with a disability shall, solely by reason of such disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination” in any program, activity, or employment practice (28 CFR § 35.104).
Contact Persons for ADA Complaints:
Student ADA Complaints or Appeal of Disability Accommodations:
Vice President for Student Affairs
Albany State University
504 College Drive
Albany, Georgia 31705
Employee, Visitor, and Other ADA Complaints:
Office of Human Resources
Albany State University
2400 Gillionville Road, Suite K 111
Albany, Georgia 31707
Students, faculty, staff, and applicants who believe they have been discriminated against may file complaints pursuant to the following procedures:
-
Filing a Complaint
Complaints should be submitted in writing and include the name and address of the complainant, along with a brief description of the alleged violation(s). If a disability prevents the complainant from submitting a written complaint, a verbal complaint may be provided and transcribed with assistance. -
Timeliness of Filing
Complaints should be filed within 180 days of the complainant becoming aware of the alleged violation(s).
Allegations occurring prior to the implementation of this grievance procedure will be reviewed on a case-by-case basis. -
Notification to Respondent
Upon filing a complaint, a copy will be provided to the individual(s) alleged to have engaged in discriminatory conduct. To maintain the complainant’s privacy, only necessary and limited information will be shared with the respondent. Respondents may submit a written response within 15 business days of receiving the complaint. If the University declines to pursue an investigation, it may choose to withhold a copy of the complaint from the respondent. -
Investigation Process
Albany State University will ensure an adequate, reliable, and impartial investigation. The Student Accessibility Services Grievance Board will review all documentation and submit a recommendation to the Vice President for Student Affairs, who oversees the investigation. The process allows for informal yet thorough fact-finding, ensuring that all parties and their representatives may submit relevant evidence. -
Conflict of Interest
If the initial reviewer is also the respondent, the complaint will be referred to the Director of Equity and Compliance to ensure neutrality. The Director of Equity and Compliance can be reached at 229-500-3304. -
Resolution and Notification
A written determination regarding the validity of the complaint, along with a description of any resolution, will be issued by the Vice President for Student Affairs within 30 business days of the filing. A copy of the determination will be forwarded to the complainant. -
Recordkeeping
The Vice President for Student Affairs will maintain all files and records related to complaints filed under this procedure. -
Request for Reconsideration
If dissatisfied with the resolution, the complainant may request reconsideration within 15 business days of receiving the outcome. If new information becomes available, the case may be reopened. Requests should be submitted to the Chief Legal Officer at 229-500-3303. A response will be provided within 15 business days of the request. -
Alternative Remedies
The use of this grievance procedure does not limit a person’s right to pursue other remedies, including filing an ADA complaint with the appropriate federal agency. This procedure is not a prerequisite for seeking such remedies. -
Compliance and Due Process
These procedures are intended to safeguard the substantive rights of all parties and to ensure that Albany State University remains in compliance with the Americans with Disabilities Act (ADA) and its implementing regulations.
Information for Faculty and Staff
Accessibility and Shared Responsibility
Accessibility Services is committed to supporting faculty and staff in creating inclusive academic environments for all students. Faculty and staff play a vital role in ensuring that students with disabilities have equal access to educational opportunities and resources. Promoting access and inclusion is a shared responsibility across the University and depends on the active engagement of each instructor.
Our practices are guided by federal laws and regulations, including the including the Americans with Disabilities Act of 1990 (as amended in 2008), Section 504 of the Rehabilitation Act of 1973, and Title IX of the Education Amendments of 1972. These laws uphold the rights of students with disabilities and affirm the University's commitment to access, equity, and academic excellence
Faculty/Staff Role in Supporting Access
At ASU, we are committed to being an Institution of equal access and opportunity. In accordance with federal law, the University is required to provide reasonable accommodations for students with documented disabilities. However, accommodations are not considered reasonable if they fundamentally alter the essential components of an academic program, course, or service, or if they impose an undue financial or administrative burden on the institution. As a faculty or staff member, you play a critical role in creating and maintaining an inclusive learning environment where all students can succeed.
Understanding Disability and Accommodations
A disability is defined as any physical or mental impairment that substantially limits one or more major life activities, has a record of such impairment, or is regarded as having such impairment. Students registered with Accessibility Services receive individualized reasonable accommodations and support designed to address the functional limitations of their disabilities and ensure equal access to educational opportunities at the University.
Accommodations vary depending on the documented needs of each student and may include but are not limited to: Additional time of exams, Alternative Format Text, Assistive Technology, Audio Recorder, Braille, Captioned Media, Extended time for exams, Flexible Attendance, Priority, Seating, and Reduced Distraction Testing Environment.
These supports are grounded in federal law and protect students with disabilities from discrimination stemming from institutional barriers, misconceptions, or failure to provide reasonable accommodations.
Understanding the Accommodations Process
To receive accommodations, students must voluntarily disclose their disability to Accessibility Services. Without this disclosure, faculty and staff are not required to provide accommodations.
Students seeking accommodations or other disability-related support must:
- Submit a completed application along with documentation from a qualified healthcare
provider that substantiates both the disability and the need for accommodations;
- Participate in an interactive review process with a Student Accessibility Coordinator
to discuss their disability,
requested accommodations, and available resources; - Be formally approved for reasonable accommodations through Accessibility Services.
Accommodation requests may be made at any point before or during the semester in which they are needed. However, accommodations are not retroactive and will only take effect after an official accommodation letter has been issued. Faculty and staff should implement accommodations only upon receiving this documentation.
Required Syllabi Statements
Including a syllabus statement about academic accommodations promotes an inclusive learning environment and supports compliance with federal laws, including the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973.
All course syllabi should include a statement that reflects the University’s commitment to accessibility and informs students of the process for requesting accommodations. Sample statements are provided below to guide you in meeting these expectations.
"Albany State University is committed to providing equal access to all educational programs and activities. If you are a student with a disability and require accommodations, you must register with Accessibility Services. This includes submitting appropriate documentation, completing an intake appointment, and receiving an official Letter of Accommodation.
Once you have your letter, please meet with me during office hours to discuss how we will implement your accommodations. Accommodations are not retroactive and should be arranged as early as possible in the semester.
For more information or to begin the process, please visit https://www.asurams.edu/student-affairs/counseling-disability-services/ or contact the office at 229-500-2013 or accessibilityservices@asurams.edu"
"Albany State University is committed to fostering an inclusive and accessible learning environment. If you anticipate or encounter barriers in this course due to a disability, including but not limited to mental health, learning, sensory, chronic health, or mobility-related conditions, please contact Accessibility Services to discuss possible accommodations.
If you already have an accommodation letter, please meet with me privately as early as possible to ensure your needs are met. For support, please visit https://www.asurams.edu/student-affairs/counseling-disability-services/ or contact the office at 229-500-2013 or accessibilityservices@asurams.edu"
"Students with disabilities who experience barriers in the academic environment may be eligible for accommodations under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA).
To receive accommodations, students must register with Accessibility Services and complete the full process including submission of application with supporting documentation and participation in intake meeting. Once approved, a Letter of Accommodation will be issued and shared with faculty.
Please note: Accommodations are not retroactive and begin only once official documentation has been received. Faculty and students should meet to discuss the implementation of accommodations as early as possible in the semester.
For more information, please visit https://www.asurams.edu/student-affairs/counseling-disability-services/ or contact the office at 229-500-2013 or accessibilityservices@asurams.edu"
Faculty and Staff Rights and Responsibilities
- Expect students to initiate accommodation requests in a timely manner.
-
Require a Letter of Accommodation (LOA) from Accessibility Services before implementing reasonable accommodations.
-
Uphold academic standards and expect all students, including those with disabilities, to meet course requirements, with or without accommodations.
- Include an accessibility statement in course syllabi to inform students of accommodation procedures.
- Treat all students with the same fundamental fairness.
- Refer students who disclose a disability and/or present medical documentation to the Accessibility Services.
-
Provide reasonable accommodations as outlined in the student’s official accommodation letter.
- Provide syllabi, course content, and other materials in alternative format upon request.
-
Maintain confidentiality regarding students' disability-related information.
-
Submit early alerts (i.e., academic progress and/or support, tutoring, attendance, absences, behavior, well-being) to EAB Navigate.
- Report behavioral concerns in accordance with the ASU Student Code of Conduct, regardless of disability status and violations to the Associate Dean for Student Support and Student Conduct or Vice President of Student Affairs (VPSA) by completing the Student of Concern Form.
Supporting Students with Disabilities
Examples of limitations faced by these students are:
- Difficulty implementing or following a daily routine
- Difficulty scheduling time to complete short and long-term assignments
- Difficulty completing tests without additional time
- Difficulty prioritizing and completing tasks
- Difficulty concentrating in lectures
- Difficulty building and maintaining interpersonal relationships
- Impulsiveness
- Difficulty trusting themselves, obsess over past failures
- Poor self-esteem
- Difficulty taking notes
When preparing your lectures, and then presenting the materials, consider the following:
- Written instructions as well as verbal
- Link previous lecture to current lecture
- Outline main points on overhead
- State class objective
- Write key terms on overhead
- Leave overheads up longer than you think necessary for you to copy
- Identify patterns of organization
- Make lectures interactive
- Make notes available on the internet
- Maintain student attention by varying delivery approach
- Move around the room
- Summarize or draw conclusions at the end of the lecture
Commonly used accommodations for students with ADHD:
- Extended time for testing
- Writing on the test, rather than using scantrons
- Use of a calculator
- Copies of overheads, handouts, lecture notes
- Readers for exams
- Preferential seating
- Use of a note-taker
Below are some examples of what one may encounter when working with Autistic students:
- The social behavior of persons with Autism may be naive and peculiar.
- Some Autistic students expect all people to be good, and it may be jarring for them to learn that some people may try to exploit them.
- They may not understand jokes, irony and metaphors.
- Autistic students may talk “at” rather than “to” people, disregarding the listener’s interest.
- Autistic students may talk too loudly, stand too close and maintain poor eye contact.
- The individual usually does not accurately convey the intensity of his or her emotions until they are full blown, such that the reaction may appear to be far more intense than the situation warrants.
- Although Autistic individuals may crave social interaction, his or her unusual manner may rebuff others, leaving them feeling misunderstood and isolated.
- Difficulty “fitting in” with other college students (many students with Autism know they are different, there are some students that may have a desire to be “typical”).
- Social immaturity (interest in relationships can be appropriate for their physical developmental level, but their social developmental level may lag behind).
- Lack of structure (students may not know what to do with much more free time than in high school)
- Experience difficulty with classes that are not within their interests (often have preoccupations and they may not see the relevance of “core curriculum” classes).
- Difficulty dealing with ambiguity and lack of problem-solving skills.
- Difficulty getting a job after college (poor interviewing skills, limited knowledge of how to look for a job, lack of references).
When interacting with a student with Autism:
- Positive and enthusiastic voice
- Model respectful interactions
- Use clear, specific language (avoid slang or regional terms).
- Give specific directions.
- Find out the student’s strengths and limitations and advise accordingly.
- Get to know the student so he/she will feel comfortable coming to you with problems.
- Help connect students to academic advisor or other professionals who can be a resource.
- Set explicit guidelines for classroom behavior.
- Parents may be more involved in their student’s lives compared to other students.
- Communicate with Accessibility Services if you observe any behavior or interactions that you are unsure of how to approach.
Examples of disability related limitations include:
- Listening to and understanding lecture information
- Taking notes in class
- Working effectively in group projects or class discussions
Commonly used accommodations for students with HL:
- Interpreters, real-time transcription, assistive listening systems, note taking assistance
- Face student when speaking
- Written copies of any oral instructions (directions, assignments, lab instructions)
- Visual aids, visual warning systems
- Repeat questions and statements from others
- Electronic mail for communicating
- Captioned videos and transcripts of audio recordings
Examples of limitations faced by these students are:
- Inability to change from one task to another
- Difficulty scheduling time to complete short and long-term assignments
- Difficulty completing tests without additional time
- Difficulty following directions
- Difficulty concentrating in lectures
- Problems with grammar
- Impulsiveness
- Difficulty delaying resolution to a problem
- Poor self-esteem
- Difficulty taking notes
- Slow reading rate
- Poor comprehension and retention of material read
- Difficulty with basic math operations
- Difficulty with reasoning
When preparing your lectures, and then presenting the materials, consider the following:
- Link previous lecture to current lecture
- Outline main points on overhead
- State class objective
- Write key terms on overhead
- Leave overheads up longer than you think necessary for you to copy
- Identify patterns of organization
- Make lectures interactive
- Make notes available on the internet
- Maintain student attention by varying delivery approach
- Move around the room
- Summarize or draw conclusions at the end of the lecture
Commonly used accommodations for students with LDs:
- Extended time for testing
- Use of a computer with a spell-checking program
- Writing on the test, rather than using scantrons
- Use of a calculator
- Copies of overheads, handouts, lecture notes
- Readers for exams
- Preferential seating
Examples of chronic medical conditions include:
- Cancer
- Chemical dependency
- Chronic fatigue syndrome
- Diabetes
- Dysautonomia
- Epilepsy/seizure disorder
- Human immunodeficiency virus (HIV)
- Multiple chemical sensitivities
- Multiple sclerosis
- Renal disease/failure
Academic difficulties can include:
- Mobility around campus and in the classroom
- Taking notes in class
- Concentration/attention
- Time management
- Anxiety
- Missing classes due to symptoms or treatment of medical condition
Most commonly requested accommodations are:
- Note taking assistance, audio-taped class sessions
- Flexible attendance requirements
- Extra exam time, alternative testing arrangements
- Assignments in electronic formats
- Communication through electronic mail
- Absences due to symptomology and doctor’s appointments
Examples of physical disabilities include:
- Wheelchair users
- Amputees
- Speech impairments
- Muscular Dystrophy
- Multiple Sclerosis
Some limitations of students with physical disabilities are:
- Difficulty writing, such as class notes and on exams
- Sitting in a standard desk
- Participating in labs where lab tables and equipment are hard to reach
- Transportation
- Classrooms or buildings that are not wheelchair accessible
Possible accommodations include:
- Relocating a class or lab to an accessible building/space
- Audio recorder or notetaking assistance
- Accessible seating or table in the classroom
- Scribe for Scantrons and/or essay exams
- Additional time for completing exams
Examples of some mental health disabilities are:
- Major depression
- Bipolar disorder
- Severe anxiety disorders
- Sleep disorders
- Eating disorders
- Substance-related disorders
Academic difficulties can include:
- Concentration
- Cognitive (short term memory difficulties)
- Distractibility
- Time management
- Impulsiveness
- Fluctuating stamina causing class absences
- Irritability
- Feelings of fear and anxiety about exams
Accommodations can include:
- Preferential seating, near door
- Prearranged or frequent breaks
- Audio recorder, note taking assistance
- Text, assignments in alternate formats
- Personal and private feedback
- Permit use of computer software
- Extended test taking time
- Separate, quiet room for testing
Academic limitations can be the result of constricted peripheral vision, progressive loss of vision, and/or fluctuation of visual acuity. Visual disabilities may result in difficulties with the following activities:
- Mobility around campus and in the classroom
- Ability to take notes in class
- Ability to see classroom visual aids, writing on chalkboard, etc.
- Reading standard print materials
- Finding transportation
- Obtaining textbooks in an alternative format and in a timely manner (audio, large print, Braille)
Some examples of accommodations used by students who are blind or have low vision include:
- Large print or Braille handouts, signs, equipment labels
- TV monitor connected to microscope to enlarge images
- Directions, notices, assignments in electronic format
- Printed materials on colored paper or materials in high contrast
- Computers with enlarged screen images
- Seating where the lighting is best
- Audio, Braille, electronic formats for notes, handouts, texts
- Describe visual aids (text or audio descriptions)
- Raised-line drawings and tactile models of graphic materials
- Computers with optical character readers, voice activated computers, voice output, Braille keyboards and printers
- Extended time for testing
- Use of a reader and/or scribe for exams
- Use of tinted glasses for indoors/outdoors
FAQs: Faculty and Staff
Accessibility Services supports students with documented disabilities by coordinating reasonable accommodations that ensure equal access to academic programs and campus life. The office also partners with faculty and staff to implement these accommodations in compliance with federal law.
A disability is defined as a physical or mental impairment that substantially limits one or more major life activities. This includes, but is not limited to, mobility, vision, hearing, learning, mental health, and chronic health conditions.
The University complies with the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, and applicable state laws. These laws prohibit discrimination based on disability and require reasonable accommodations in educational settings.
Reasonable accommodations are adjustments that allow students with disabilities to have equal access to education without fundamentally altering course requirements or creating undue burden. Examples include:
- Extended Time on Exams
- Captioned Media
- Reduced Distracted Testing Environment
- Use of Assistive Technology (AT)
- Materials in Accessible Formats
Yes. Faculty are encouraged to refer students to Accessibility Services if they suspect the student may benefit. Avoid asking directly if the student has a disability. Instead, ask open-ended questions about their challenges in class and inform them of available resources. You may also make a general announcement or post information about Accessibility Services on your syllabi and course page.
Avoid asking directly about a disability. Instead, ask open-ended questions about any challenges they're facing. If the student discloses a disability, refer them to Counseling and Student Accessibility Services at (229) 500-2013 or accessibilityservices@asurams.edu for support.
You will receive an official Letter of Accommodation (LOA) from Accessibility Services, typically via email. This letter outlines the specific accommodations the student is entitled to and includes a receipt of acknowledgment form for you to complete and return. Do not provide accommodations unless you have received this letter.
Accommodations begin only after you have received the official Letter of Accommodation (LOA) and are not retroactive. Students cannot redo previous coursework or exams without accommodations. Faculty should work with students as early as possible in the semester to implement accommodations in a timely manner.
No. All accommodations must go through Accessibility Services to ensure consistency, legality, and fairness. This process confirms the student qualifies for the requested accommodations and protects the academic integrity of your course.
Kindly refer the student to Accessibility Services. You are not obligated, and in some cases are not permitted, to provide accommodations without official documentation from the office.
No. You should not ask students to disclose their diagnosis or details about their disability. Your role is to implement the accommodations listed in the LOA and consult with Accessibility Services if you have questions.
Yes, but only with ASU officials who have a legitimate educational need to know, in accordance with FERPA. Student expressed, written consent is required for discussion beyond that.
No. Maintaining student confidentiality is critical and required by law. Never discuss a student’s accommodations with others, including peers or in class settings.
There might be various reasons why a student submits a late request. At times, students may struggle to obtain documentation of a disability until later in the semester. Alternatively, a student may initially attempt a class without accommodations but realize later that they require them due to academic challenges. Nevertheless, it’s essential for instructors to understand that accommodations cannot be applied retroactively. While the Accessibility Services encourages instructors to make a genuine effort to accommodate, there are instances where a late request may render the accommodation impractical to provide.
Yes. Students may request additional accommodations if their needs change. If approved, you will receive an updated LOA. Always follow the most recent version you receive.
Instructors are encouraged to support the student to the greatest extent possible while upholding the essential learning outcomes of the course. Reasonable flexibility should be provided without penalty, so long as it does not compromise the fundamental requirements of the course.
Best Practice:
Meet with the student to review the syllabus together. Clearly identify which deadlines,
assessments (i.e., exams, quizzes), or assignments may allow for flexibility, and
explain which components are essential and non-negotiable. Communicate your decision-making
process transparently, and document any agreed-upon adjustments.
If accommodations can be met, the preferred method is for instructor to accommodate the student. If you cannot provide the accommodation yourself, Accessibility Services can proctor the exam. Students wishing to test in Accessibility Services must make arrangements with instructors and our office at least five (5) business days prior to the scheduled exam date. it is the faculty member’s responsibility to complete and send the exam/quiz. The goal is to ensure a quiet, distraction-reduced environment.
Contact Accessibility Services immediately to discuss your concerns. Do not deny or modify the accommodation on your own. The office will work with you to determine what is reasonable and appropriate.
- Include an accessibility statement in your syllabus
- Refer student to Accessibility Services early
- Provide a clear, detailed syllabus
- Outline expectations for attendance, deadlines, and participation
- Provide materials in accessible formats (e.g., readable PDFs, captioned videos)
- Incorporate Universal Design for Learning (UDL) strategies where possible
- Use lecture outline or visual aids
- Share vocabulary in written form
- Offer assignments both verbally and in writing
- Provide study guides or sample questions
- Encourage review sessions and Q&A opportunities
- Be proactive about offering flexibility and open communication
No. Please refer students to the Office of Student Support for class excuses. The office is located in the C.W. Grant Student Union - East. Please have students contact the office at (229) 500- 2052 or OSSSC@asurams.edu
Helpful Links
20 Tips for Teaching and Accessible Online Course
Accessibility Checklist for Course Materials and Webpages
Accessibility Tools for Microsoft 365
Center for Inclusive Design and Innovation
Disabilities, Opportunities, Internetworking, and Technology (DO-IT)
Microsoft Resources & Training
Microsoft Accessibility Technology & Tools
The National Center on Disability and Access to Education Cheatsheets
Disability Support: College vs. High School
The table below is a resource for students, parents, and guardians to reference when navigating the transition from high school to college for students with disabilities.
|
Applicable Laws |
|
|---|---|
| College | High School |
| ADA (Americans with Disabilities Act) | IDEA (Individuals with Disabilities Education Act) |
| Section 504, Rehabilitation Act of 1973 | Section 504, Rehabilitation Act of 1973 |
| ADA is about ACCESS | IDEA is about SUCCESS |
| Required Documentation | |
| College | High School |
| IEPs & 504 plans expire after high school and are not sufficient. Documentation guidelines specify information needed for each category of disability | IEPs and/or 504 plan |
| Student must obtain evaluation at own expense | School provides evaluation at no cost to student |
| Documentation must provide information on specific functional limitations, and demonstrate the need for specific accommodations | Documentation focuses on determining whether student is eligible for services bases on specific disability categories in IDEA |
| Self-Advocacy | |
| College | High School |
|
Student must self-identify for services |
Student is identified by the school and is supported by parents and teachers |
| Primary responsibility for self-advocacy and arranging accommodations belongs to the student | Primary responsibility for arranging accommodations belongs to the school |
|
Faculty are usually open and helpful, but most expect students to initiate contact if assistance is needed |
Teachers approach students if they believe assistance is needed
|
|
Parental Role |
|
|
College |
High School |
|
Parent does not have access to student records without students expressed written consent |
Parent has access to student records and can participate in the accommodation process |
|
Student advocates for self |
Parent advocates for student |
|
Instruction |
|
|
College |
High School |
|
Faculty are not required to modify curriculum design or alter assignment deadlines |
Teachers may modify curriculum and/or alter pace of assignment as outline in IEP |
|
Students are assigned substantial amounts of reading and writing which may not be directly addressed in class |
Students are expected to read short assignments that are discussed and often re-taught in class |
| Students need to review class notes and text material regularly | Students may be able to read once, and listening in class may be enough |
| Grades and Tests | |
| College | High School |
| Grading and test format changes (i.e., multiple choice vs. essay) are generally not available. Accommodations to HOW tests are administered (extended time, test proctors) are available when supported by disability documentation | IEP or 504 plan may include modification to test format and/or grading |
| Testing is usually infrequent and my be cumulative, covering large amounts of material | Testing is frequent and covers small amounts of material |
| Makeup test are seldom an option; if they are, you must request them | Makeup tests are often available |
| Faculty expect students to read, save, and consult the course syllabus. It spells out exactly what is expected of you, when it is due, and how you will be graded | Teachers often take time to remind students of assignments and due dates |
| Student Responsibilities | |
| College | High School |
| Tutoring does NOT fall under Accessibility Services. Students with disabilities must seek out tutoring resources as they are available to all students | Tutoring and academic support may be a service provided as part of an IEP or 504 plan |
| Students manage their own time and complete assignment independently | Students time and assignments are structured by others |
| Students need to study at least 2 to 3 hours outside of class for each hour in class | Students may study outside of class as little as 0 to 2 hours per week, and this may be mostly last-minute test preparation |
Information for Parents of Students with Disabilities
Tips to Help Your Student Make a Successful Transition
- Ensure your student understands their disability and can communicate their needs effectively.
- Help your student prepare in advance by discussing key issues they may need to address.
- Consider making a list of important topics you would suggest your student bring up during their accommodation meeting.
- Understand and acknowledge that your student is solely responsible for all communication with Accessibility Services.
- Be aware that Accessibility Services can neither discuss nor share information about your student without their written consent.
Parental Involvement
The parent (or legal guardian) of a K-12 student with a disability is an essential participant in school decisions about that child's disability-related needs. When a student with a disability transitions to college, their legal rigts and responsibilities also shift. At the University level, students, not parents or guardians, are the primary decision-makers in matters related to their disability and accommodations. While we encourage parents to continue providing support and guidance, all communications regarding accommodations must come directly from the student.
We recognize that this change in roles can be challenging. The Accessibility Services staff is available to provide general information and guidance to parents. However, in accordance with federal guidelines, we cannot recognize parents or guardians as representatives for the student in any disability-related matters. To support student idependence and privacy, Accessibility Services has set clear boundaries for parental involvement.
University (ADA) vs. K-12 Special Education (IDEA) Responsibilities
Students who received services under the Individuals with Disabilities Education Act (IDEA) in elementary, middle, or high school often arrive at college with misconceptions about the University’s responsibilities and the types of support available. While institutions like ASU are legally required under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) to ensure access to programs and services for students with disabilities, these obligations differ significantly from those under IDEA.
IDEA is an entitlement law that ensures students with disabilities receive a free and appropriate public education (FAPE) in the K–12 system. Schools are mandated to identify students with disabilities and provide specialized services designed to promote academic success. These may include significant modifications to curriculum and instructional methods to meet the student’s individual learning needs.
In contrast, Section 504 and the ADA are civil rights laws focused on non-discrimination rather than entitlement. At the college level, these laws do not guarantee academic success or require the creation of specialized programs. Instead, they ensure that students with disabilities who are otherwise qualified have equal access to courses, services, and facilities through reasonable accommodations. The emphasis is on providing access, not altering academic standards, to create an environment where students can participate on an equal footing with their peers.
Accommodation Procedure
Students or prospective students who wish to request disability accommodations or submit documentation for formal review must initiate the request themselves. Requests submitted by parents, legal guardians, clinicians, school officials, or other third parties cannot be accepted in place of a direct request from the student.
Due to federal privacy restrictions, Accessibility Services staff cannot share specific information about a student, current or prospective, with parents or guardians unless:
- The student is present during the conversation, and
- A signed release of information is on file with Accessibility Services.
- This restriction includes, but is not limited to, the following:
- The contents of clinician reports or other disability documentation
- Requests for additional documentation to meet eligibility guidelines
- The status or outcome of the documentation review process
- Information about reasonable accommodation needs, approvals, use of accommodations, or the status of accommodation requests
- The student’s academic progress or performance
When appropriate, students will receive written communication from Accessibility Services regarding these matters. Parents and guardians are encouraged to stay informed by communicating directly with their student.
Confidentiality and Privacy of Records
Student privacy and confidentiality is a top priority for Accessibility Services. All records are maintained in a secure electronic system, and confidentiality is upheld in accordance with applicable laws. No information about a student's disability or use of services will be shared outside of the office without the student's prior written consent, except under the following circumstances:
- Internal Consultation: Confidential information may be shared with appropriate University personnel who have a legitimate need to know, such as to ensure the implementation of approved accommodations.
- Legal Audits and Investigations: Information may be disclosed when required by legally mandated audits or investigations.
- Court Orders or Subpoenas: Specific information will be released as required by court order or subpoena.
- Health and Safety Emergencies: In cases involving an immediate threat to the student or others, essential information may be reported to appropriate agencies or individuals, as required by law.
FAQs: For Parents and Guardians
The responsibilities of colleges and universities are significantly different from those of high schools. In K–12 settings, schools are required under the Individuals with Disabilities Education Act (IDEA) to identify students with disabilities and provide a free and appropriate public education.
In contrast, higher education institutions, including Albany State University, are governed by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. These laws require the institution to provide reasonable academic accommodations, but the responsibility to disclose a disability and request accommodations lies entirely with the student.
Students must take the initiative to:
-
Request accommodations through Accessibility Services
-
Provide current and appropriate documentation (within 3 years) that supports the accommodation request
Accessibility Services will not proactively seek out students. All communication and requests must be student-initiated.
Yes, but only if your student completes a Release of information Form. This consent allows Accessibility Services to discuss specific aspects of your child’s case with you. Please note that:
-
The release must be submitted by the student
-
Blanket or indefinite releases are not permitted
The ADA of 1990 ensures that students with disabilities have equal access to all programs, services, and activities at colleges and universities. This includes:
- Academic programs
- Campus housing
- Events and activities
- Physical accessibility
Albany State University is required to provide reasonable accommodations to ensure equal opportunity. Learn more at ada.gov.
Students must submit documentation from a qualified professional with expertise relevant to the diagnosed disability. The documentation should include:
- A diagnostic statement based on the current current Diagnostic and Statistical Manual of Mental Disorders (DSM) and/or International Classification of Diseases (ICD)
- Dates of evaluations
- Description of the functional limitations in a major life activity
- Evidence of substantial limitations impacting academic performance, including duration, frequency, severity, and progression of the condition
- Recommended accommodations
- Evaluator's name, signature, title, credentials (e.g., license number), contact information, and date.
For specific guidelines, please visit the Documentation Guidelines section or or contact the office directly.
No. Disclosure of a disability is entirely voluntary. However, accommodations cannot be provided unless the student discloses the disability and submits a request.
Students with disabilities:
- Apply through the same admissions process as all applicants
- Are not required to disclose a disability during the application process
- May choose to disclose a disability in a personal statement if they believe it provides helpful context
- May request accommodations for standardized testing, but must follow appropriate procedures and provide documentation
No. A qualified applicant who meets the essential admission criteria will not be denied admission solely based on a disability.
No. Accessibility Services does not offer tutoring. However, Albany State University provides free tutoring and academic support services available to all students. A list of available resources can be found in the on the University’s website.
No. There is no cost for students to receive accommodations through Accessibility Services.
Students with disabilities may obtain initial or updated psychological evaluations through one of the following options:
1. Vocational Rehabilitation Agency
- Contact your nearest Vocational Rehabilitation office for information on evaluation services they may provide or fund
2. Georgia Southern Regents Center for Learning Disorders
- Students may contact Accessibility Services to request a referral packet for an evaluation at Georgia Southern University's RCLD. The total cost of the evaluation at the RCLD is $500.00.