Accommodative Services will consider all documentation submitted. Documentation will assist in understanding how the disability impacts the student in an academic setting and the current impact of the disability as it relates to the accommodations requested. Reviewing documentation is a collaborative process and is handled on a case-to-case basis. Once documentation is received, it will be reviewed in order of receipt; therefore, it is recommended that documentation be submitted well in advance of any accommodation related needs. After reviewing the documentation you will be contacted to set up an intake appointment.
Document Submission Options
- Secure Document Upload
- Fax: (315) 267-3268
- Mail:
Office of Accommodative Services
SUNY Potsdam
111 Sisson Hall
Potsdam, NY 13676
General Guidelines
- Any documentation provided by a third party must be prepared by a person(not a family member of the student) who need to be qualified by professional training and practice to diagnose and treat the impairment leading to the disability.
- Documentation needs to be on letterhead of the practitioner or agency employing the practitioner and the credentials of the medical/professional elevator. Your documentation should include the minimum of a diagnosis (or limitations), a summary of the current impact, and suggestions for accommodations.
- Handwritten notes, including those on prescription pads and letterhead will not be accepted as the only source of documentation.
- Documentation should provide proof of diagnosis and/or prior accommodations. Students should submit at least one of the following:
- IEP/504 plan
- A psycho-educational or neuropsychological evaluation
- Accommodation letter from previous postsecondary institution
- Medical records / patient portal diagnostic summary
- Letter from a healthcare professional, on letterhead, which confirms a diagnosis.
All documentation must include
- Documentation Statement
A diagnostic statement identifying the specific disability, including identification on how the condition substantially impairs a life function, the date of the current evaluation, and the date of original diagnosis. Psychiatric diagnoses, including ADHD, should include the Diagnostic and Statistical Manual of Mental Disorders (DSM) diagnosis and a summary of current symptoms. Clear identification of a disability is necessary. - Diagnostic Criteria and Tests
A description of the diagnostic criteria or diagnostics test used. All test and subtest scores must be included and standard scores and the morning population identified. Diagnosis of a Learning Disability may include comprehensive pyscho-educational assessment aptitude, academic achievement, and information processing. Where appropriate and relevant, psych-educational or neuro-psychological testing measures may also be required to support requested based on limitations of cognitive or perceptual functioning such as ADHD, psychiatric, and some medical disabilities. Evaluations must be sufficiently recent occurrence to allow determination of the current impact of the disability in the college environment. - Functional Impact
A description of the functional impact of the disability is needed. The current functional impact on physical, perceptual, and/or cognitive functioning should be described. - Recommendations
Recommendations for modifications, auxiliary aids and/or services and accommodations should be supported by a rational relationship between the recommendation and the functional limitations described. Prior use of academics adjustments and level of benefit should be identified. If no academic adjustments have been used in the past a rationale for current use is helpful. Student report of the usefulness of academic adjustment or accommodations will also be considered.
Recommendations for accommodation are useful in helping the College determine how best to assure access for the student. When those recommendations are in keeping with our policies and practices they may be followed as shown. When the recommendations are for support or structure outside the scope of those necessary for access, the student will be referred to other resources and programs that may be able to assist.
The following information is helpful, but not required, in order to determine the best possible accommodations and supports:
- Severity of the disorder (mild/moderate/severe)
- Medication or treatment currently prescribed