Policies and procedures

Policy

It is College policy to provide reasonable accommodations on a case-by-case basis for qualified individuals with disabilities who voluntarily identify themselves to the office.  SUNY Oswego is committed to comply with all aspects of the American with Disabilities Amendments Act of 2008, regarding reasonable accommodations necessary to ensure equal opportunity to qualified individuals with disabilities. Accommodations are determined through an interactive dialogue.  

 

Accessibility and Equal Opportunity

Programs are expected to have the flexibility and capacity to provide reasonable accommodations when needs arise. Otherwise qualified individuals with documented disabilities are eligible to request reasonable accommodations. The responsibility for initiating a request lies with the individual with a disability. Every individual making a request for reasonable accommodations must provide sufficient documentation to support their request.  Submitted documentation must be from an appropriate, qualified professional. In accordance with federal and state regulations, SUNY Oswego will treat disability-related information in a confidential manner.

 

Designated Campus Contacts

Students with Disabilities

Students requesting academic accommodations and support services must meet with Accessibility Resources to engage in an interactive process. Accommodations are on an individualized, case-by case basis depending on the functional limitations of the student’s documented disability.

Students who have self-identified themselves as diagnosed with a disability must submit current diagnostic documentation, verifying disability. (See Documentation Guidelines for specific guidelines) Once documentation has been submitted, and appropriate accommodations have been determined through an interactive process, an Accommodation Letter will be created that clearly states what accommodations the student is entitled to. Each semester the student must register with Accessibility Resources to continue their academic accommodations, but do not have to provide documentation, that is only needed once.

It is the student’s responsibility to share their Accommodation Letter with each faculty member. If a student, due to their disability needs assistance from the office, this can be arranged by request of the student.

Questions or concerns regarding policy, services, and allegations of noncompliance should be directed to:

Dr. Starr Wheeler, Coordinator of Accessibility Resources and ADA/504 Compliance Officer

155 Marano Campus Center

Phone: 315-312-3358

Email: Starr.Wheeler@oswego.edu

 

Employees with Disabilities

The Assistant Vice President of Human Resources is the designated contact person for employees with disabilities requesting reasonable accommodations. The Office of Human Resources follows policy and procedures for employee requests for accommodations and is available to assist faculty and staff in gaining a greater understanding of the law and to clarify institutional obligations under the law to provide reasonable accommodations. Employees requesting accommodations should contact:

 

Amy Plotner, Assistant Vice President of Human Resources

201 Culkin Hall

Phone: 315-312-2230

Email: Amy.Plotner@oswego.edu

https://www.oswego.edu/human-resources/

 

Campus Visitors

Persons with disabilities visiting SUNY Oswego Campus should contact the designated department personnel conducting or coordinating specific activities, programs, or events which they will be attending. The designated department personnel conducting or coordinating the specific activity, program, or event should consult with the ADA/504 Coordinator if assistance is needed. Determination as to how to best meet the needs of those individuals with disabilities attending such activities shall be made on a case by case basis.

 

Appeal of Accommodation Determination

Employees, students and visitors have an opportunity to appeal a decision regarding an accommodation. Appeals may be handled informally in a case review involving the person seeking accommodation(s), the designated campus contact and the appropriate faculty, administrator or supervisor. If a mutually acceptable accommodation cannot be determined with the designated campus contact and relevant SUNY Oswego personnel, an internal complaint may be filed with the Affirmative Action Officer (See Grievance Procedure).

 

Grievance Procedure

SUNY Oswego has adopted an internal grievance procedure for the provision of prompt and equitable resolution of complaints alleging discrimination. Individuals with a disability at SUNY Oswego, who consider themselves victims of discrimination based on a disability, may file a grievance with the Affirmative Action Officer. Procedures for students wishing to file a discrimination grievance are identified in the SUNY Oswego Student Handbook, section on SUNY Oswego Policies, specifically under Discrimination and Filing Complaints. Additionally, procedures for employees and / or students wishing to file a complaint may also be obtained from the Affirmative Action Officer. The Affirmative Action Officer shall receive any complaint of alleged discrimination, shall assist the complainant in defining the charge, and shall provide the complaint with information regarding the options for filing internal complaints or external complaints through the Federal Office of Civil Rights and / or the New York State Division of Human Rights.

Questions or concerns regarding policy, services, or allegations of non-compliance should be directed to the designated campus contact:

Dr. Starr Wheeler
Coordinator of Accessibility Resources
155 Marano Campus Center
(315) 312.3358
starr.wheeler@oswego.edu

Amy Plotner
Assistant Vice President of Human Resources
201 Culkin Hall
(315) 312.2230
amy.plotner@oswego.edu

Individuals who believe they have experienced discrimination on the basis of disability and have been unable to arrive at a mutually acceptable resolution with the designated campus contact and appropriate personnel may file a grievance with the Affirmative Action Officer. Individuals should contact:

Dr. Mary C. Toale
Affirmative Action Officer
707 Culkin Hall
(315) 312.2213
mary.toale@oswego.edu

 

Event/Program Accessibility – Procedures for Sponsors

Individuals responsible for planning campus-sponsored events should adhere to the procedures below in order to facilitate accessibility.

Whenever possible, events should be scheduled at physically accessible locations.  When viewed in its entirety, programs and activities should be readily accessible, or made accessible, through reasonable accommodations to qualified individuals with disabilities.

 

Publications, including but not limited to brochures, registration forms, press releases, and posters announcing public programs and events should include an accessibility statement.  The inclusion of the following statement on announcements and publications places the responsibility of requesting needed auxiliary aids and services on participants, and provides departmental staff with advance notice should they need to arrange for any requested accommodations:

 

          Persons with disabilities, needing accommodations to attend this event, should contact (name/department) at (phone #) three weeks in advance of the event.

 

A reasonable advance notice of at least 3 weeks should be given by anyone requesting accommodations.  However, with the goal of providing access to and participation in all SUNY Oswego  programs, services and activities, every effort will be made to respond to requests for reasonable accommodations within a reasonable time frame.

 

You may wish to consult with the ADA/504 Coordinator regarding auxiliary aids and services, resources available, agency referral, and the determination of the appropriateness of accommodations.

 

Accessing Accommodations

Students requesting academic support services and accommodations must meet with Accessibility Resources to discuss their needs.

Students who have self-identified themselves as diagnosed with a disability must submit current diagnostic documentation, verifying disability. Documentation will be reviewed and through an interactive process accommodations will be determined. Once accommodations are determined an Accommodation Letter that clearly states what accommodations the student is entitled too will be given to the student, one for each professor. It is the student’s responsibility to share their Accommodation Letter with each faculty member. If a student, due to their disability needs assistance from the office, this can be arranged by request of the student.

Each semester the student must register with Accessibility Resources to continue their academic accommodations, but do not have to provide documentation, that is only needed once.

 

Specific Guidelines for Documentation

Please note these guidelines are guidelines some of which will apply to some but not all disabilities. Not all disability information will require all aspects of the guidelines. More documentation may be required depending on the range and variability of functional limitations within any given disability; less documentation may be requested for permanent disabilities.

Any documentation provided by a third party must be prepared by a person (not a family member of the student) who may 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.

Handwritten notes, including those on prescription pads and letterhead will not be accepted as the only source of documentation.

In accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990, as amended in 2008, Accessibility Resources provides equal access to educational programs and safeguards against discrimination for qualified students with disabilities as defined by the ADA. The ADA defines a person with a disability as any person who

 

  • Has a physical or mental impairment that substantially limits one or more major life activities
  • Has a record of such impairment
  • Is regarded as having such an impairment

 

Any accommodation decisions made by Accessibility Resources may not translate to other institutions or be applicable for high-stakes exams such as the GRE, MCAT, etc.

 

Documentation should include the following:

 

Diagnostic Statement – A diagnostic statement identifying the specific disability, including identification of how the condition substantially impairs a life function, the date of the current evaluation, and the date of original diagnosis. Psychiatric diagnoses, including ADHD, must include the 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 diagnostic tests used. All test and subtest scores must be included and standard scores and the norming population identified. Diagnosis of a Learning Disability may include comprehensive psycho-educational assessment aptitude, academic achievement, and information processing. Where appropriate and relevant, psycho-educational or neuro-psychological testing measures may also be required to support requests 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 academic 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.

Treatments- Currently prescribed treatments, medications, assistive devices, and auxiliary aids or services may be described. Description should include all currently in use and their estimated effectiveness in ameliorating the impact of the disability. Significant side effects that may affect physical, perceptual, or cognitive functioning should be identified and 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 academic 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 efficacy of academic adjustments or accommodations will also be considered.

 

IEP- Secondary school Individual Educational Plan (IEP) may serve as documentation at the postsecondary level- some IEPs provide more information than others. Depending on the information contained, an IEP may provide all or just a portion of the necessary documentation and may serve to identify previously utilized modifications and auxiliary aids or services. This may apply to 504 Plans, although some will lack critical information.

 

Please send documentation to:

Accessibility Resources

155 Marano Campus Center

Oswego, New York 13126

Phone - 315-312-3358

Fax - 315-312-2943

Email - Access@oswego.edu