Documentation Types

Primary Documentation: Student’s Self-Report

The student is a vital source of information regarding how they may be “limited by impairment.” A student’s narrative of their experience of disability, barriers, and effective and ineffective accommodations is an important tool which, when structured by interview or questionnaire and interpreted, may be sufficient for establishing disability and a need for accommodation.  While not required, we encourage the submission of the Request for Accommodations Form.  It provides context for the next step of the process and is considered primary documentation.

Secondary Documentation: Observation and Interaction

SUNY Poly’s Student Accessibility Services staff are experienced professionals and use their observations of students’ language, performance, and strategies as an appropriate tool in validating student narrative and self-report. The impressions and conclusions formed by them during interviews and conversations with students or in evaluating the effectiveness of previously implemented or provisional accommodations are important forms of documentation. Secondary documentation can also include input from parents, instructors, and other staff who have firsthand knowledge of the student’s abilities and possible barriers.

Tertiary Documentation: Information from External or Third Parties

Documentation from external sources may include educational or medical records, reports, and assessments created by healthcare providers, school psychologists, teachers, or the educational system. This information is inclusive of documents that reflect education and accommodation history, such as Individual Education Program (IEP), Summary of Performance (SOP), and teacher observations. External documentation will vary in its relevance and value depending on the original context, credentials of the evaluator, the level of detail provided, and the comprehensiveness of the narrative. However, all forms of documentation are meaningful and should be mined for pertinent information.

Source: Association on Higher Education and Disability. (2012, October). Supporting accommodation requests: Guidance on documentation practices. AHEAD.

Differences Between High School and College

Transitioning from high school to college can be a significant shift for students with disabilities, particularly when it comes to how accommodations are handled. While both educational settings aim to support students, the approach, expectations, and legal requirements differ in meaningful ways.  

1. Legal Framework 
   In high school, students with disabilities are supported under the Individuals with Disabilities Education Act (IDEA), along with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA). IDEA guarantees a free appropriate public education (FAPE), which includes specially designed instruction and services to help students succeed. However, once a student enters college, IDEA no longer applies. Instead, colleges and universities are governed solely by Section 504 and the ADA, which focus on ensuring equal access rather than guaranteeing success.
2. Responsibility for Identification and Services 
   In high school, schools are proactive. They identify students who may need support, evaluate them, and develop an Individualized Education Program (IEP) or 504 Plan. The process is school-led, and services are automatically arranged. In contrast, college places the responsibility on the student. Students must self-disclose their disability to the college’s disability services office and formally request accommodations. Without this step, no accommodations are provided even if the student previously had an IEP or 504 Plan.  This is a commonly misunderstood and misrepresented area.  While services do “transfer” in some way, they are not automatic and they can look very different.
3. Role of Parents 
   Parents play a major role in high school. They attend meetings, advocate for their child, and may even help manage services and communication with teachers. But in college, this changes dramatically. Under FERPA (Family Educational Rights and Privacy Act), the student is considered an adult, and college staff cannot communicate with parents about disability-related matters unless the student gives written permission. The emphasis shifts to self-advocacy and independence.
4. Documentation Requirements 
   High schools often rely on IEPs or 504 Plans as primary documentation, and the school typically conducts any necessary evaluations. Colleges, however, usually request updated and comprehensive documentation prepared by a qualified professional when available. This documentation must clearly establish the disability and justify the need for specific accommodations. Additionally, students are responsible for obtaining and paying for any evaluations needed.  It is important to note that each college has their own preference on documentation guidelines, and it’s important to understand during the college selection process.
5. Accommodations 
   Another significant difference is in the type of support provided. High schools may offer modifications to assignments or grading such as reduced homework, alternative formats, or easier testing standards. Colleges are not required to modify academic standards or fundamentally alter courses. This could be considered “unreasonable.” Instead, they provide reasonable accommodations like extended test time, note-taking assistance, or accessible materials to ensure equal access to learning, but not guaranteed outcomes.
6. Support Services 
   In high school, students may receive direct instruction, resource room time, or specialized services built into their school day. In college, these kinds of built-in supports are not required and while most colleges offer tutoring and learning centers, these are available to all students and are not considered disability-specific accommodations. It's up to the student to seek out help and take the initiative to use available resources.
7. Advocacy and Self-Determination 
   Finally, the biggest change may be in the level of personal responsibility. High school students are often supported by a team of parents, teachers, and counselors who advocate on their behalf. In college, self-advocacy is essential. Students must communicate their needs, follow up with professors, and manage their accommodations independently. The transition requires students to become more proactive, organized, and confident in navigating systems that may be unfamiliar.

If you are interested in more general information about the differences between using disability services in high school and college, we recommend reading the information on the U.S. Department of Education’s website on transitioning from high school to college.  

College Housing

Support Animal  

Any student requesting permission to keep a support animal in the residence hall should submit the following to the Office of Student Accessibility Services (Cayan Library L112) or to sas@sunypoly.edu at least 30 days before move in.  Requests submitted after this deadline may not be approved until the following semester.

1. Request for Accommodations
2. Accommodated Housing Application: Provider Form
3. Relevant documentation from a licensed provider, generally the same provider who fills out the provider form mentioned in b (providers can attach documents to their form or give to student)
4. Copies of all licenses, vaccinations, and relevant documents as outlined by Oneida County’s Domestic Animal law
5. Within 4 weeks of receiving a written request and all required documentation, the Director of Student Accessibility Services, along with appropriate campus designees, will make a determination and communicate their decision to the student
   1. If approved, the decision will include specific responsibilities to be met by the student and the appropriate University parties (see #3)
   2. A decision that SUNY Poly cannot meet the request will include a specific rationale and instructions regarding the student’s right and process for appealing. Appeals will be considered jointly by the appropriate staff in the following areas: Housing, Human Resources, Student Affairs Administration, and Wellness Center.  
6. Approved requests will be referred to the Director of Residential Life for further communication with the student; assignment to appropriate housing; the signing of an agreement between Residential Life and the student regarding rights, responsibilities, timelines, consequences of unmet responsibilities; and the acknowledgement of an alternate caregiver

Support Animal approvals are generally valid for a period of one academic year.  Student Accessibility Services will contact the student to discuss the need for continued support as well as any updated licensing, vaccinating, or relevant records for the animal

Accommodated Housing Request

We understand that some students may request single rooms as a way to manage disabilities related to focus, sensory sensitivity, or the need for quiet or decompression space. While we’re committed to supporting all students, it’s important to note that residence halls are active living communities and not designed to provide consistently quiet or distraction-free environments. Because of this, single rooms are not automatically granted as a disability accommodation. However, we’re happy to work with students to explore a range of effective strategies and campus spaces—such as study lounges, quiet rooms, and other low-traffic areas—that better support these needs.