Student Accessibility & Advocacy office

We understand that self-disclosure of a disability, symptoms, or condition is confidential and a deeply personal matter. Students who wish to have a confidential conversation about their previous history of using accommodations, their eligibility for services, or any referrals for a disability related evaluation are encouraged to request an appointment at their earliest convenience. We recommend that students self disclose to the Student Accessibility & Advocacy Office (SSA) as early as possible so that we can work together on a proactive approach to their learning and academic experience. In order to speak to parents about a student’s request for  accommodations, students will need to sign a release form with SAA and discuss their communication preferences with the Director. Students should directly inform their parents about their choice to use services for students with disabilities.

All disability records are kept separate from a student’s educational record and utilization of accommodations will not be cited on transcripts, applications, or other permanent records. Further, the SAA has a responsibility to maintain the confidentiality of a student’s clinical documentation. Without a student’s informed consent, no records will be released to a third party. Should a student submit a written request for release of documentation, the SAA will process this request within 5-7 business days for current students and 7-10 business days for former students.

Consistent with the Americans with Disabilities Act Amendments Act (ADAAA) and Section 504 of the Rehabilitation Act, Albright provides impairment-related accommodations to ensure equal access to the College’s programs and activities. To receive accommodations, students must self-identify and provide documentation of their symptoms or conditions, which meet the documentation standards below. Overall, the documentation should “identify how a student’s ability to function is limited as a result of her or his disability.” Detailed documentation will enable the Director of Student Accessibility and Advocacy (SAA) to identify appropriate and impairment-related accommodations. A diagnosis alone does not provide enough information regarding the student’s functional impairments to make an accommodation decision.

Please note that the institutions of higher education must make informed decisions about accommodations. These decisions may not always agree with recommendations from outside professionals or with prior Individualized Educational Programs (IEPs) or 504 Plans. IEPs and 504 Plans are documents created for the secondary school environment. These documents provide information regarding the student’s history; however, while often valuable, they do not always contain all the information needed to make an accommodation decision in the college setting. The director will review IEPs and 504 Plans and request additional information if necessary.

Documentation should be provided by a qualified professional who has an ongoing relationship with the student. While a letter from providers may provide sufficient information, often a letter without additional supporting documentation is not sufficient to make an informed decision regarding an accommodation request. Additional information or a signed Release of Information form may be requested when the initial documentation submitted is not sufficient to make an informed decision.

All submitted documents may be verified for authenticity.

For further information on accommodations and post-secondary education, please see the transition guide from the U.S. Department of Education.

• Documentation Standards for ADD With or Without Hyperactivity
• Documentation Standards for Learning and Neurodevelopmental Disorders
• Documentation Standards for Medical Conditions/Physical Impairments (including hearing and vision)
• Documentation Standards for Mental Health Disorders/Psychological Impairments

Accommodation requests should be made via the Accommodations section of the Student Health Portal. 

At the college level, accommodations are designed to ensure equal access and “a level playing field” rather than to guarantee academic success.  This is one of the differences between high school and college accommodations for students with disabilities.   

 

Accommodations are determined by the Student Accessibility and Advocacy (SAA) office on a case-by-case basis.  Decisions are made with careful consideration of a student’s disability-related limitations, evidence provided, and recommendations made in supporting documentation. A recommendation from a provider does not guarantee a specific accommodation will be approved.  There must be a direct connection between the disability/condition and the accommodations being requested.  

 

If the documentation is incomplete or does not support the request(s), further information may be needed.  Please be certain to review our Documentation Standards.  

Students can learn more about the ADAAA and regulations for students with disabilities in higher education via the Transition Guide from the Department of Education. 

If you have any questions, please reach out to our office at SAA@Albright.edu or at 610-921-7503. 

Types of Accommodations 

 

The SAA office reviews requests for academic, housing, and dining accommodations.  It also processes temporary accommodations due to medical issues and assists with needs related to extended medical absences.   

 

The accompanying documentation (e.g., IEPs/504 plans, accommodation memos from SAT, ACT, GRE, etc., and/or letters from previous educational institutions’ disability offices) is welcome to complement medical documentation; however, these supporting materials alone do not substantiate the need for accommodations and will not be accepted as approved documentation for a request for accommodations.  

Accommodations will not be approved if they alter the essential fundamental elements of a course. 

This presentation provides tips and information on services for students who learn differently at Albright. 

Process for Requesting Housing Accommodations 

Housing accommodations are determined on a case-by-case basis according to evidence provided and recommendations made in the supporting documentation. Please be advised that students are not making a request for a specific housing assignment, but rather a request for an accommodation. The SAA office will review the student’s documentation and determine if accommodations are appropriate and reasonable. When accommodations are approved, the SAA office notifies the ResLife office, which then assigns housing based on the approved accommodations.   

All requests for housing accommodations must comply with the information contained in the following document: 

Understanding the Process for Requesting Reasonable Housing Accommodations 

 

A request for housing accommodations may be submitted and considered at any time; however, if the request for accommodations is made after the deadlines below, Albright College cannot guarantee that it will be able to meet the individual’s accommodation needs during the first semester or term of occupancy. If the need for the accommodation arises when a student already resides in campus housing, the student should contact the SAA office as soon as practicably possible. Albright cannot guarantee that it will be able to meet the accommodation needs during the semester or term in which the request is received. If you wish for your housing preferences (residence hall, roommate, etc.) to be considered, the request must be received by the deadlines as well. Please note that emotional support animals (ESAs) are considered housing accommodation requests. 

 

Fall Semester Housing Request Deadlines 

Returning Students:   April 1st  

New Students:  June 15th  

Spring Semester Housing Request Deadlines 

New and Returning Students:   November 15th   

 

The main objective of housing accommodation documentation review is to ensure that all students have an equal opportunity to participate in residential life and to assess whether Albright’s standard residential housing expectations cannot be met for a student due to substantial limitations that exist as a result of the student’s documented disability and current symptomology. 

A student’s preference (rather than necessity) for a particular living environment or location will not be honored (e.g., student with ADHD or a learning disability seeking a single room to serve as a quiet undisturbed place to study represents a preference, but not a necessity). Accommodations are not granted solely on the recommendations of care providers, but on the documented functional limitations posed by the student’s disability under the ADA and Section 504 of the Rehabilitation Act.  

Housing accommodations are not intended to resolve roommate conflicts, circumvent housing procedures, and/or satisfy housing preferences. Documentation must establish a clear link between the disability or disabilities and requested accommodation(s) and explain why regular housing options would not be sufficient to meet the needs of the student.  

Please be advised that single rooms are reserved for individuals whose documentation illustrates substantial need and for whom a standard housing assignment with a roommate is not viable and cannot be addressed by alternative options.  

In determining the extent of a student’s limitation and whether the requested accommodation is reasonable (e.g., meets the threshold of necessity under the ADA and Section 504 of the Rehabilitation Act) the following is considered:  

• whether the request stems from a disability-related need  

• the nature, severity, duration and impact of the student’s condition  

• the impact on the student’s health if the request were not granted  

• the care provider’s qualifications for recommending accommodations 

• whether the request is an integral component of the current treatment plan for the condition  

• whether the request is determined by the care provider to be essential (vs beneficial)  

• if there are any alternative options that will meet the student’s need(s).  

 

Frequently Asked Questions 

What does Access vs. Success mean when it comes to campus housing? 

Here are some examples of requests when an accommodation would not be approved. In the following scenarios the requested accommodation would be helpful or desirable and could improve chances of success — especially when the student’s disability makes these situations more difficult. But when, generally speaking, no student has access to the opportunity requested, the request is regarded as a fundamental alteration to the college housing program and legally not considered “reasonable.” 

 

I have anxiety or depression and I need a single residential hall room as a space to be alone or to retreat to and decompress. 

All Albright College students are expected to seek out and discover places in their campus community to decompress, unwind, or process their emotions in places other than the room where they sleep. Here are several ideas: 

• Explore the offerings at the multi-Faith Center for prayer, meditation, and contemplation. 

• Use the “Retreat” room located next to the SAA office in the Student Center. The space is complete with salt lamps, bean bag chairs and a variety of other amenities. This restorative space is a great spot to study, find a moment of calm or spend quiet time with a friend.  The key can be signed out at the front desk in the Student Center.   

• Explore the offerings at the Schumo Center for Health and Wellness and take a yoga class. 

• Find a private nook in the library or other academic buildings to nestle in and read, think, write, or draw. 

• Relax at a therapy dog session offered by the Gable Counseling Center. 

• Walk to the pond or a “red chair” and experience nature on campus.   

• Walk on the indoor track located upstairs at the Schumo Center.   

• Join an intramural sport team. 

• Get a ‘to go’ meal from one of our campus eateries and a blanket and have a picnic on the lawn at Science Field. 

• View the art displayed in the Freedman Art Gallery. 

• When is your roommate out of the room for extended periods of time? Schedule relaxation time during your roommate’s classes or extracurricular activities. 

• Walk on the sidewalk from campus to Wawa and get a coffee or smoothie. 

• Use a meal swipe and get a coffee or treat from Jake’s Java and enjoy the café seating there.   

• Need extra support?  Albright students are eligible for several free counseling sessions with our licensed therapists at Gable Counseling Center.   

 

I need a single room because I get too distracted when trying to study or do homework. 

The College provides many places on campus where you can study alone in peace and quiet. Here are some ideas: 

• Discover the many nooks in academic buildings. 

• Empty classrooms and seminar rooms!  

• The Student Success study lounge located on the third floor in Teel is a quiet and peaceful place to study. 

• Use the Library located in the CCM building. 

 

I need a single room because I need to have control over my space. 

In typical housing, each student needs to recognize what is in their locus of control in a shared living experience. It is unreasonable to expect to be able to control the entire room. However, it is reasonable to expect to be able to control your own belongings and set boundaries with your roommate accordingly. All Albright College students need to learn how to share a space and set boundaries and express them with their roommates. This is an extremely valuable skill living in a residential community, such as Albright College.   However, it is a new skill for many students who either have been only children or have never had to share a room with a sibling. It gets easier with practice! 

• Work with Residential Life for guidance on conversation starters and healthy boundary setting. 

 

I need a single room because I had a really bad roommate before, and I’m scared that will happen again. 

Just about any college alum can recall a less-than-perfect roommate situation. It can happen, and it doesn’t make that past bad experience go away. However, it is possible to move on in a positive way. Taking what you can learn from a bad roommate situation and applying those lessons to a new situation is how to utilize a growth mentality to come through adversity. 

• Work with the Counseling Services staff to talk through your past experiences and determine strategies and receive support for moving into a new roommate relationship. 

• Make an appointment with Residence Life staff to discuss your fears or concerns. 

I need a single room because I have medications I fear might be stolen. 

All students should consider locking up valuables, including medications. 

• We recommend buying a lockbox or small safe to keep tucked away and out of sight. 

• Lock your room door when you leave. 

 

I need a single room because I have food allergies, and I need to make sure certain foods are not brought into my room. 

We understand that students enjoy having snacks and drinks available within their room for convenience. However, there are designated areas on campus for students to have a meal. 

• Work with Residential Life staff for guidance on conversation starters and healthy boundary setting within your room.  When appropriate, ResLife can assist with a roommate contract to help outline the precautions that are necessary due to allergies.   

• All students are advised to work collaboratively with Dining Services staff on campus to discuss individual dietary needs, restrictions, and preferences. 

Albright College recognizes the importance of service animals, as defined by the Americans with Disabilities Act Amendments Act (ADAAA), and of emotional support animals (ESAs), supported by the Fair Housing Act. The college is committed to allowing individuals with disabilities the use of a service animal on campus to facilitate their full participation and equal access to the college’s programs and activities. Albright is also committed to allowing ESAs necessary to provide individuals with mental health disabilities an equal opportunity to use and enjoy college housing. 

What is the difference between an ESA and a Service Animal?

Definition: Service animals 

A service animal is defined as dogs that are individually trained to do work or perform specific tasks for people with disabilities. The work or task a service dog does must be directly related to the person’s disability. Service dogs may accompany persons with disabilities into any places that the public normally goes.  This includes state and local government buildings, businesses open to the public, public transportation, food-service facilities, and non-profit organizations open to the public. The law that allows a trained service dog to accompany a person with a disability is the Americans with Disabilities Act (ADA). 

Definition: Emotional Support Animal (ESA)

An emotional support animal (ESA) is a single animal that provides therapeutic emotional support for an individual with a diagnosed mental health disability. Unlike service animals that are trained to perform specific tasks that are important to the independence or safety of their disabled handler, ESAs are generally not trained to perform disability-specific tasks.  Their therapeutic support is a function of their presence and interaction with the person with a mental health disability.  ESAs are not pets, but they typically are animals commonly kept in households as pets.  An ESA may be a small bird, cat, dog, rabbit, hamster, gerbil, fish, turtle, or other small, domesticated animal that is traditionally kept in the home for pleasure.  Under recent guidance from the United States Department of Urban Development (HUD), reptiles (other than turtles), barnyard animals, monkeys, and other non-domesticated animals are not considered common household animals.  Exceptions to these guidelines regarding animals serving as ESAs will be considered on a case-by-case basis.

The primary consideration in determining if an ESA will be allowed in college housing is whether the ESA is necessary, because of the individual’s disability, to afford the individual an equal opportunity to use and enjoy college housing, and its presence in college housing is reasonable. 

An ESA is not specifically trained to perform tasks for a person who has emotional disabilities. Unlike a service animal, an ESA is not automatically granted access to places of public accommodation. ESAs are not permitted in other areas of the college (e.g. dining facilities, libraries, academic buildings, athletic buildings and facilities, classrooms, labs, individual centers, etc.).

Therapeutic Emotion Support Animals and Service Animals information.

 

In compliance with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA), Albright College has established procedures to ensure that students with documented disabilities have access to reasonable on-campus dietary accommodations. 

Students (and parents/guardians/supporters) should bear in mind that, as a four-year residential college, all students living on campus are required to purchase a meal plan. Students in need of dietary modifications should not expect an exemption from this meal plan requirement.  

Dietary modifications can be facilitated through Albright College Dining Services, where every reasonable effort will be made to support a student’s documented dietary needs while maintaining Albright’s core belief that dining with fellow students is an important facet of life at a residential college. Dietary modifications that are currently available through Dining Services offer a variety of foods that promote healthy lifestyles including gluten-free and lactose-free options, meals for vegetarian and vegan diets, and various allergy considerations. While Dining Services is committed to the dietary health of each student, it is the student’s responsibility to inquire about the ingredients in the foods served. In all Dining Services locations across campus, nutrition information is either posted or available upon request.  Dining Services is almost always able to meet the needs of individual students; however, the student is required to interactively work with them.  Needs that are not met because the student did not interact with the SAA office and/or Dining Services are not an indication of the college’s inability to meet a dietary need.  In addition, please note that unused meal swipes at the end of the semester are not evidence that the suggested modification was not provided to the student. 

 

How Will My Dietary Needs Be Met While Living on Campus? 

STEP 1: Meet with the Director of Dining Services on Campus 

Albright College students with specific dietary needs must meet with the college’s Director of Dining Services. The SAA office will schedule and facilitate this meeting once we are notified of a need.  The student will be sent a meeting invite through their Albright email address for an initial meeting to discuss the student’s dietary needs, available dining options, and meal planning.  

The initial meeting may include consultation with Albright College’s Registered Dietitian Nutritionist, if appropriate, as well as a tour of the Dining Hall, if requested. During the initial meeting with Dining Services, information will be provided to the student regarding the variety of eatery locations on campus available to all students, faculty, and staff. These include Jake’s in the student center, Jake’s Java in the student center, Peg’s in the Schumo Center, and the Dining Hall in the student center.   

Please be aware that the student is expected to meet with the Director of Dining Services or their designee as outlined in this step to determine if a student’s dietary needs can be reasonably met with the dining offerings available to all students on campus prior to any request for accommodations. 

 

STEP 2: Submit your request for Dietary-Based Dining Accommodations with Documentation 

Sometimes students have special needs based on documented health conditions which may necessitate dietary accommodations that exceed the regular food offerings available to the campus community. 

Therefore, if after meeting with the Director of Dining Services or their designee, it is determined by the Dining Services staff that a student’s dietary needs cannot be sufficiently met with the dining offerings readily available and that a specialized diet or plan will be required, the student will be advised to request dietary-based dining accommodations through the SAA office. This is accomplished by completing the accommodations application in the Student Health Portal.   

Documentation to support your request should be uploaded during the application.  A detailed dietary plan with specific nutritional needs should be prepared by a qualified professional and included with your applications. It is recommended that students ask their provider to complete the Dietary-Based Documentation form  however, an official letter, written, dated, and signed by your medical provider on their professional letterhead, which provides all the necessary information can be accepted as documentation as well. 

STEP 3: Documentation Review 

Once a request for dining accommodations is submitted to the SAA office we will review the application, taking into full account the record of interactions with Dining Services and the information provided in the professional’s letter, in determining reasonable dietary-based accommodations. A medical records review may be requested from the college’s physician if necessary.   

There must be a dietary-based disability documented and verified by a student’s medical provider to be considered for dietary-based dining accommodations. 

STEP 4: Notification 

The SAA office will contact the requesting student and the Director of Dining Services about the recommendation and decision to approve or deny a student’s request for dietary-based dining accommodations. The decision will be sent to the student’s health portal and the Director of Dining Services via Albright email. 

 

Verification Forms are provided as a tool to assist you in obtaining appropriate documentation for your accommodation. These forms will ask your provider precise questions and enable them to provide clear, objective information.  This will greatly assist the Director of SAA in assessing your request.  Verification forms should be supported by testing or other diagnostics from your provider. Documentation from providers often does not clearly define the accommodations they feel are necessary to address any functional limitations that you may have in the classroom setting. Verification forms were developed to support you in the process of meeting Albright’s documentation standards. Whether you choose to use the verification form or not, you are responsible for making sure that Albright receives all of the documentation required in those standards. Please click on the links below for your relevant accommodation request. If you need assistance in determining which form(s) would be most appropriate for you, please contact our office for assistance.

Attention Impairments
Autism Spectrum (ASD)
Dietary Concerns
Hearing Impairments
Learning Disorders
Mobility Impairments
Neurological Impairments
Physical Health Impairments
Psychiatric Impairments
Vision Impairments

Housing Verification Forms
Understanding the Process for Requesting Reasonable Housing Accommodations
Housing Accommodations Supplemental Verification Form

Accommodated testing continues to occur in the Accommodated Testing Center. To schedule an exam, please complete the Accommodated Test Administration Form.

This PowerPoint can guide you through completing the form. However, you can also stop by the office for assistance. The office secretary and student workers can assist you with the form. If you need Ms. Young’s help, she is available during office hours for drop-in questions or by appointment.

Information for Faculty:

When possible, please complete your portion of the form and return it to students one week before the exam.

SAA requests that you provide our office with the exam 24 hours before the exam, either via email or hand delivery to the Accommodated Testing Center (Teel 301). Exams may also be hand-delivered by students; these must be in a sealed envelope with the professor’s signature across the seal. Please remember to extend start/stop times for any online exams.

Questions regarding testing accommodations can be directed to the SAA office at 610-921-7503

• Natural Reader Gold Versions on Albright Campus Computers
• Audiobook Site Suggestions
• Smart Pen – Livescribe

The ADA requires that all colleges provide accommodations for students with disabilities. Concerning requests for course substitutions, we fully support the college’s goal of preparing students for a complex, interconnected world. General education requirements play a pivotal role in the comprehensive education at Albright.

Albright understands that some qualified students with disabilities may encounter barriers in certain general education courses that impede their progress toward degree completion. We are committed to providing reasonable accommodations for students with documented disabilities that impact their completion of specific required courses.

While the college does not grant course waivers for students with disabilities, our aim is to ensure that every student has the opportunity to complete their degree. If reasonable accommodations are not sufficient to remove the barriers to a specific general education course, the student can petition for a course substitution. Each request will be carefully considered on a case-by-case basis. Your academic journey is important to us, and we are here to support you in achieving your goals at Albright College.

For additional information, please refer to the

Course Substitution Policy

Course Substitution Procedures

What services do you offer to students with disabilities?
Students with disabilities can receive reasonable accommodations, auxiliary aids, and services, per the ADAAA. Accommodations are created for each individual student based on their documentation and are provided on a case-by-case basis. The best way to determine what a student’s accommodations will be is to provide the SAA office with documentation that meets the documentation standards.

The most common accommodation is extended time for exams.  However, this accommodation is not ideal for all students and recent research suggests that this accommodation may not be the “fix all” for all students with disabilities. Other accommodations include FM systems, access to ADA bathrooms for residential students, permission to record lectures, and access to text-to-speech software.

Albright does not provide personal attendants, devices, or services.  “Institutions are not required to provide personal devices and services such as attendants, individually prescribed devices, such as eyeglasses, readers for personal use or study, or other services of a personal nature, such as tutoring.” Copied from number 6 of the Department of Education’s Transition Guide

Do you offer a program for students with disabilities?   Who works with students with disabilities?
Albright does not currently offer a program for students with disabilities. The Director advocates for students with disabilities and ensures the provision of reasonable accommodations. She is a full-time staff member with a Master’s degree in Psychology. She has experience with the assessment and management of disabilities (psychoeducational and DSM assessment) and has been working with students and other persons with disabilities since 1994.

Who counsels students with learning disabilities during registration, orientation, and course selection?
Students are encouraged to share their accommodations with their advisor so that their needs can be carefully considered when selecting courses.  Students can meet with the SAA office to discuss course selection after schedules have been created.

Whom can parents contact if they have concerns during the academic year?
Parents are encouraged to assist their sons and daughters to develop self-advocacy skills. Students who are building self-advocacy skills can ask their parents to participate in some conversations with our office. However, the student must always be involved in the conversation. This ensures that the student is an active participant in the process.

Is tutoring an available accommodation? What kind of tutoring is available?
Tutoring is not an ADAAA accommodation; however, Albright offers tutoring through the Academic Learning Center and the Writing Center for all students! Students should contact the Academic Learning Center or the Writing Center directly for more information. The staff members of the ALC and the WC are kind, helpful, and dedicated to student success. Please see their websites for further information.

• Writing Center
• Academic Learning Center

The transition to college can be rewarding and challenging for you and your student. With regards to the challenges, it is important to keep in mind that in a few years, your student will earn a college degree. It is important to help high school students grow into mature, successful college graduates. This process is not easy, and your student will frequently ask you for help, guidance, and support. Fortunately, Albright offers an array of academic and support services for students, through a variety of campus departments.

Students with disabilities are often reluctant to request support or accommodations. Many students tell me that they don’t want to be “labeled”  like they were in high school. Others want to try things on their own at first. If your student is reluctant to apply, please ask them to reach out to our office before making a decision about accommodations in college. Students often feel relieved when they learn that receiving accommodations in college is different from their IEPs and 504s.  For example, students with disabilities are not required to take special courses or go to a resource room. Students choose which professors receive their Academic Accommodation Letter (AAL), and their diagnosis is not disclosed in this letter. The professor is only told what accommodation the student is approved for.

Students with disabilities, like all students, face an increase in their freedoms and responsibilities. The staff at the Student Accessibility and Advocacy office are happy to meet with incoming or enrolled students, answer questions, and provide guidance. We will partner with your student and teach them how to self-advocate and navigate academic accommodations in college. We realize that some incoming students will need help from their parents to collect documentation for their accommodations application; however, your student needs to be our primary contact. Incoming students need to learn how to communicate the barriers related to their disability, and they must learn to be responsible for utilizing the support, guidance, and resources that Albright offers. The process starts with your student self-identifying and sharing appropriate and confidential documentation with the Student Accessibility & Advocacy Office. It can be tempting for parents to complete the application for the student. You can help your student by providing documentation for them to upload and by encouraging them through the process; however, we have found that if a student doesn’t own the process, they won’t use approved accommodations. Because of this, please resist any urge to complete the application for your student. We need to know that the student is requesting accommodations, and we want them to share their experiences. It is more helpful for them to answer the questions in their own words, even if there are grammatical errors and partial sentences. They know themselves, and their perspective is valuable.

If you are interested in learning more about students with disabilities and their transition from high school to college, please read the transition guide from the Department of Education.

Please encourage your student to make an appointment to meet with us.

• Classroom Recording Policy

Appeals Process:

Institutions of higher education bear the responsibility of making well-informed decisions regarding reasonable accommodations for students. Sometimes these decisions may differ from recommendations made by external professionals or from previously established Individualized Education Plans or 504 Plans. Students are required to participate in the interactive process with the Student Accessibility and Advocacy (SAA) office. Generally, accommodations cannot be provided to students who do not engage in the interactive process.
Students who find themselves in disagreement with accommodation decisions made by the SAA office are encouraged to follow the outlined process below:

1. Initiate an informal discussion with the Director of SAA to address concerns and to seek understanding and resolution regarding the decision.

2. If a satisfactory resolution is not reached through informal discussion, the student should formally request an appeal. Formal letters of appeal must be written and submitted by the student. While emails will not be accepted, documents may be delivered via email attachments.
• Academic accommodation appeals should be directed to the Associate Vice President for Academic Affairs
• Campus life accommodation appeals should be addressed to the Vice President of Student Affairs and Campus Life.
• Appeals of decisions made by the General Education Committee (GEC), such as denial of a course substitution, should be directed to the Vice President of Academic Affairs, rather than the Associate Vice President for Academic Affairs.

3. If a satisfactory resolution remains elusive after a decision from the Associate Vice President for Academic Affairs or the Vice President of Student Affairs and Campus Life, the student may escalate the appeal to the Vice President of Academic Affairs.

4. Should a satisfactory resolution still prove unattainable, the student should request an appointment with the College’s Affirmative Action Officer, who
serves as the Director of Human Resources, for final determination.

By initiating an appeal, the student acknowledges and consents to the sharing of any documentation submitted to the SAA office with the reviewing authority. Further information may be requested from the student, their provider, or other campus offices as necessary during the interactive process to assess the reasonableness and appropriateness of the request based on the student’s disability. The student’s active participation in the process is required.

Working with/Teaching Students with Disabilities
Suggestions for Faculty and Staff

• Basics of Accessible Design and Inclusive Learning Environment
• Universal Design for Learning Guide

General techniques that can be helpful for many students with disabilities:

• Ensure that films and videos have captions
  • The student workers in the Student Accessibility & Advocacy office can assist you
• Turn in book orders EARLY so students who need them in an accessible format have the time to acquire them or request them. Per Required Reading policy, all book orders for a given semester must be submitted by Week 9 of the immediately preceding semester.
  • If the publisher does not have the textbook in an audio accessible version, the SAA office will create an accessible version of the book by scanning and converting each page. This process requires about 2-4 weeks.
• Use a sans serif font such as Arial or Veranda. They are easier for many individuals with disabilities to read
  • This si wdat a leaming bi sadleb qerson frepuehtly hasto conteub with when attemqting ot nead a dook.
    • This is what a learning disabled person frequently has to contend with when attempting to read a book.
• Summarize others/students’ statements in a discussion and allow more time for students to respond to questions or to initiate discussion.
  • Helpful for students with hearing impairments, Autism Spectrum Disorder, students with slow processing speed, and other impairments.
• Face the class/audience when speaking, as much as possible, especially for those students with hearing impairments
  • Helpful for students with ASD, students with slow processing speed, students with anxiety disorders, and other impairments
• Post outlines of course lectures, PowerPoint slides, or other notes on Canvas. Please be sure these documents are fully accessible via screen reader.
• Ensure that assignments have enough lead time and provide students with clear deadlines
• During testing, be aware of the noise in the room and encourage all students to be quiet (no tapping pens, whispering, foot tapping etc)
• Make sure your syllabus contains the following statement on it: Albright College welcomes students with disabilities into the College’s educational programs. If you have a disability related need for reasonable academic adjustments in this course, please contact the office of Student Accessibility and Advocacy (SAA) by email at SAA@albright.edu, by phone at 610-921-7503, or in the office, located in the Student Center Conference Room. For further information regarding services for students with disabilities, please visit the SAA website. Students who use accommodations should meet with course instructors privately and in a timely manner to discuss their Academic Accommodation Letters (AALs).  Please note that previous IEPs and 504 plans do not apply to college level courses.

Creating an Inclusive Learning Environment

• This video has some useful information for all members of the college community.

For further information about creating an inclusive climate for individuals with disabilities please contact the Student Accessibility & Advocacy office at SAA@albright.edu or 610-921-7503. You can also visit the office in the Student Center Conference Room, located down the hall from the Dining Hall.