Classroom Materials
Students approved for accommodations may receive classroom materials in alternative formats (e.g., audio exams, captions, enlarged text). They should present their faculty memorandum at the start of each semester.

Textbooks
Alternative-format textbooks (audio, Braille, or e-text) are available upon request. Students must submit the Alternate Format Text Request Form and proof of purchase. If a commercial alternative format exists, it must be purchased. Processing may take 10–17 business days.

Kurzweil 3000
Kurzweil, a text-to-audio software, is available in a semi-private space on the first floor of Folsom Library. Approved students should contact:

George Biggar
Systems Engineer
E: biggaw@rpi.edu
P: 518-276-8352

Housing Accommodations

Students requesting housing accommodations or waivers due to a disability must:

1. Submit the request form via the Student Living and Learning website.
2. Send supporting documentation to Access and Neurodiverse Student Support (ANSS).

Deadlines for Housing Requests:

• Fall Semester:
  • February 1 – Returning students
  • May 15 – First-year and transfer students
• Spring Semester: December 20 – All students
• Summer Semester: February 1 – All students

Requests can be submitted at any time, but those made after the deadlines may not be fulfilled for the upcoming term.

If a need arises after moving into campus housing, students should still submit the form and documentation as soon as possible. However, RPI cannot guarantee accommodations will be available in the same semester.

Important: Documentation should be sent only to ANSS and must include a clear rationale for each requested accommodation. Refer to the documentation guidelines for details.

Note-Taking Accommodations at RPI

RPI offers several forms of note-taking support for students with approved accommodations:

Recording Lectures
Students may be allowed to audio- and/or video-record lectures as an accommodation. They must notify faculty in advance if they plan to record.

Access to Lecture Materials
Students may be granted access to lecture slides or notes (e.g., PowerPoints) before or after class to support note-taking, especially when not otherwise shared.

Livescribe Echo Smartpen
Approved students may receive a Smartpen, which helps with note-taking and skill-building. A brief tutorial on its use will be provided.

Peer Note-Taking
RPI supports peer note-taking, but students must first try to find a classmate willing to share notes.
If unsuccessful, they should ask their instructor for help. Faculty may announce the need for a note-taker to the class without revealing the student’s identity. Interested students should then contact Access and Neurodiverse Student Support (ANSS) for instructions.

Important: Students using peer note-taking must continue attending class. Repeated absences may result in loss of the accommodation.

Extended Time
Students may receive extended time on exams, quizzes, and sometimes in-class assignments. While 50% additional time (time-and-a-half) is standard, some students may qualify for more. Unlimited or untimed exams and extended time for out-of-class assignments are not allowed.

Distraction-Reduced Testing Environment
The Testing Center supports all students with declared accommodations and student-athletes with exam scheduling conflicts. We offer a distraction-reduced environment with multiple testing rooms tailored to individual needs. 

Testing Center Hours
Monday-Friday
8:00 a.m.-4:00 p.m.

Questions
Danyelle Brookins
E: TestingCenter@rpi.edu
P: 518-276-6071

Note: Students must discuss accommodations with professors at least one week before exams to plan accordingly.

How to Request Accommodations:

1. Submit an Accommodation Request Form and documentation to Access and Neurodiverse Student Support, following RPI’s guidelines.
2. Meet with our team to discuss:
   • Reasonable accommodations based on your needs
   • How to use the faculty memorandum
   • Campus and community resources
3. Receive your faculty memo by email after the meeting.
4. Share the memo with your professors and meet with them to go over any specific arrangements.

Please allow 5 business days for initial processing and an additional 5 business days to receive your memo after your meeting.

Steps to renew Academic Accommodations:

1. Submit an updated Accommodation Request Form each academic year.
2. Attend a meeting only if you're requesting changes to your accommodations. No meeting is needed if there are no changes.
3. Receive your accommodation memo by email (PDF).
4. Share the memo with your instructors and schedule a time to discuss any specific arrangements.

Please allow 5 business days for processing after submitting your form.

If you’ve sustained an injury that limits a major life activity, you may qualify for temporary accommodations based on your needs and the expected duration of your condition.

Steps to Request Support:

1. Submit an Accommodation Request Form and documentation (including the expected duration of your condition) to Access and Neurodiverse Student Support.
2. Schedule a meeting with the office to discuss:
   • Reasonable accommodations based on your current limitations and how long they may last
   • How to share your faculty memorandum and request accommodations
   • Campus and community resources
3. Receive your temporary faculty memorandum by email (PDF).
4. Share the memo with your instructors and schedule a time to discuss any specific arrangements.

To receive accommodations at RPI under the Americans with Disabilities Act (ADA), you must submit documentation of a disability that shows how it substantially limits one or more major life activities. This documentation helps determine your eligibility for academic adjustments and/or auxiliary aids.

Note: While an IEP or 504 Plan can provide helpful background, they are not enough on their own unless accompanied by a psychoeducational evaluation. Documentation requirements vary depending on the nature of the disability.

RPI does not provide testing, but we can offer referrals to local providers. Students are responsible for any costs related to obtaining documentation.

Note: RPI is not required to approve accommodations solely because they were provided or recommended by another school or outside provider.

To ensure appropriate accommodations, academic adjustments, and/or auxiliary aids at RPI, students requesting support for Attention-Deficit/Hyperactivity Disorder (ADHD) must submit comprehensive documentation that meets the following standards:

1. Comprehensive Evaluation Required

Evidence of Early Impairment

ADHD must be evident in childhood and across multiple settings. Include:

• A clinical summary of historical symptoms (e.g., report cards, teacher comments, tutoring records, psychoeducational evaluations).
• Third-party interviews, if available.

Evidence of Current Impairment

Documentation must show how ADHD currently impacts daily functioning:

• A statement of presenting problems, outlining current symptoms that significantly impair functioning in two or more areas.
• A diagnostic interview covering:
  • Developmental, academic, family, medical, and psychosocial history
  • Co-existing conditions (e.g., mood, behavioral, or neurological disorders)

2. Testing Must Be Current

In most cases, assessments should be no more than three years old.
Current documentation ensures accommodations reflect the present impact of ADHD on academic performance.

3. Relevant Testing Information Required

A neuropsychological or psychoeducational assessment is necessary to evaluate current academic impact. The assessment should include:

• Standard scores (percentiles are also acceptable; grade equivalents are not unless accompanied by standard scores)
• Evidence of discrepancies or intra-individual differences
• A profile of strengths and weaknesses to justify recommended accommodations

4. Recommendations Must Include a Rationale

All accommodation recommendations must:

• Be tied directly to test results or clinical observations
• Include detailed explanations of how each recommendation supports the student’s academic success
• Discuss any previous accommodations, including context (e.g., exams, standardized testing)

If no prior accommodations were used, the documentation must explain why and why they are now necessary.

5. Evaluation Must Be Completed by a Qualified Professional

Evaluations must be conducted by professionals trained and licensed in diagnosing ADHD, with experience working with adolescents or adults.

Acceptable professionals include:

• Clinical or neuropsychologists
• Psychiatrists
• Other relevantly trained medical doctors

Reports must include the evaluator’s name, title, credentials, licensure, testing dates, and the state of practice. All reports must be typed and legible.

Additional Notes:

• An IEP or 504 Plan alone is not sufficient but may be included as part of the full documentation.
• RPI is not obligated to provide accommodations based solely on prior services or outside recommendations.

1. Comprehensive Evaluation Required

A. Diagnostic Interview
Must be conducted by a qualified professional and include relevant history to support the diagnosis:

• Developmental, academic, and family history
• Psycho-social and medical history (including absence of medical cause)
• Prior psychological/pharmacological treatment
• Co-existing conditions (e.g., mood, behavioral, and neurological disorders)
• Presenting learning difficulties

B. Psycho-educational or Neuropsychological Testing
Evaluation must be on official letterhead and include objective evidence of a learning disability. One test or subtest alone is insufficient. The following domains must be assessed with standard scores provided:

• Aptitude (e.g., WAIS-R, Woodcock-Johnson, Stanford-Binet)
• Achievement (e.g., WIAT-II, Woodcock-Johnson, TOWL-3, SATA)
• Information Processing (e.g., DTLA-3, WAIS-R subtests, WJ subtests)
  Assess memory, processing speed, executive function, and perception

2. Testing Must Be Current

• Under age 21: Testing must be within 3 years
• Adults (21+): Testing within 5 years is acceptable
• Prior college-level accommodations may be considered for graduate or continuing education students

3. Specific Diagnosis Required

A diagnosis must clearly indicate a learning disability—terms like “learning style” or “academic difficulties” are not sufficient. The documentation must include:

• Test data, academic history, and clinical observations
• A clear link between functional limitations and the diagnosis

4. Test Scores Must Be Included

All standard scores (and percentiles, if available) must be reported. Grade equivalents are not acceptable unless accompanied by standard scores. Documentation must show:

• Discrepancies and intra-individual differences
• A profile of strengths and weaknesses supporting the need for accommodations

5. Accommodation Recommendations Must Be Justified

Each accommodation must be:

• Clearly recommended and linked to test findings or observations
• Supported by prior history of use (if applicable), including context (e.g., standardized testing)
• If no prior accommodations were used, an explanation must be provided

6. Qualified Evaluator Required

The evaluation must be conducted by a professional with training and experience diagnosing learning disabilities in older adolescents or adults. Reports must include:

• Evaluator’s name, title, license/certification, and credentials
• Date(s) of testing and location of practice

Qualified professionals include:

• Clinical or educational psychologists
• Neuropsychologists
• Physicians with relevant specialization
• School psychologists or educational diagnosticians

The use of diagnostic terms by unqualified individuals does not meet requirements. Reports must be typed and legible.

To verify eligibility and support requests for accommodations, documentation must include the following:

1. Diagnostic Statement
Clearly state the diagnosed condition, how it was determined, its functional impact, and typical progression or prognosis.

2. Diagnostic Methodology
Describe the evaluation process, including diagnostic criteria, methods/tests used (with dates), clinical observations, and specific results. Methods must align with current professional standards.

3. Current Functional Limitations
Detail how the condition presently affects the individual, including which major life activities are substantially limited.

4. Expected Progression or Stability
Indicate whether the condition is stable or expected to change. If unstable, include recommended interventions, personal coping strategies, and re-evaluation timelines.

5. Past/Current Accommodations and Medications
List any accommodations or treatments previously or currently in place, especially from other institutions.

6. Recommendations for Accommodations
Propose accommodations that directly relate to the functional limitations identified.

Documentation may be submitted as a formal letter or by completing the Documentation of a Medical or Psychological Disability Form.

To request accommodations at RPI based on a mental health diagnosis, you must submit documentation from your provider that verifies your eligibility and supports the need for accommodations, academic adjustments, and/or auxiliary aids.

Your documentation should include the following:

1. Diagnostic Statement

• A clear diagnosis of the mental health condition
• Explanation of how the condition was diagnosed
• Description of its functional impact
• Information on the typical progression or prognosis

2. Diagnostic Methodology

• Details on diagnostic criteria, evaluation methods, and tests used (with dates)
• Clinical observations and specific test results
• Diagnostic methods that are congruent with the particular disability and current in professional practice (recommended)

3. Current Functional Limitations

• Explanation of how the condition currently affects your academic and/or daily life
• Identification of major life activities that are substantially limited

4. Expected Progression or Stability

• Description of whether the condition is stable, fluctuating, or progressive
• If applicable, include:
  • Strategies for managing exacerbations
  • Timeline or recommendation for re-evaluation

5. Past and Current Accommodations, Services, or Medications

• A summary of any previous accommodations or services
• List of current medications, if relevant
• Information from previous institutions, if applicable

6. Accommodation Recommendations

• Clearly connect recommended accommodations to functional limitations
• Each recommendation should be clinically justified

Submission Format

Providers may submit documentation in the form of a letter or use the
Documentation of a Medical or Psychological Disability Form.