Future Student
- Schedule a Prospective Appointment
- Registering with AEC after submission of Intent to Enroll
- Admissions Process and Appeal Based Disability
- Transitioning to SJSU
Schedule a Prospective Appointment
As a future Spartan, we invite you to contact us to schedule a prospective appointment.
During the appointment, you can learn more about our services and the registration
process. Family members or other individuals are welcome to join.
To request an appointment please email aec-info@sjsu.edu.
Registering with AEC after submission of Intent to Enroll
Registering with the AEC is a separate process from your university admissions application. Once you have accepted and submitted your Intent to Enroll (by May 1st), visit our How To Register page.
Admissions Process
The admissions application process for students with disabilities is the same as that of other students. To learn more, visit the Admissions page.
Should I disclose my disability on my application?
Disclosure of your disability is completely voluntary. Some students may choose to disclose in order to provide context to their application. For example, a student whose disability is first diagnosed halfway through high school may see significant improvement in their grades after treatment. That student may choose to disclose their disability to provide their admissions counselor with context on their GPA and grade history.Admission Appeal Process for Undergraduate Applicants Due to Disability
Step 1:
All students must complete the Undergraduate Admission Appeal Request. On the form,
students will select their reason for appeal as “Request for re-evaluation of denied
or revoked Undergraduate Admission.” In the box provided, the student will enter "Appeal
based on disability-related limitations. All required documentation will be provided
directly to AEC." Do not attach any disability-related documentation on this appeal
form.
Step 2:
The following information must be submitted to the Accessible Education Center (AEC).
All documents submitted for review must include the student’s SJSU ID number.
- A personal statement
- Reason of admission denial
- Intended major and current GPA
- Should outline educational/career goals and any extenuating circumstances related to your academic standing;
- Must be typed with a maximum of two (2) pages in length, proofread, and edited for conciseness.
- Two letters of recommendation
- Must be on professional letterhead;
- May be requested from teachers, academic advisor, counselor, tutors, or other individuals who can attest to the student’s academic skills;
- An unofficial transcript.
- Email copy of all original documents to: aec-info@sjsu.edu
The AEC’s Case Management Team reviews all submitted documentation with respect to disability consideration and admissions review. The Case Team’s recommendation will be submitted to the Director of Enrollment Services and the Admissions Appeal Committee for their review and decision. Enrollment Services will notify the student of the decision.
In cases where the disability and severity of limitations determine support for a B4 substitution, AEC recommends admission to SJSU. Once/if admitted you would work with AEC to select a second course at SJSU in critical thinking. AEC will need to confirm with your intended major that math is not an essential requirement.
Transitioning to SJSU
As students begin their academic careers at SJSU, it is important to keep in mind that the education and the accommodations received will be affected by a different set of laws, policies, and procedures. These laws guarantee equal access and opportunity to an education without fundamentally altering the essential requirements and expectations of a class or program. These laws require that the student assume responsibility for providing documentation of their disability, identify needed accommodations, and make timely requests for support and services.
The transition from high school or community college to SJSU can be difficult for any student, especially for students with disabilities. Once transitioning over from high school to SJSU, students will be treated as adults and expected to assume responsibility in advocating for their needs. Additionally, some of the accommodations students received in high school or at a community college may not be available or appropriate in a university such as SJSU.
Difference between K-12/Community College & Higher Education
Applicable Laws
| High School | College |
|
•High SchoolI.D.E.A. (Individuals with Disabilities Education Act) • Section 504, Rehabilitation Act of 1973 • I.D.E.A. is about SUCCESS |
• A.D.A. (Americans with Disabilities Act of 1990) • Section 504, Rehabilitation Act of 1973 • A.D.A. is about ACCESS |
Self-Advocacy
| High School | College |
|
• Student is identified by the school and is supported by parents and teachers • Primary responsibility for arranging accommodations belongs to the school • Teachers approach the student if they believe he/she need assistance |
• Student must self-identify to the Accessible Education Center • Primary responsibility for selfadvocacy and arranging accommodations belongs to the student • Professors are usually open and helpful, but most expect students to initiate contact if needing assistance |
Parental Role
| High School | College |
|
• Parent has access to student records and can participate in the accommodation process • Parent advocates for student • Parents and teachers may closely monitor student’s study habits |
• Parent does not have access to student records without student’s written consent • Student advocates for self • Students are responsible for developing study habits that lead to their own success |
Required Documentation
| High School | College |
|
• I.E.P. (Individualized Education Plan and/or 504 Plan) • School provides evaluation at no cost to student • Documentation focuses on determining whether student is eligible for services based on specific disability categories in I.D.E.A. |
• High School I.E.P. and 504 are not sufficient; student documentation may need to be updated. Documentation guidelines specify information needed for each category of disability. • Student must get evaluation at own expense • Documentation must provide information on specific functional limitations, and demonstrate the need for specific accommodations |
Instruction
| High School |
College |
|
• Teachers may modify curriculum and/or alter pace of assignments • Students are expected to read short assignments that are then discussed, and often re-taught, in class • Attendance is taken and reported |
• Professors are not required to modify curriculum design or alter assignment deadlines • Students are assigned substantial amounts of reading and writing which may not be directly addressed in class • Students need to review class notes and text material regularly • Professors expect students to meet syllabus requirements and are available for meetings with students during office hours. • Student is responsible for attending class |
Grades and Tests
| High School | College |
|
• I.E.P. or 504 plan may include modifications to test format and/or grading • Testing is frequent and covers small amounts of material • Makeup tests are often available • Teachers often take time to remind students of assignments and due date |
• Grading and test format changes (i.e. multiple choice vs. essay) are generally not available. Accommodations to HOW tests are given (extended time, test proctors) are available when supported by disability documentation • Testing is usually infrequent and may be cumulative, covering large amounts of material • Makeup tests are seldom an option; if they are, students will need to request them • Professors expect students to read, save, and consult the course syllabus (outline); the syllabus spells out exactly what is expected of students, when it is due, and how students will be graded |
Study Responsibilities
| High School | College |
|
• Tutoring and study support may be a service provided as part of an I.E.P. or 504 plan • Student's time and assignments are structured by others • Students may study outside of class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation |
• Students with disabilities must seek out tutoring resources as they are available to all students. • Students manage their own time and complete assignments independently • Students need to study at least 2 to 3 hours outside of class for each hour in class |
Adapted from ADHEAD guidelines 2010
U.S. Department of Education FAQ
The U.S. Department of Education addresses frequently asked questions for future college students with disabilities in its online publication "Students with Disabilities: Preparing for Postsecondary Education".
