Welcome, New Seawolf Families!
Entering college is an important transition for students and their families. As students move from high school to university life, the accommodation process changes to reflect increased independence and personal responsibility. For families, this often means a shift in role from primary advocate to a trusted source of encouragement.
Family support continues to play an important role in student success as they grow into self-advocates and take on new responsibilities. Understanding the expectations of university life can help students and their families navigate this transition with confidence.
Transitioning from High School to University
Beginning at Stony Brook University marks a new chapter of independence and responsibility. For many students, it is the first time their day-to-day lives take place outside of their home environment or primary family network. Students are responsible for navigating academics, housing, dining, campus life, and personal responsibilities.
While this is an exciting time, it can also feel overwhelming. Understanding how the accommodation process at Stony Brook differs from that in high school can help students succeed and guide families in providing appropriate support.
One of the primary changes students will experience is the expectation that they serve as their own self-advocates. In college:
- Students must self-identify as having a disability.
- Students are responsible for requesting accommodations.
- Students communicate directly with faculty and staff.
- Students manage documentation and follow institutional procedures.
The Student Accessibility Support Center (SASC) works directly with students to determine reasonable accommodations and coordinate access across the university.
| High School | Stony Brook Unviersity |
| Accommodations oriented toward success | Equal access to course material and university programs |
| The school district is responsible for identifying children with disabilities | The student must self-identify as having a disability and provide adequate documentation |
| Evaluation of disability the school’s responsibility | Evaluation of disability the student’s responsibility |
| Families’ consent to evaluations and advocate for their child | Student responsible for advocacy |
| Disability defined by specific categories | Disability is defined as a significant limitation to a major life function |
How Families Can Support Students
Families and guardians remain an important source of support for students as they enter the university setting.
- Encouraging early registration with SASC
- Students should register prior to or early in the semester to ensure accommodations are in place.
- SASC Registration & Documentation Guidelines
- Introducing the Transition Program
- Encourage participation in early engagement opportunities.
- Help students build confidence and develop self advocacy skills.
- Connect with campus resources before or during the first semester.
- Learn More: Transition Program
- Exploring the Ace Mentor Program
- Support first-year students in connecting with experienced mentors
- Provide additional guidance during the adjustment to university life.
- Learn more: ACE Mentor Program
- Understanding FERPA and Student Privacy
- Recognize that students control access to their academic and accommodation information.
- Encourage open communication while respecting privacy boundaries
- Learn more: FERPA
- Promoting Self Advocacy
- Encourage students to communicate directly with faculty and staff
- Support problem-solving and independent decision-making.
The Student Accessibility Support Center thanks you for partnering with us to support your students’ success and for helping them reach their full potential at Stony Brook University.