Forms and Information
- Documentation Guidelines
- Emotional Support Animals
- Housing Accommodations
- Service Animals
- Student Confidentiality
- Testing Accommodations
Information and Resources
- Skills for Success Course Flyer The Skills for Success Course is a supported education course/program for students with a learning disability, mental health diagnosis, and/or autism-spectrum diagnosis at Stockton University. Accessible Transcript of the Skills for Success Flyer
- Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities This document will assist students who are entering college in understanding their rights and responsibilities and the responsibilities postsecondary schools have to the student.
- Interactive Campus Map This map will provide an overview of the campus, driving directions, and public transportation routes.
The Learning Access Program does not determine class attendance policies. Because attendance may be integral to the pedagogic process, these policies are set by faculty at the university, departmental, or individual level. In some cases, attendance is fundamental to the course, while in other instances faculty may determine that students can master course content despite some absences. Similarly, faculty also determine policies regarding make-up work, extra credit, and missed quizzes or tests. Faculty are not required to lower or substantially modify academic standards for accommodation purposes.
The Learning Access Program can provide students with written verification of their disability. Students can use this verification to initiate discussions of attendance and make-up policies with their faculty and to make informed course choices when registering.
Prior to the student's intake appointment, supporting documentation should be given to the Learning Access Program. Students who had an IEP or 504 plan in high school should provide copies of the following: Educational Evaluation, Psychological Evaluation, IEP or 504 plan and/or documentation of past evaluations. Students without an IEP or 504 plan in high school can have a learning, medical or mental health provider complete the Documentation of Diagnosed Disability Form. If you have questions or concerns please refer to the documentation guidelines.
If you have questions about whether your documentation is appropriate, please visit the AHEAD Disability Documentation Guidelines® (AHEAD) for guidelines.
Emotional support animal requests are treated as an accommodation request and must follow the general principles for such request as outlined in the Accommodation Request Guidelines. Additionally, students requesting an emotional support animal must submit the Request for Emotional Support Animal form. This document outlines the procedures for students who are requesting an accommodation to have an emotional support animal in an on-campus residence. Student's requesting this accommodation must submit a Request for Emotional Support Animal, which must be completed by a physician, psychiatrist, social worker, or mental health provider.
Please consult the Emotional Support Animals Procedure for additional information prior to submitting the request. Requests are reviewed by the housing committee on a monthly basis. Students are encouraged to complete the requested paperwork prior to the start of the semester if applicable so that there is not a delay in the approval process.
Students with disabilities that require a specific type of housing assignment may request housing accommodations. Students must follow the general principles for such request as outlined in the Accommodation Request Guidelines. This process includes already being registered with the Learning Access Program and having your physician, psychiatrist, social worker or mental health provider complete a Housing Accommodation Request form. In addition, students must submit the required documentation prior to the deadline to be eligible for review with the Housing Review Committee. The committee meets on a monthly basis to review requests and if applicable determine arrangements that meet your needs. Not all submissions are guaranteed and additional information may be requested.
Additional information on how to apply for a housing accommodation can be found in the Housing Accommodation Guidelines.
Students that require a service dog or have a service dog in training should become familiar with the University's procedures for service animals.
All documents submitted to the Learning Access Program are maintained in a private, electronic case management system, on a secure server that includes information about student demographics, academic programs, documentation of the condition(s), accommodations, and student contacts with LAP. Access to these files will be limited. Specific information on a student’s disability will only be shared with the student’s written permission and/or on a need-to-know basis. This information does not become part of a student’s transcript or permanent record. Students with questions about confidentiality should contact the Learning Access Program (J-204 or by phone 609.652.4988).
Students should be providing faculty a testing accommodation schedule form to complete together prior to an exam to explain the parameters of the exam. Paper copies are also available in the Learning Access Program. This form should be completed and returned a minimum of 48hrs prior to the exam.
For additional information and testing hours please visit the testing page.