Technical Standards for Students with Disabilities

NYIT/NYITCOM does not discriminate against qualified applicants or enrolled students with disabilities. These Technical Standards are not intended to deter any candidate or enrolled student for whom reasonable accommodation will allow the fulfillment of the complete curriculum.

Request for review and/or accommodations

Candidates with disabilities who are offered admission should begin discussions with the Accommodations Committee as soon as the offer is received. It is the candidate's responsibility to provide sufficiently current information that documents the general nature and extent of the disability, the functional limitations that would need to be accommodated, and the accommodations that are requested.

Guidelines as to when information and documentation are deemed sufficiently current vary by type of disability and may be found on the NYIT/NYITCOM website. The Accommodations Committee is responsible for determining whether candidates meet the School's Technical Standards and, if not, whether reasonable accommodation would allow them to meet the standards.

In making that determination, the committee may seek additional information about a candidate's disabilities and about possible accommodations from knowledgeable persons within or outside the school. The committee may require a candidate to undergo examination by appropriate specialists. Such examination will be at the candidate's expense.

The Committee will review each candidate case by case, with careful consideration of all the candidate's skills and attributes. Candidates currently abusing alcohol or other substances are not suitable candidates for enrollment.

Reasonable/unreasonable accommodation

An accommodation is unreasonable if it poses a direct threat to the health or safety of the candidate or others, if making it requires a substantial modification in an essential element of the curriculum, if it lowers academic standards, or if it poses an undue administrative or financial burden on the school. No disability can be accommodated with an auxiliary aid or intermediary that provides a selective function, cognitive support, or medical knowledge.

Aids and intermediaries also may not act as a substitute in performing essential skills, or supplement clinical and ethical judgment. That is to say, accommodations cannot eliminate essential program elements.