Sudi Shayesteh: Advice on Working with College Disability Services

Sudi Shayesteh is the Director of the Office of AccessABILITY at Hunter College, City University of the City of New York (CUNY). She previously served as the president of the New York State Disability Services Council, and currently serves as a member of the executive Board and Legislative Committee of the council.

Interview of October 20, 2020

Alexandra Wang: What is the mission of the Office of AccessABILITY?

Sudi Shayesteh: Our mission is to enhance the chance of academic success for students with disabilities through creating parity and accommodations as it is mandated by Americans with Disabilities Act (ADA) of 1990 and Rehabilitation Act of 1973.

Alexandra Wang: What are the rights of students with disabilities under the ADA?

Sudi Shayesteh: Under the ADA, which guarantees equal and full access to employment and public services for people with disabilities, the Hunter College is committed to ensure that its programs and services are accessible to students with all types of disabilities. Upon request, our office will make the best effort to provide reasonable accommodations to students  with disabilities or medical diagnoses to participate in all Hunter College services, programs, and activities.

Alexandra Wang: What other services does the office provide for students?

Sudi Shayesteh: Our mission is to make classes and programs accessible at Hunter College. We collaborate with different offices on campus to assist with academic advisement, registration, financial aid  information, library services, workshops, trainings, and student activities, etc.

Our CUNY LEADS (Linking Employment, Academics Disability Services) program advises students on career readiness and opportunities. Students can attend our monthly social and informational events. We encourage students to enjoy the full college experience.

Our mission is to make classes and programs accessible at Hunter College.

Alexandra Wang: How do students register with the Office of AccessABILITY?

Sudi Shayesteh: Students who have received accommodations and special education services in the past only have to submit a copy of their disability-related documentation to our office in order to enroll in our program. Because we are currently online, email us. If the disability or diagnosis is new, we can send you a list of providers where you can receive evaluations. Not all students need the same type of documentation. We encourage students to email or call us early for advice.

Alexandra Wang: What documentations are acceptable?

Sudi Shayesteh: Acceptable documentations include Individualized Education Plan (IEPs),  504 Plans, doctor’s notes, and psycho-educational evaluations from a psychiatrist or psychologist. IEPs and 504s list disabilities. Doctors’ notes state physical, medical, and behavioral conditions. Psycho-educational evaluations explain learning disabilities.

Image courtesy Hopkinton SEPAC

Image courtesy. SPED Child and Teen

Alexandra Wang: What can students expect during the first meeting with the Office of AccessABILITY?

Sudi Shayesteh: Students will have an initial interview session with an AccessABILITY counselor. Based on the student’s documentation, disability and need, the counselor will explain appropriate accommodations with the student. The Office of AccessABILITY’s services and guidelines will also be discussed.

Alexandra Wang: How are disability services in higher education different from K-12 education?

Sudi Shayesteh: WhileK-12 is governed by Individuals with Disabilities Education Act (IDEA) policy, higher education is governed by ADA policies. They do not offer the exact type of accommodations. Students often mistakenly believe that their K-12 accommodations will automatically be guaranteed in higher education. For example, we do not offer resource rooms or tutoring services. In order to receive those services, students must request and justify their need for accommodations. Students must follow up on guidelines, meet the deadlines for requests, and keep instructors informed of their services. For example, to receive extra time for taking tests, the student must inform the professor that he or she is registered with the Office of AccessABILITY. The student and the professor must also fill out testing arrangement forms and submit the forms to our office within certain period of time.

Alexandra Wang: What are some of the challenges or snafus in obtaining accommodations and technical support?

Sudi Shayesteh: Sometimes students do not communicate with our office or inform the faculty member in a timely manner, miss deadlines, or do not follow the office procedures.

Image courtesy Self Advocate Net

 Alexandra Wang: How should students proceed if the professor is confused about accommodations?

Sudi Shayesteh: The best way is to ask the professor to contact us, or send us the instructor’s information so that we can reach out to the professor and explain the process of accommodations. The point is to be proactive!

Alexandra Wang: What advice would you give to new students?

Sudi Shayesteh: Remember, we are here for you. Do not be shy to register with our office. Even if you do not intend to use our services, you should register with us. You can always reach out to us if you need our help. Our office is your safety net. All communication with our office is confidential. Student information will never be released to anyone without the student’s explicit consent. We are happy to hear about your academic and career progress. Keep us posted!

Our office is your safety net.

Alexandra Wang: What led you to go into student disability services?

Sudi Shayesteh: I always enjoyed knowing about psychology and working with children and young adults. I used to work as a substitute teacher while in college. When I learned from a friend about School Psychology as a major, I felt that I had found my niche. Later, I interned at a few grade schools and worked as a freelance Psycho-Educational evaluator for NYC Board of Education. A year later, I secured a job as a Learning Disability Specialist in one of CUNY campuses. Some years later, it led to my current position.

I have always been eager to work with students with disabilities. I am glad that I did!  It is wonderful to see our students thrive and succeed in their studies, and to think that our service may have contributed to their success.

It is wonderful to see our students thrive and succeed in their studies, and to think that our service may have contributed to their success.

Image courtesy The City College of New York (CCNY)