Stony Brook University

🏫 Disability Services Overview

Stony Brook University's Student Accessibility Support Center (SASC) provides disability services for students with documented conditions at one of the SUNY system's flagship research universities. Stony Brook is best known for its exceptional STEM programs — particularly sciences, engineering, computer science, and its medical school pipeline — and SASC provides the accessibility infrastructure to support students with ADHD and learning differences pursuing these demanding programs.

SASC's support is solid and comprehensive for a large public research university. It is not a dedicated ADHD program with individualized weekly coaching on the scale of SALT or LEP — but it provides all the essential accommodations and referral pathways, and at an in-state tuition that makes Stony Brook one of the most cost-effective options for New York students seeking a strong research university with adequate ADHD support.

SASC Core Services (Included — No Extra Fee)

• Individualized accommodation planning with a dedicated SASC specialist
• Extended test time in distraction-reduced rooms through SASC's Testing Center
• Note-taking accommodations: Glean AI note-taking, peer note-takers, audio recording permissions
• Alternative format materials: digital text, audio, large print
• Assistive technology: text-to-speech, speech-to-text, mind-mapping software, smart pens
• Priority course registration for registered students
• Faculty accommodation letters via SASC's electronic accommodation management system
• ADHD coaching referrals through Stony Brook's Academic Success & Tutoring Center
• Housing accommodations coordination for students with disability-related housing needs
• Peer mentoring through SASC's programs
• Assistive technology training

🧠 ADHD-Specific Support

ADHD Coaching

Available through referral to Stony Brook's Academic Success & Tutoring Center (ASTC). SASC specialists can connect ADHD students to academic coaching at ASTC, which provides time management, study strategies, and organization support. The coaching is not embedded within SASC itself — students navigate between two offices — but it is genuinely accessible. Students must take initiative to schedule coaching, as it doesn't happen automatically.

Executive Function Support

• SASC specialists provide consultation on planning and organizational strategies in accommodation meetings
• ASTC coaches address time management, study skills, and academic planning
• Glean AI note-taking tool available as a specific accommodation for attention-related challenges
• Workshops on ADHD academic strategies through SASC and Student Wellness
• Technology training for assistive tools including organizational software

SASC Testing Center

• Testing Center provides extended time (typically 1.5x or 2x standard time) in distraction-reduced environments
• Individual testing rooms available for students requiring maximum distraction reduction
• Online accommodation request system for each exam — efficient when the process is learned
• Testing Center has substantial capacity given Stony Brook's large student body

STEM Context for ADHD Students

Stony Brook's STEM programs are intensive and demanding. For ADHD students pursuing science, engineering, or pre-med pathways, the cognitive demands — problem sets, lab reports, multi-step exams, high-volume reading — create specific challenges. SASC accommodations are particularly valuable here: extended test time in STEM exams, distraction-reduced environments, and note-taking support for complex lecture content all make meaningful differences in STEM performance.

Medication Management

• Student Health Services provides comprehensive medical care including psychiatric services
• Stony Brook Medicine (the university hospital) is adjacent to campus — excellent healthcare infrastructure
• Long Island's healthcare ecosystem is robust; many students maintain care with home providers

📋 Documentation & Neuropsychological Evaluation Requirements

Required Documentation

• Psychoeducational or neuropsychological evaluation by a licensed psychologist, neuropsychologist, or educational specialist
• For ADHD: evaluation should reflect current functioning — within 3 years of enrollment is preferred (SASC reviews currency for college-age students)
• DSM-5 diagnosis clearly stated with diagnostic criteria
• Functional impact on academic performance
• Recommended accommodations from the evaluating clinician

Required Evaluation Components

• Cognitive assessment: WAIS-IV or equivalent adult battery — particularly WMI (Working Memory Index) and PSI (Processing Speed Index) are relevant for ADHD documentation
• Academic achievement: WIAT-III or WJ-IV Achievement — reading, written expression, mathematics
• Attention and executive function: Rating scales (Conners-3, BASC-3, Brown ADD Scales) and/or performance-based measures (CPT, TOVA, BRIEF)
• Diagnostic conclusion: DSM-5 diagnosis with DSM-5 code, subtype (Inattentive, Hyperactive-Impulsive, or Combined), and functional impact statement
• Evaluator credentials: Licensed psychologist or neuropsychologist — license number and professional credentials stated in report

Is a Doctor's Letter Sufficient for SASC?

Generally not sufficient alone for comprehensive SASC registration. A physician's or psychiatrist's letter diagnosing ADHD may support documentation in straightforward cases — contact SASC directly to discuss your situation. For full accommodation eligibility including extended time, distraction-reduced testing, and Glean access, SASC needs the psychoeducational evaluation. A physician letter alone does not provide the functional impact data SASC uses to determine appropriate accommodations.

Does a High School IEP or 504 Plan Work?

Neither is sufficient alone. Submit your IEP or 504 as supplemental context — it documents your accommodation history and provides useful background. But SASC needs the underlying evaluation data, not just the accommodation plan. If your IEP contains a recent psychoeducational evaluation as an exhibit, that evaluation may meet the documentation requirement — contact SASC to confirm.

Cost & New York Resources

• Private neuropsychological evaluation: typically $2,500–$5,000 (Long Island and NYC metro pricing is on the higher end)
• NY school districts are required to provide psychoeducational evaluations under IDEA through age 21. If your evaluation is outdated, request a re-evaluation from your school district in junior year — this is free and often high quality
• New York ACCES-VR (Vocational Rehabilitation) may fund evaluations for eligible students with disabilities
• Stony Brook's psychology training clinic may offer evaluations at reduced cost — inquire through the Psychology Department
• Long Island has numerous neuropsychological evaluation practices; ADHD specialty evaluators are available throughout Nassau and Suffolk County

🎓 High School → College Transition Preparation

Timeline for Stony Brook-Bound Students

• Sophomore Year: Research Stony Brook's programs and SASC. Understand the documentation requirements. Confirm whether your current evaluation is recent enough (within 3 years of freshman year enrollment).
• Junior Year: If your evaluation is from middle school or more than 3 years old, request a re-evaluation through your district or schedule a private evaluation. Visit Stony Brook's campus if possible — the scale and environment are worth experiencing before committing.
• Senior Year (Fall): Apply to Stony Brook. Gather your complete documentation package — the full evaluation report, IEP or 504 for reference, and any psychiatric records relevant to ADHD diagnosis and treatment.
• After Acceptance (Spring): Register with SASC immediately — don't wait until orientation. Submit documentation electronically through SASC's portal and schedule an intake appointment for spring or early summer. SASC can process registrations before fall classes begin.
• Summer Before Freshman Year: Confirm your accommodation plan, learn to use SASC's online system for submitting accommodation requests, establish healthcare (psychiatric care for medication management), and build your planning systems before September.

Self-Advocacy at Stony Brook

This is the most important transition skill for Stony Brook — and for any large public research university. At a school of 27,000 undergraduates, no one will track you down to remind you to use your accommodations. The SASC system is designed to be manageable, but it requires consistent, proactive action from you:

• Submit accommodation letters to professors each semester — this is your responsibility, not SASC's
• Request testing accommodations for each exam individually through SASC's system — don't assume your accommodation letter covers all testing automatically
• Schedule ASTC coaching sessions proactively — they don't schedule for you
• Contact SASC when you're struggling, not after the semester has gone sideways

Understanding the HS-to-College Support Shift

In K-12, your IEP or 504 plan was a legally binding agreement that required your school to provide services. In college, ADA and Section 504 require reasonable accommodations — but you must request them and engage with the process. No one will remind you to submit your accommodation letter. No one will check whether you're using extended time. The responsibility shifts entirely to you. This is why building self-advocacy skills in high school is so important — practice advocating for yourself before you arrive at Stony Brook.

Documentation to Gather Before Senior Year

• Complete neuropsychological or psychoeducational evaluation report — not just the summary, the entire report
• All IEPs or 504 plans from high school — particularly the most recent one
• Any letters from school psychologists, learning specialists, or tutors documenting your learning history
• Current medication records if relevant — your prescribing physician's contact information for continuity of care
• Any prior college disability documentation if you attended community college or dual enrollment

Building Connections with SASC Before You Arrive

SASC staff are accessible and genuinely helpful. Don't wait until the first week of classes to introduce yourself. Schedule an intake appointment for June or July if possible. Ask about Glean setup, testing center procedures, and accommodation letter processes before your first class. Students who arrive knowing how the system works are immediately more effective than those who learn through trial and error in September.

Establishing Medication Continuity in Stony Brook

If you take ADHD medication, this is a non-negotiable priority. Stimulant medications (Adderall, Ritalin, Vyvanse, Concerta, etc.) are Schedule II controlled substances — they cannot be called in by phone or transferred easily. Before arriving at Stony Brook:

• Identify a prescribing provider in the Stony Brook/Long Island area OR arrange telehealth prescribing that's legal in New York
• Contact Stony Brook's Student Health Services to understand their psychiatric prescribing process and wait times
• Bring a 90-day supply if your home provider will write it, to bridge any gaps in establishing new care
• Request medical records from your current prescriber to share with new providers

Executive Function Skills to Build Before College

• Weekly planning ritual: Every Sunday evening, review the coming week's deadlines, classes, and commitments. This single habit prevents more ADHD academic failures than any accommodation.
• Backward planning: For every major assignment, work backward from the due date to identify when you need to start — then add buffer time because your estimate will be too optimistic
• Body doubling: ADHD students often work better in the presence of others. Find your campus study spots (library, cafes, specific study rooms) and build a habit of studying there
• Email management: Practice checking and responding to emails consistently — you will miss assignment details if you don't monitor course email and Blackboard notifications actively
• Knowing your limits: Identify how many hours of intense academic work you can sustain per day. ADHD students often over-schedule themselves and then crash

Building Your Support Team Before You Leave Home

• Prescribing psychiatrist or APRN: Establish who will manage your ADHD medication while at Stony Brook — this cannot be arranged at the last minute
• Therapist (optional but valuable): If you currently work with a therapist, discuss strategies for the college transition before leaving. If not, consider establishing care — co-occurring anxiety is extremely common in ADHD students, and the college transition can intensify it
• SASC specialist: Your SASC contact should be someone you've already met before school starts, not a stranger in September
• Peer network: Connect with future classmates through Stony Brook's accepted students groups, Discord servers, or Reddit communities before arriving — ADHD students who arrive with at least one social connection transition more smoothly

🎯 Practical Fit Notes

Who Thrives at Stony Brook with SASC?

• New York residents for whom the in-state tuition (~$10K) makes Stony Brook one of the best college values in the country — particularly for ADHD students who don't require the intensive fee-based coaching model
• STEM-oriented students with ADHD: Stony Brook's nationally ranked programs in biology, chemistry, physics, computer science, and mathematics attract students with the focused, interest-based attention that ADHD often enables in areas of genuine passion
• Pre-med students: Stony Brook's medical school pipeline is exceptional, and many ADHD students who have strong intrinsic motivation in healthcare settings find the medical pathway highly motivating
• Students who can self-advocate effectively: SASC is solid but requires active student engagement. Students who have practiced self-advocacy in high school and understand how to use accommodation systems will get significantly more value from SASC than students who are learning to self-advocate for the first time
• Students who don't need intensive weekly coaching: If a student requires frequent (weekly or more) one-on-one ADHD specialist sessions as their primary support, a fee-based program like SALT, LEP, or PAL will serve them better. SASC, combined with ASTC coaching, provides adequate support for students who need accommodations and periodic coaching but not intensive daily/weekly specialist contact

Campus Environment

Stony Brook's campus in Suffolk County, Long Island is large — 1,450 acres — and modern, with architecture that reflects its 1950s-era founding as a SUNY research institution. The campus is spread out, which means walking or biking between buildings is real. Campus housing is available and residential students tend to develop stronger community connections than commuters.

The surrounding Stony Brook and Port Jefferson area is classic Long Island suburbia — not a true college town, but with reasonable amenities. Long Island Rail Road (LIRR) access to Penn Station makes Manhattan about 90 minutes away, giving students access to the city for weekends, internships, and cultural experiences without the cost of city living. The North Shore beaches, Cold Spring Harbor area, and the general beauty of Long Island's North Shore make the setting genuinely pleasant for students who enjoy outdoor and water-based activities.

Cost Snapshot

• In-state tuition: approximately $10,000–$11,000/year — one of the lowest flagship tuitions in the Northeast
• Out-of-state tuition: approximately $27,000–$30,000/year
• Room and board: approximately $14,000–$16,000/year
• Fees: approximately $3,000–$4,000/year
• No additional fee for SASC disability services
• In-state total COA: approximately $27,000–$30,000/year — exceptional value for a nationally recognized research university
• Out-of-state total COA: approximately $44,000–$50,000/year before aid
• Merit scholarships and financial aid available; many in-state students receive additional Excelsior Scholarship or TAP grant funding

❓ Questions to Ask Stony Brook SASC

1. How does SASC coordinate with the Academic Success & Tutoring Center for ADHD students who need coaching in addition to accommodations — is there a referral process, or do students manage both offices independently?
2. Is the Glean AI note-taking tool automatically assigned to students with ADHD documentation, or is it a specific accommodation that must be explicitly requested?
3. How does SASC handle the documentation submission and intake process for incoming students — is there an optimal time to register (spring vs. summer vs. fall) to ensure accommodations are ready for the first day of class?
4. How does Stony Brook's Student Health Services handle ADHD medication management — are there psychiatric providers available on campus, or are students referred to community providers? What are typical wait times?
5. What is SASC's experience with STEM-track students with ADHD specifically — are there advisors or coaches who understand the particular demands of pre-med, engineering, or computer science coursework?
6. What is Stony Brook's 4-year graduation rate for students registered with SASC, and does that data break down by disability type?

🔗 Official Resources