Stony Brook University recently hosted its third annual Student Accessibility Support Center (SASC) Summer Transition Program, designed to help incoming students with disabilities adjust to college life. The weeklong residential program, which took place from July 20-24, was offered at no cost and aimed to connect students with campus resources and support networks before the start of the academic year.
Participants stayed in residence halls, attended daily workshops, and received guidance from SASC staff and peer mentors. This initiative responds to national trends indicating that students with disabilities often face lower graduation rates and greater challenges adjusting to college compared to their peers without disabilities.
“We were seeing that a lot of incoming students were feeling overwhelmed and apprehensive about starting college,” said Nicholas Lajoie, CARE manager at SASC. “This program allows them to reflect on their needs, experience a college environment for the first time, and go home with new tools and skills to adapt to the challenges and differences of college academics and life.”
Fifteen students joined this year’s in-person program, while five more participated in a new online offering called Beyond High School: Jumpstart Your College Success. The virtual series focused on topics such as time management, executive functioning, communication skills, and self-advocacy. About 10% of Stony Brook undergraduates are registered with SASC.
The program included sessions on academic success strategies, campus resources, and essential life skills. Various campus partners led workshops and resource tours throughout the week.
“We design sessions around what our students report struggling with the most,” said Lajoie. “Accessing services for the first time can be intimidating. So we bring students to campus offices during the program, and it removes that initial barrier. We want students to feel they have that one person in a large school that they can go to when challenges arise.”
Social integration was emphasized through activities like Wellness Night on the first evening. Students engaged in baking, crafts, games, Lego building, and other activities intended to foster early connections among participants.
“Wellness Night helped students connect early on in the week,” said Morgan Suchy, accommodation flex specialist at SASC. “In past years, those relationships wouldn’t start forming until day two or three. But this year, we saw friendships developing from day one.”
The Academic Community Engagement (ACE) Mentor Program also supports new students by pairing them with upper-level student mentors—many of whom previously participated in the transition program themselves.
“A portion of ACE mentees come from the summer program,” Suchy said. “We now have students who started as participants working as ACE peer mentors and even student staff in our office. It’s a full pipeline of support.”
Students had opportunities for informal discussions with staff about practical matters such as medication management or personal routines—topics some may not have considered until living independently.
SASC ensures all participants complete registration before attending the program; it is open to any incoming freshman registered with SASC regardless of prior formal accommodations like an IEP or 504 plan.
“Sometimes students come in without ever having received accommodations, but they now realize they need support,” Lajoie noted. “We want to reach those students early, but we’re also here to help whenever they’re ready.”
The week concluded with a student-led closing session followed by a family breakfast and orientation.
“On day one, you’ll see parents nudging their kids to speak up. By the last day, those same students are confidently showing their families around and reflecting on everything they’ve learned,” Lajoie said. “The growth in just five days is remarkable.”
Feedback from both participants and parents has been positive; many reported increased confidence navigating campus life as well as new friendships formed during the week.
“I had a lot of fun! Through the program, I was able to explore, learn the layout of the campus, and find my way around. I also got to experience what it’s like to live on campus, learn about some helpful services that SBU offers, and make a bunch of new friends,” one student participant shared.
A parent added: “I am so impressed with this program and the people who staff it. I know it has been an invaluable experience for our son...He also reported making new friends and those connections will undoubtedly make him feel more comfortable in the fall.”
SASC plans further expansion of both its in-person and virtual offerings as part of Stony Brook’s ongoing efforts toward equity and access for all students.
“We’re a small office at a large university,” said Suchy. “But every one of us is here to make sure students with disabilities have what they need to feel seen and supported.”
For additional information about SASC services at Stony Brook University contact SASC@stonybrook.edu.