All CUNY colleges will now manage introduction letters and certain accommodations through a centralized platform called Accommodate. Students are required to log in to their Accommodate account to submit requests for the Office of Services for Students with Disabilities (SPSV) staff to send introduction letters and/or accommodation requests to their instructors. Upon submission, instructors will receive an email notification regarding the request and will be required to log in to Accommodate to respond accordingly. 

For further details, please refer to the official memo issued to all CUNY colleges by CUNY Central on the Accommodate Tab.

Please check out our Frequently Asked Questions: Working with Students with Disabilities page for common questions instructors frequently have regarding accommodations.  

To promote success to all students, we suggest implementing some if not all of these strategies below to enhance the learning experience in the classroom. 

Before The Semester Begins 

Before courses are opened for scheduling in the upcoming semester, instructors are encouraged to provide a brief description of the class, including any key requirements. Additionally, if specific software, textbooks, or extracurricular activities are required for the course, this information should also be included. Providing these details in advance allows students to assess whether the course aligns with their needs and expectations. It also enables students registered with our office to determine if adjustments to their accommodations may be necessary prior to the start of the course. 

Instructors should post the course syllabus as soon as it becomes available. Early access to the syllabus ensures that students requiring accommodations, such as screen readers or alternative text formats, have sufficient time to work with our office to make materials accessible if they are not already. It also allows students who have not registered or are unsure about their diagnosis, enough time to contact us and get registered if eligible. Instructors are strongly encouraged to select educational materials that are inherently accessible to all students. If materials are not initially accessible, instructors should take the necessary steps to ensure accessibility. 

Furthermore, the following statement should be included in the syllabus to inform students of the process for registering with our office if they have not yet done so: 

“The Office of Special Services (SPSV) is committed to supporting students with qualifying disabilities under the Americans with Disabilities Act (ADA) by providing reasonable accommodations to ensure equal access. If you have previously received accommodations due to a disability, believe you may have a disability, or have a temporary disability, please visit the office’s website for further information on the assistance they can offer you. Accommodations are not retroactive, so you are encouraged to get registered sooner rather than later. You may also contact their office at qc.spsv@qc.cuny.edu or call 718-997-5870 during office hours for assistance as well.” 

Students may provide their introduction letters to instructors at any time during the semester prior to utilizing an accommodation; however, they are strongly encouraged to do so before the semester begins. Instructors are therefore advised to regularly check their email for any introduction letters sent through the Accommodate system. 

If an issue arises regarding a specific accommodation or its implementation within the course, instructors must address the matter directly with the counselor listed on the introduction letter, not with the student. It is inappropriate for instructors to modify, disregard, or reject accommodations approved by the Office of Special Services, or to make independent arrangements with the student. Instructors are required to adhere strictly to the accommodations outlined in the introduction letter. 

During the Semester 

 Once the semester begins, we strongly encourage instructors to read the statement regarding our office to their class. This ensures that all students are aware of the opportunity to register with our office if they have not already done so. It is important to speak to students privately about accommodations and to refrain from asking or pressuring them to disclose their disability, as doing so is both inappropriate and a violation of the laws. Additionally, instructors must not pressure or compel students to utilize accommodations or register with our office, as the decision to seek accommodations is entirely the student’s right. However, instructors may make a general announcement to the class reminding students that, if they wish to receive accommodations, they should register with our office as soon as possible or follow the established procedures for utilizing their accommodations if they are already registered. 

Students with disabilities are still required to meet all program requirements in order to be qualified. If a student engages in behavior that violates the code of student conduct—such as being disruptive or engaging in harmful actions—they should be reported for disciplinary action, regardless of their disability status. The same applies if academic integrity is compromised. Similarly, if a student fails to meet the academic standards necessary to pass a course, even after utilizing their accommodations or choosing not to do so, assigning a failing grade is appropriate and justified.  

Important Note: Students with disabilities are expected to meet all program requirements in order to remain qualified. A disability does not exempt a student from adhering to the college’s Code of Conduct or academic integrity policies. Disruptive or harmful behavior should be reported for disciplinary action, regardless of disability status. Likewise, if a student does not meet the academic standards of a course—even with the use of accommodations, or by choosing not to use them—issuing a failing grade is both appropriate and justified.

Creating an Accessible Learning Environment

Instructors play a vital role in fostering an accessible learning environment—one that ensures compliance with legal requirements while maintaining academic standards. Faculty can get an early start by:

1. Providing Transparent Course Information
   1. Ensure students are fully informed about course expectations when registering on CUNYfirst.
   2. Include detailed descriptions of course requirements, materials, and technologies so students can evaluate accessibility before enrolling.
   3. This transparency also allows students to consult with SPSV staff in advance to address any accessibility concerns.
2. Sharing Course Materials Early
   1. Upload a digital copy of the syllabus and course materials on Brightspace as early as possible.
   2. Indicate which elements are subject to change, but keep changes to a minimum.
   3. Early access allows students who need alternative formats to begin conversions with SPSV staff and helps all students make informed scheduling decisions.
   4. Instructors are responsible for ensuring their course materials are accessible, regardless of whether students request assistance through SPSV. Instructors should check with sources like the library to see if a pdf copy is available to provide to students.
3. Including Accessibility Information in the Syllabus
   1. Add a statement about the Office of Special Services (SPSV) in your course syllabus each semester.
   2. Review the statement with students on the first day of class. Reading it aloud ensures all students are aware of the opportunity to register with SPSV if they have not already done so.
4. Confirming Accommodation Letters Were Received
   1. Students may present their current semester’s accommodation letter (introduction letter) at any time before using accommodations, though they are strongly encouraged to do so at the start of the semester.
   2. Instructors should:
      1. Check their email regularly for introduction letters sent through Accommodate.
      2. Verify that the letter is dated for the current semester (or within the validity period noted). Accommodations may be temporary, so please do not provide accommodations outside of what is listed or extend services without confirmation from SPSV.
5. Communicating with Students
   1. Speak with students privately regarding accommodations—never in front of the class.
   2. Do not ask students to disclose details of their disability, as this violates privacy protections under the law.
   3. Students are not required to use accommodations, and instructors must not pressure students to register with SPSV or to use approved accommodations.
   4. You may make a general announcement reminding students that accommodations are available through SPSV and encouraging those who may need them to register.
6. Resolving Accommodation Concerns
   1. If an issue arises with an accommodation or its implementation, instructors must contact the counselor listed on the student’s introduction letter as soon as possible.
   2. Instructors may not:
      1. Modify or reject approved accommodations.
      2. Negotiate alternative arrangements directly with the student without SPSV’s approval.
   3. All accommodations approved by SPSV must be implemented as written. 

Syllabus Statement

“The Office of Special Services (SPSV) is committed to supporting students with qualifying disabilities under the Americans with Disabilities Act (ADA) by providing reasonable accommodations to ensure equal access. If you have previously received accommodations due to a disability, believe you may have a disability, or have a temporary disability, please visit the office’s website for further information on the assistance they can offer you. Accommodations are not retroactive, so you are encouraged to get registered sooner rather than later. You may also contact their office at qc.spsv@qc.cuny.edu or call 718-997-5870 during office hours for assistance as well.”

For more information on creating an accessible environment, please see the link below.
Universal Design Guide Link: Universal Design Guide 

Accessibility Checklist & Guidelines

When preparing courses for the upcoming semester, instructors should ensure that all course materials are accessible to all students by following these guidelines:

1. Use Heading Styles
   1. Screen-reading software relies on heading styles to help students navigate documents.
   2. Always use proper heading styles (Heading 1, Heading 2, etc.) in syllabi, PDFs, Word documents, and other materials.
2. Maintain Clear Structure
   1. Present information in an organized, well-spaced format.
   2. Use numbering and bullet points when appropriate to make materials easier to follow.
3. Check Accessibility in Software
   1. Use the built-in Accessibility Checker in Microsoft Word and PowerPoint before distributing materials.
   2. Avoid scanned PDFs, as they are not accessible to screen readers. If only a scanned copy exists, SPSV staff can assist with converting it.
4. Links
   1. Clearly label all links with accurate descriptions of where they lead (avoid “click here”).
5. Images, Graphics, and Tables
   1. Provide alternative text (alt-text) that accurately describes the content.
6. Background and Layout
   1. Keep backgrounds simple and plain to avoid the screen reader from picking up unnecessary information.
7. Videos
   1. Ensure all videos include captions or subtitles.
   2. If not, caption and prioritize the most essential and most used materials.
      
      1. Microsoft Clipchamp Link: Microsoft Clipchamp
8. Audio
   1. Provide transcripts for all audio recordings.
   2. If transcripts for all recordings are not feasible, prioritize essential and most used content.
      
      1. Microsoft Clipchamp Link: Microsoft Clipchamp
9. Websites and Online Programs
   1. Confirm that all digital platforms, websites, and programs used in your course are accessible.
   2. Any questions or issues should be addressed with SPSV.
10. Color and Contrast
    1. Use accessible text colors (standard black with white background is recommended).
    2. Do not rely on color alone to convey meaning, as screen readers will not recognize it.

Check color contrast compliance using the following resources:

1. 1. Color Contrast Guide Link: Color Contrast Guide
   2. Color Contrast Checker Link 1: Color Contrast Checker 1
   3. Color Contrast Checker Link 2: Color Contrast Checker 2

For more information on creating an accessible environment, please see the link below.
Universal Design Guide Link: Universal Design Guide

TBA