Changes to Come!

Thank you for your partnership in supporting our students. As we undergo a major transition, some policies and procedures may change. Please review the current updates to gain a clearer understanding of the direction in which we are moving.

Student Disability Management System

 

Dear Faculty,

 

We are thrilled to announce the upcoming launch of CUNY Accommodate, our new student disability management system, on January 2, 2025. This innovative platform is designed to streamline the management of student accommodations, providing a more efficient way for Faculty to receive accommodation forms, fulfill student exam requests, and retrieve completed exams.

With CUNY Accommodate, students with disabilities will have a streamlined process for requesting their accommodations, ensuring a smoother experience for everyone involved. This system integrates students, their accommodations, course schedules, Faculty, and the Office of Disability Services (ODS) into one cohesive platform, promoting an inclusive and supportive environment for all students.

We encourage you to familiarize yourself with CUNY Accommodate by exploring our self-directed instructional videos and comprehensive guides that walk you through what you need to know to use the system (Access SharePoint then enter your CUNYfirst username and password to get started). You can access these resources and the CUNY Accommodate system using the links below.

If you have any questions or require further assistance regarding CUNY Accommodate, please contact the Central Office of Disability Programs at Disability@cuny.edu.

I appreciate your support as we work together to provide a barrier-free learning experience for all our students.

 

Central Office of Student Affairs

555 West 57th Street

New York, NY 10019

646-664-8805

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: 

Recommended statement:

“The Office of Special Services (SPSV) is committed to supporting students with disabilities by providing reasonable accommodations to ensure equal access. If you need accommodations or are unsure if you qualify based on your situation, please visit their website for further information. Accommodations are not retroactive, so you are encouraged to get registered sooner rather than later.

SPSV Website Link: https://www.qc.cuny.edu/sp/

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. 

Important Note: 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.  

Accommodation Guidelines

 

Faculty must be notified in advance through Accommodate before accommodations can be implemented. If a letter cannot be sent, students may provide a copy themselves. Faculty may contact our office to verify accommodations, and should not approve any requests without confirmation that the student is registered with SPSV.

To help faculty better understand how accommodations are managed through our office, we have provided the essential information below regarding common accommodations. For additional details regarding accommodations and procedures, faculty are strongly encouraged to review the Returning Students page on our website. Any concerns and questions regarding accommodations should be addressed with our office and not the students.

Accessible Furniture and Classroom

Students who require accessible furniture or classrooms due to a disability must contact our office before the semester begins so that the necessary arrangements can be made.

If a classroom contains specialized furniture—such as a height-adjustable table—please ensure that it is not used by anyone, including instructors, unless approved by our office. These items are costly and, if damaged or removed, may prevent students from participating meaningfully in class.

Assistive Technology & & Text/Reading/Writing Software

There are many forms of technology available to support students with disabilities. Since some devices and software may serve students with a wide range of needs, instructors should never make assumptions about how or why a student uses a particular accommodation.

  • If a student requests the use of a device or software not listed in their official accommodation letter or verified by our office, instructors should follow the standard class policy.

  • These software programs are typically provided as a one-time activation through our office. Once a student has an account, they retain access until they are no longer enrolled at Queens College. It is the students’ responsibility to activate licenses and learn how to use their accommodations.

Below are examples of common assistive technologies that students may be entitled to use:

  1. Screen Readers
    1. JAWS, Fusion, ZoomText – Screen-reading software commonly used by students with low vision or blindness to access digital materials.
    2. If a student is entitled to JAWS, instructors should make every effort to provide materials in Word documents whenever possible.
    3. PDFs are generally suitable for students using Fusion or ZoomText.
  2. Assistive Technology Devices
    1. Examples include CCTV magnifiers for enlarging texts and the use of computers for writing and general tasks.
    2. The specific device will be listed in the student’s accommodation letter.
    3. If the information is unclear, instructors should contact our office to confirm what the student is entitled to use.
  3. Reading Software
    1. Kurzweil 3000 – A versatile program that reads, highlights, and enlarges text to support students with reading, vision, or comprehension challenges.
    2. Instructors should make every effort to provide materials in digital format (Word or PDF) whenever possible.

Alternative Format

Typically, these accommodations are meant to make the course content accessible through a digital format. If the student is entitled to Jaws, it should be a Word document instead of a PDF.

Flexible Attendance

Student who are provided this accommodation are students who experience episodes of their condition. These episodes make it diffuclt for students to resume noraml daily activities for a time being, so accomodations like flexible attance are provided to assist students in staying in school. The amount of days waived are limited and students are otherwise expected to be healthy enough to be in college. 

* Important note: Students are required to provide their medical note to our office to verify the student was out sick due to their documented disability, not something a cold. We will be in contact with the instructor once the attendance waiver has been approved. That would fall under the instructor’s clsass policy. 

Students approved for this accommodation typically experience episodes related to their documented disability, which may temporarily make it difficult for them to engage in normal daily activities. Flexible attendance is intended to support these students in remaining enrolled and progressing academically.

The number of excused absences is limited, and students are otherwise expected to be well enough to meet the general expectations of college attendance.

Important Note:

  • Students must provide a medical note to our office verifying that their absence was due to their documented disability, not a minor illness such as a cold.
  • Once the documentation has been reviewed and the attendance waiver approved, our office will notify the instructor of the dates the student was absent. It is then the responsibility of the instructor and the student to establish a reasonable deadline for making up any missed work.
  • Beyond approved accommodations, all other absences fall under the instructor’s class attendance policy

    Extended Time

     

    Scheduling Requests through the Testing Center

    **24/7 Video Surveillance**

    1. Students—not instructors or parents—must submit requests to our office in order to schedule timed assessments.
    2. Requests must be made:
      1. At least 5 business days in advance for regular sessions.
      2. At least 2 business days in advance for short sessions.
    3. Late requests may be accepted on a case-by-case basis.
    4. It is the student’s responsibility to follow all SPSV procedures and all QC/CUNY policies, including the Academic Integrity Policy and the Code of Conduct.
    5. Students who arrive more than 20 minutes after their scheduled start time in the center will be directed to take the exam in class, provided that late arrivals are permitted for other students as well.
    6. Notifications by email to instructors are typically sent after 4:00 PM, usually a week prior to the assessment date, to the instructor’s email address on record in CUNYFirst for Accommodate, or the email listed on the syllabus for emails.

    Instructor Proctoring

    • Instructors may choose to proctor their own timed assessments as long as the accommodation is administered accurately and in full of what the student is requesting.
      • Students may choose to use extended time in the classroom rather than in a separate, reduced-distraction setting. This decision belongs to the student; instructors must work with them to arrange a proper setup.

    Clarifications About Extended Time

    1. Extended time means time-and-a-half or double time, not a new date or start time.
      1. Students are responsible for leaving adequate gaps in their schedules to account for disability-related needs, including extended time on assessments.
      2. Any change to the time or date of a timed assessment requires prior approval, unless it follows the Testing Center’s established procedures regarding timing.
      3. Priority registration is provided to assist students in creating a schedule that accommodates their disability-related needs. NOT personal needs.
    2. Students who do not submit a request through our office are expected to take the timed assessment in class with their instructor.
    3. Instructors are not required to provide accommodations if the student has not followed the proper request process. In such cases, the student takes the timed assessment under the same conditions as the rest of the class.
    4. Accommodations are not retroactive.
    5. Requests may arrive through Accommodate when there are no system issues, but our office will always send a backup email notification.
    6. Suppose students are in breach of academic integrity. In that case, our office will review the video footage to confirm the student has cheated before contacting instructors, students, and the Judicial Affairs office for the next step.
      1. For more information about how to handle issues regarding policies such as academic integrity, please check out the QC and CUNY Policies tab to the left.

    Make-Ups

    1. Make-up assessments that are not approved by our office are the primary responsibility of the instructor, just as they would be for any other student.
    2. Having a disability does not entitle students to take timed assessments whenever they choose.
    3. Rescheduled timed assessments require the instructor’s approval according to class policy.
      1. Once approved, accommodations must still be provided for make-up timed assessments.
    4. Because make-ups typically involve only one student or a small group, a reduced-distraction setting is generally not a concern.

    Note Taking/Recording

    Recording Software as Primary Support

    Our office now primarily relies on note-taking software to provide students with access to notes.

    • If instructors do not permit recordings in class, they are responsible for arranging an alternative method to ensure students receive the required lecture notes for the days they are present.
    • For more details, instructors are encouraged to review the Returning Students page on our website.

    Recording as an Approved Accommodation

    Under Section 504 of the Rehabilitation Act, the use of recording devices is a recognized accommodation for students who cannot fully participate in class due to a disability.

    1. Students approved for this accommodation will be provided with note-taking software by our office.
      1. Students are responsible for requesting the software and following the procedure established for using the software each semester.
      2. If students are caught not taking notes and doing something else, like surfing the web, instructors can request that the student turn off the device for the rest of the class.
      3. Instructors should direct any questions or concerns regarding this accommodation to our office as soon as possible without denying students their accommodations.
    2. All materials presented in class are protected under federal and international copyright laws.
    3. Students must sign a Note Taking Recording Form provided below, not to distribute recordings at the discretion of the instructor. Instructors can report unauthorized distribution of course material to the Judicial Affairs office for assistance.
      1. Note Taking Recording Form Link:
    4. All recordings must be deleted at the conclusion of the semester if requested by the instructor.

    Queens College and CUNY Policies

     

    Students with disabilities are expected to meet all program requirements in order to qualify for accommodations. Instructors and staff should ensure that program requirements are clearly communicated for both eligibility and completion. These requirements are designed to uphold academic standards and accreditation integrity, not to discriminate against students with disabilities or members of other protected classes. Program criteria should be applied during the admissions process, and if a student does not meet the academic standards of a course—even with accommodations or by choosing not to use them—a failing grade is both appropriate and justified.

    Qualified students with disabilities are required to follow all Queens College (QC) and CUNY policies and procedures, just like any other student. A disability does not exempt a student from compliance with policies such as the:

    • Code of Conduct

    • Academic Integrity Policy

    • Sexual Misconduct Policy

    • Acceptable Use of Computer Resources Policy

    Outside of approved reasonable accommodations, students are to be treated the same as their peers.

    If a student is suspected of violating these policies and procedures, instructors can consult the Office of Judicial Affairs for guidance.

    If a student is found to be in violation of these policies or procedures, instructors are encouraged to first have a respectful conversation with the student regarding the incident. However, a formal report must also be submitted to the Office of Judicial Affairs for official documentation. If the matter cannot be resolved through discussion, the Office of Judicial Affairs will intervene and assist with the next steps.

    Reports may be filed at the following link: Public Incident Report

    For more information on what the Judicial Affairs Office has to offer, please check out the Judicial Affairs Office website to the right: Judicial Affairs Office

    For conduct concerns outside of the Code of Conduct, such as disruptive or harmful behavior:

    • Urgent or emergency situations should be reported to Public Safety at 718-997-5912.
    • Non-urgent situations may be referred to the Queens College Care and Concern Team or the Office of Student Affairs for assistance.

    Queens College Care and Concern Team Link: Care and Concern Team

    Office of Student Affairs & Enrollment Management Link: Student Affairs

    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

    Recommended statement:

    “The Office of Special Services (SPSV) is committed to supporting students with disabilities by providing reasonable accommodations to ensure equal access. If you need accommodations or are unsure if you qualify based on your situation, please visit their website for further information. Accommodations are not retroactive, so you are encouraged to get registered sooner rather than later.

    SPSV Website Link: https://www.qc.cuny.edu/sp/

    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. 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

    Accessibility Resources

     

    Please check out other resources below about making digital materials accessible for all.

     

    Microsoft Accessibility Link: Microsoft Accessibility

    Adobe Accessibility Link: Adobe Accessibility

    Web Content Accessibility Link: Web Content Accessibility

    Web Content Accessibility 2.0 Link: Web Content Accessibility 2.0

     

     

     

     

     

     

     

     

    Rights and Responsibilities of Faculty and Staff

    By understanding and upholding these rights and responsibilities, both students and instructors help create an equitable, inclusive, and academically rigorous environment at Queens College.

    For more information on how faculty and staff can set up their class for the semester to be inclusive to students with disabilities, please check out the tabs to the left.

    Faculty and Staff

    Rights of Instructors
    Instructors at Queens College have the right to:

    1. Uphold Academic Standards
      1. Maintain the academic integrity and standards of their courses and programs in alignment with institutional and disciplinary requirements.
    2. Address Student Conduct
      1. Hold students with disabilities to the same code of conduct as all students. While reasonable accommodations are required, instructors are not obligated to tolerate substantially disruptive behavior.
    3. Provide Approved Accommodations Independently
      1. Ensure that approved accommodations are implemented appropriately, whether arranged by SPSV or by the instructor directly.
    4. Request Support
      1. Seek assistance, training, or additional resources from SPSV to facilitate the effective implementation of accommodations.

    Responsibilities of Instructors
    Instructors are responsible for:

    1. Fostering Accessibility
      1. Apply principles of Universal Design for Learning (UDL) to make courses more inclusive.
      2. Ensure course materials are accessible (e.g., captioned videos, screen-reader-compatible documents).
      3. SPSV can provide guidance on modifying digital content.
    2. Reviewing and Implementing Accommodations
      1. Review accommodation letters from SPSV and apply them appropriately in courses.
    3. Collaboration
      1. Work with students registered with SPSV and SPSV staff to ensure reasonable accommodations are provided.
    4. Maintaining Confidentiality
      1. Keep all information about a student’s disability and accommodations strictly confidential.
    5. Addressing Concerns Properly
      1. Direct any concerns about accommodations to SPSV staff, not the student. Instructors must follow the written accommodations approved by SPSV and cannot independently refuse, alter, or create accommodations.
    6. Including a Syllabus Statement
      1. Add a statement to the course syllabi encouraging students with disabilities to contact SPSV for accommodations.

    Rights and Responsibilities of Students

    By understanding and upholding these rights and responsibilities, both students and instructors help create an equitable, inclusive, and academically rigorous environment at Queens College.

    For more information on how faculty and staff can set up their class for the semester to be inclusive to students with disabilities, please check out the tabs to the left.

     

    Students

    Rights of Students with Disabilities
    Students with disabilities at Queens College have the right to:

    1. Equal access to all courses, programs, services, and activities offered by the college.
    2. Reasonable accommodations, academic adjustments, and auxiliary services, provided they do not alter the essential nature of a course or program, impose an undue administrative or financial burden, or qualify as personal services.
      1. Accommodations must also align with existing safety and health policies.
    3. Choose whether to disclose their disability and/or request accommodations. To receive accommodations, students must disclose their disability to the Office of Special Services (SPSV).
    4. Access all other rights and privileges available to Queens College students.

    Responsibilities of Students with Disabilities
    Students with disabilities at Queens College are responsible for:

    1. Meeting academic qualifications and following QC and CUNY polices such as academic integrity polices and Code of Conduct.
      1. Having a disability does not exempt students from meeting expectations for respectful, safe, and non-disruptive behavior.
    2. Submitting appropriate documentation from qualified medical or mental health professionals that describes how their disability substantially limits at least one major life activity.
      1. Documentation must be provided to the SPSV.
    3. Following procedures in our office to notify instructors of their registration status and to request and use accommodations.
    4. Arranging and providing their own personal aides for activities such as bathing, dressing, personal care, mobility assistance, or after-class study support.
    5. Properly maintain and return any assistive technology or software loaned by SPSV in good condition.
    6. Advocating for themselves when requesting accommodations or when issues arise, and doing so in a timely manner to allow staff and instructors enough time to address the situation.

    Rights and Responsibilities of The Office of Special Services

    By understanding and upholding these rights and responsibilities, both students and instructors help create an equitable, inclusive, and academically rigorous environment at Queens College.

    For more information on how faculty and staff can set up their class for the semester to be inclusive to students with disabilities, please check out the tabs to the left.

     

    Office of Special Services

    Rights of The Office of Special Services

    The Office of Special Services has the right to:

    1. Request and review appropriate documentation that verifies the need for reasonable accommodations, academic adjustments, and/or auxiliary aids and services, provided these are not considered personal services related to a substantially limiting impairment.
    2. Deny a request for accommodations, academic adjustments, and/or auxiliary aids and services if:
      1. The documentation provided does not adequately support the request.
      2. The student fails to provide the necessary and appropriate documentation.
      3. The requested accommodation would fundamentally alter an essential element of a course, impose an undue administrative or financial burden, or compromise the academic standards and integrity of the course.
    3. Select from among equally effective accommodations, adjustments, and/or auxiliary aids and services to best meet the student’s needs.
    4. Establish and implement policies and procedures for the use of services.

    Responsibilities of The Office of Special Services

    The Office of Special Services is committed to supporting students with disabilities and is responsible for:

    1. Guaranteeing that courses, programs, services, activities, and facilities are accessible and usable in the most integrated and appropriate settings.
    2. Reviewing and assessing accommodation requests to determine eligibility and identify appropriate services.
    3. Providing or coordinating reasonable accommodations, academic adjustments, and auxiliary aids/services to support students’ academic success upon their request.
    4. Maintaining the confidentiality of student records and communications, except as permitted by law or when the student authorizes disclosure.
    5. Serving as an intermediary between students and faculty to promote effective communication and implementation of accommodations.
    6. Acting as a resource on disability-related matters for the Queens College community, fostering awareness, understanding, and inclusivity.

    Frequently Asked Questions: What are Reasonable Accommodations?

     

    What Are Reasonable Accommodations?
    Reasonable accommodations are adjustments or modifications provided to qualified students with disabilities to ensure equal access to educational opportunities.

    These changes:

      1. Do not lower academic standards.
      2. Are designed to remove barriers that hinder learning or participation under the ADA.
      3. Are not personal services (e.g., tutoring, transportation, or personal care).
      4. Do not override safety or health policies.
      5. Do not guarantee success, but instead ensure equal opportunities through nondiscriminatory practices.

    Ultimately, success in college remains the responsibility of the student.

    Who Determines Accommodations for Students?
    Accommodations are determined by the student’s assigned SPSV counselor, based on thorough documentation of the student’s disability and their individual needs.

    1. Instructors are not responsible for deciding accommodations but are expected to assist in implementing them as outlined by our office.
    2. Students should work directly with their counselor, not instructors, regarding any questions or concerns about their accommodations.

    What If Issues Arise with Accommodations?

    1. If problems occur, students should first contact SPSV staff.
    2. If an instructor creates challenges in implementing accommodations, the student should immediately consult their counselor or SPSV staff for support.
    3. If an instructor has concerns about a specific accommodation, they should direct those concerns to the student’s counselor, not the student.

    * Only the counselor is authorized to review, approve, or adjust accommodations.
    It is inappropriate for students and instructors to negotiate or modify accommodations independently.
    * Both instructors and students are expected to follow the accommodations outlined in the official introduction letter, unless formal approval for changes is provided by the counselor.


    How does confidentiality work in college?

    All college students—regardless of age—are protected under the Americans with Disabilities Act (ADA) and the Family Educational Rights and Privacy Act (FERPA). FERPA, also known as the Buckley Amendment, grants students specific rights regarding their educational records.

    Students have the right to:

    • Access their educational records maintained by the institution.
    • Request amendments to their records if they believe information is inaccurate or misleading.
    • Require written consent before their records are disclosed.
    • Limit disclosure of certain “directory information.”
    • File a complaint if they believe their FERPA rights have been violated.

    Note: Written consent from students is not required in specific circumstances, such as when records are requested under a judicial order or lawfully issued subpoena.

    Sharing Information

    • Faculty and staff may share student information only for legitimate educational purposes.
    • Faculty and staff should avoid discussing, uploading, or reviewing student records in public spaces to prevent improper disclosure.
    • Information about a student’s disability is confidential and cannot be shared with external parties—including parents or guardians—without the student’s signed written consent. The CUNY FERPA Form is provided below if faculty need to speak with third parties with the student present.

    Frequently Asked Questions: Working with Students with Disabilities

     

    What statement should I include in my syllabus? 

    We strongly encourage all instructors to include a statement about our office in their syllabi. For accessibility reasons, this statement should also be available in digital format (Word and PDF) in Brightspace. You are welcome to write your own version, provided it directs students to our office.

    Recommended statement:

    “The Office of Special Services (SPSV) is committed to supporting students with disabilities by providing reasonable accommodations to ensure equal access. If you need accommodations or are unsure if you qualify based on your situation, please visit their website for further information. Accommodations are not retroactive, so you are encouraged to get registered sooner rather than later.

    SPSV Website Link: https://www.qc.cuny.edu/sp/

    What if a student requests an accommodation not listed in their letter?

    Do not provide unapproved accommodations or make course modifications on your own.
    Instead, direct the student to the Office of Special Services for assistance.

    What if I cannot provide an accommodation as described?

    Contact our office immediately for support. Our office will work with you to ensure compliance and identify alternative solutions if needed.

    What if I believe an accommodation fundamentally alters the course, lowers academic standards, or imposes an undue burden?

    If you believe an accommodation is not appropriate for your course:

    • Contact SPSV to discuss alternatives.
    • Do not refuse, change, or negotiate accommodations with the student independently.
    • Only the student’s counselor may review or revise approved accommodations.

    Key points:

    • Reasonable accommodations do not fundamentally alter the essential nature of a course.
    • They do not lower academic standards or impose an undue administrative or financial burden.
    • If you believe an issue exists, consult the student’s counselor before taking any action.

    Can I ask students about their disability?

    No. Instructors should not ask students to disclose their disability, even if it appears visible.

    • Students will provide an official accommodation letter from SPSV through Accommodate.
    • They are encouraged to share this letter early in the semester, but they may do so at any time before accommodations are needed.
    • Your role is to focus on implementing the accommodations outlined in the accommodation letter, not to know the nature of their disability.

    What if a student is struggling but has not requested accommodations?

    This is a sensitive situation.

    • Academic struggles do not necessarily mean a student qualifies for accommodations.
    • If a student requests help with performance, ask general questions about the challenges they are facing.
    • If they mention a possible disability, refer them to your syllabus statement, which directs them to SPSV.

    Important:

    • Do not pressure students to register with SPSV.
    • Do not assume a student has a disability or provide accommodations without official documentation from our office.
    • We encourage faculty to review the syllabus statement during the first class meeting so all students know about available resources.

    What if a student is doing poorly in class?

    Students with disabilities are entitled to equal access, not guaranteed success.

    • Accommodations ensure fairness, but students remain responsible for meeting course requirements.
    • It is legally justifiable to assign a failing grade if a student does not meet academic standards, provided that:
      • You have complied with the accommodations approved as outlined in the accommodation letter.
      • You informed students of the process for requesting accommodations through our office.
      • You have not applied accommodations retroactively, as the student had repeatedly failed to request or properly follow procedures and policies regarding their accommodations.
        • Instructors are not required to provide retroactive accommodations.