Changes to Come!

As our office undergoes this transition, we will make every effort to keep you informed of any updates or changes!

Registering for Accommodations at Queens College

 

At Queens College, we are committed to providing equal educational opportunities for all students. Students with disabilities seeking accommodations must register with the Office of Special Services (SPSV) and adhere to the required policies and procedures. This process involves submitting current and relevant documentation from a qualified healthcare provider who is licensed to diagnose and treat the disability. Accommodations are determined on an individual basis after a review by a counselor and a meeting with the student. Accommodations are only approved once this process is complete and formal approval is granted by a counselor in our office.

Please note that reasonable accommodations or disability status from a previous institution, including other CUNY schools, do not automatically transfer to Queens College or any other college. Under the Americans with Disabilities Act (ADA), students must self-disclose their disability and request accommodations through the appropriate office in higher education first. Faculty and staff are not required to implement accommodations unless they have been formally approved and communicated through our office. Therefore, we strongly emphasize that self-advocacy and early communication are essential to ensure appropriate support is provided.

For additional guidance, please visit the Transitioning to College tab for more information about the process and available resources.

For additional information on some accommodations we offer and how they work, please visit the Returning Students page for more information.

 

Registration Process and Timeline

The registration process can take up to two weeks, even with all appropriate documentation submitted. To avoid unnecessary delays, students are strongly encouraged to begin their registration immediately following acceptance and deposit payment. While registration is available year-round, early action is crucial for addressing any potential issues before the semester begins. It’s important to note that students who register later in the semester risk missing out on their accommodations, as these cannot be applied retroactively under any circumstances. Taking the initiative to communicate any concerns with instructors and our office is vital, so we urge you to reach out promptly. Proactive engagement will help ensure clarity and support for a successful semester. Don’t wait—act now to secure your path to an equal opportunity to your education!

 

Transferring from Another Institution, including CUNY

Non-CUNY College
If you are transferring to Queens College (QC) from a non-CUNY institution, please register with our office as soon as possible using the Accommodate link on this website.

Another CUNY College
If you are transferring to QC or taking a course on permit from another CUNY college, please contact our office promptly through email to complete your registration. When reaching out, be sure to mention that you are transitioning from another CUNY institution and wish to continue receiving accommodations at Queens College.

* Remember, accommodations from your previous institution do not automatically transfer. To ensure you receive the support you need here, it is your responsibility to proactively establish contact with our office and complete the registration process promptly. Taking these steps will help you set a strong foundation in understanding your rights and responsibilities here as a student with disabilities.

For any questions or uncertainties, we encourage you to contact SPSV directly before taking further action.

 

Prospective Students and Campus Visitors

If you are a prospective student visiting campus and require accommodations—such as an interpreter—please email us for assistance. If you do not need accommodations, you do not have to contact us.

For any questions or uncertainties, we encourage you to contact SPSV directly before taking further action.

 

Important Notes

 

Please keep in mind that in specific situations, as detailed below, our office may not be the ideal office to assist you with your needs. Your well-being is our priority, so it’s essential to ensure you are pursuing the right support.

Accommodations that are not for disability related needs

Our office is dedicated to providing essential academic accommodations for students with disabilities. To qualify as a disability, a diagnosis must result in substantial limitations in at least one major life activity. It’s important to understand that merely having a diagnosis does not meet the criteria for a disability. Our focus is solely on addressing disability-related needs within the academic environment, ensuring that every student has the opportunity to receive an equal education.

We do not manage situations that may disadvantage students outside of this scope. If you’re seeking help with issues that are not related to a disability, we encourage you to explore our website for valuable resources and to look further to discover the wide array of support services available on campus.

Limitations of Accommodations

Accommodations cannot fundamentally alter the essential nature of a course or compromise academic integrity. Institutions are not responsible for providing or paying for the cost of personal services related to a student’s disability.

While prior accommodations and recommendations may serve as helpful guidance, final determinations are made by the staff in SPSV.

No Retroactive Accommodations

It is important to understand that missed coursework, attendance, or timed assessments cannot be retroactively excused through newly approved accommodations. Students who fail to request or utilize accommodations in advance cannot later insist that faculty apply them retroactively. Faculty members are not obligated under the ADA to provide accommodations retroactively.

As a result, our office can offer limited assistance. In such situations, students should prioritize meeting with their instructors before registering with our office. If further guidance or alternative options are necessary, we strongly encourage consulting the Student Advocacy & Appeals Office using the link provided below.
Student Advocacy & Appeals Link: Student Advocacy & Appeals

Voter Registration

Queens College is a designated New York State Agency-Based Voter Registration Site. As part of this responsibility, our office assists students with disabilities in completing voter registration forms upon request. Please note that there is no obligation to register to vote, and a student’s decision will have no impact on the services provided by our office.

Voter registration information and application forms are also available through the New York State Board of Elections.
Online Voter Registration Link: Online Voter Registration

Grievance Process

While our office is committed to ensuring that students with disabilities receive equitable treatment under the law, we recognize that concerns may occasionally arise. In accordance with federal regulations, Queens College has established formal grievance procedures to ensure the prompt and fair resolution of such issues.

If a student believes that an accommodation is not being properly implemented or encounters barriers to accessibility, they should notify their assigned counselor or another SPSV staff member as soon as possible. If the matter cannot be resolved directly with the counselor, the student may request a meeting with the counselor’s supervisor.

If the issue remains unresolved, it may be escalated to the Vice President for Student Affairs for further review and resolution. This step-by-step process ensures that all students have access to a fair system of support when challenges arise.
Student Affairs Office Link: Student Affairs Office

Steps to Getting Registered

 

Before you fill out the intake form below, we strongly encourage you to thoroughly review the information available on our website about how our office works. Understanding this information is crucial in determining whether registering with our office aligns with your needs.

 

** If you are transferring from another CUNY college or taking a course on permit, please email our office to complete your registration.

  1. Submit a Registration Request
    1. Complete the registration intake request form in Accommodate if you have never received accommodations at CUNY before.
      1. CUNY Accommodate Intake Form Link: CUNY Accommodate Intake Form
      2. Attach the relevant documentation for the disability(ies) you are registering for. These forms should be completed by your qualified healthcare provider who is licensed to treat and diagnose your disability. Please see the guidelines and forms available first for further relevant information.
    2. If you do not have documentation at the time of submission, you may still submit your request to begin the process. However, you will remain unregistered until proper documentation is received.
  2. Staff Follow-Up
    1. Once your request is received, a staff member will contact you through the email listed on the intake form with instructions on the next steps. Please list the email you plan on actively checking for registering with our office.
    2. If documentation is missing or incomplete, staff will notify you of what is required to continue with registration.
    3. For clarification on which forms are needed for your disability(ies), please contact our office directly if not addressed in the documentation guidelines.
  3. Staff Follow-Up
    1. If a meeting is scheduled, you will meet with your intake counselor (in-person, by phone, or via Zoom).
      1. If a third party will be joining the intake or any meeting with SPSV staff, SPSV staff must see the student sign the FERPA form before the third party joins each time. Students can only schedule Zoom or in-person appointments if this is the case. Please see the FERPA form below.
    2. During this meeting, you will review the office policies and procedures related to your approved accommodations.
    3. Students are encouraged to communicate their needs openly. Adjustments can be made when appropriate, as accommodations that work for one course may not be suitable for another. However, please note that accommodations cannot be applied retroactively.
  4. Counselor Assignment
    1. After you are registered in our office, you will be assigned a counselor who will serve as your primary contact moving forward.
  5. Request Accommodation Letters
    1. Each semester, you must submit a request for your accommodation letters in Accommodate under the Semester Request tab. The link is provided below.
      1. CUNY Accommodate Login Link: CUNY Accommodate Login
    2. Staff will review the request, approve it, and send one letter to each instructor who was requested through Accommodate. You will know it has been approved once your student’s copy is received in their Letters tab on Accommodate.
    3. If there are any issues, staff will notify you of the next steps to take.
    4. Important: You must submit a new request every semester. Accommodations cannot be used until the request is submitted and approved.
  6. Share Accommodation Letters with Instructors
    1. Once your copy of the accommodation letter is available in Accommodate, you will reach out to instructors to introduce yourself and discuss how accommodations will be implemented in their course.
    2. Any questions or concerns about accommodations should be directed to your assigned counselor, not instructors. You and instructors cannot modify or change approved accommodations on your own.

Confidentiality

In higher education, all students, regardless of age, are protected under the Americans with Disabilities Act (ADA) and the Family Educational Rights and Privacy Act (FERPA). As such, the staff of the SPSV office will communicate directly with students to maintain confidentiality. If a student wishes for SPSV staff to engage with a parent, guardian, or any other third party, a signed FERPA form must be signed by the student in front of SPSV staff for each interaction. This form is valid for one meeting and may be revoked by the student at any time. However, any revocation of consent must be formally written to the student’s counselor for the change to take effect.

SPSV staff strongly encourage students to take proactive steps, whether large or small, toward developing greater independence and self-reliance. This includes fostering the skills necessary to effectively advocate for their own needs and interests.

FERPA Form for SPSV Use (One-time use) Link: CUNY FERPA Form

Documentation Guidelines

 

To ensure that documentation from your healthcare provider is accepted by SPSV, it must meet specific criteria. Please note that counselors have the final authority to determine whether submitted documents are appropriate and will inform students if issues arise. In some cases, temporary accommodations may be granted and subject to updated documentation in future semesters. If updated documentation no longer supports previously approved accommodations as “reasonable,” those accommodations may be adjusted or discontinued accordingly.

To minimize potential issues, we recommend that healthcare providers complete the appropriate Disability Verification Form(s), available in the Documents: Forms tab. Whenever possible, completed forms should be submitted directly to SPSV, as Queens College reserves the right to request the form be sent directly to the office.

 

Documentation Requirements for Disability Accommodations

To be considered for disability accommodations, the following documentation requirements must be met:

  1. Timeliness of Documentation
    1. Documentation must generally be dated within 6 months of the current request.
    2. Exceptions: Psychoeducational evaluations, audiogram and acuity reports, and government agency verification letters for a permanent disability must be dated within 3 years of the current request.
  2. Provider Qualifications
    1. The documentation must be completed by a licensed healthcare provider who has treated or is currently treating the student. The provider must be qualified to diagnose and treat the disability in the field in question. Diagnoses must align with the ICD-10 or DSM-V standards. The unredacted document must be complete and include the following information:
      1. The date of the evaluation
      2. The provider’s title and name
      3. The provider’s signature/stamped
      4. The provider’s address
      5. Licensing and certification details
  3. Impartiality of Provider
    1. The provider must confirm that they have no familial relationship (by birth or marriage) with the student. The evaluation must be conducted in an impartial and professional manner.
  4. Assessment of Disability Impact
    1. The documentation must clearly outline how the diagnosis substantially limits at least one major life activity and its direct impact on the student’s classroom and testing performance. It must include details regarding the progression of the diagnosis, symptoms, its severity, frequency, duration, current medication usage, and any co-morbid conditions.
      1. If the provider is not licensed to diagnose and treat the condition, documentation for the diagnosis as a disability will not be accepted.
      2. The provider should make it clear that if there is more than one diagnosis, which ones are substantially limiting and which ones aren’t. Accommodations will be provided for the diagnoses that are substantially limiting. 
  5. Medication and Treatment
    1. The provider must include any medication or treatment prescribed. Details should include the dosage strength, frequency/schedule administered, and any side effects. Stressors and triggers should be included in detail if applicable.
  6. Link to Requested Accommodations
    1. Recommendations must establish a direct connection between the substantially limiting impairment and the requested accommodations in the classroom and testing setting. Recommendations should be specific and not blanket recommendations, such as unlimited time, breaks, etc.
  7. Language Requirement
    1. Documentation must be provided in English. If the document is in a language other than English, it must be translated into English and notarized.

* All submitted documents must adhere to the guidelines outlined in order to be accepted as current documentation.

Additional Notes on Documentation and Registration

High School Documentation

    1. An Individualized Education Program (IEP), Summary of Performance (SOP), or Section 504 Subpart D Plan from high school does not automatically qualify a student for accommodations in higher education.
    2. However, it may be submitted as supplemental documentation to support the Disability Verification Form completed by a qualified healthcare provider. These documents can help contribute to a comprehensive understanding of the student’s needs.
    3. If the IEP, SOP, Section 504 Subpart D plan, or other documentation does not fully meet the documentation criteria, a counselor may review the materials to determine whether temporary accommodations can be granted. These decisions are made on a case-by-case basis.

Medical Documentation Requirements

    1. Medical charts will not be accepted, as they do not sufficiently demonstrate the connection between an impairment and the requested accommodations.
    2. Queens College reserves the right to request that documentation be transmitted directly from the student’s licensed healthcare provider.
    3. We also reserve the right to request additional documentation for certain disabilities to adequately assess the relationship between the impairment and the requested accommodations.

Temporary Accommodations

    1. Temporary accommodations may be provided based on incomplete or limited documentation, but these are subject to change if updated documentation no longer supports them as reasonable.
    2. Students are advised to consult their assigned counselor promptly for support in these situations.

Referrals for Evaluation

    1. SPSV can provide referrals for specific evaluations if necessary.
    2. However, students are responsible for any costs associated with obtaining the required documentation.

Prior Accommodations from Other Institutions

    1. Letters verifying accommodations from a previous college or university may be submitted, but only as supplemental documentation.
    2. These letters may support a broader assessment of a student’s current accommodation needs, but do not replace required documentation from a qualified provider.

Students are strongly encouraged to contact our office directly if they are experiencing unique circumstances. Our team is available to provide guidance and individualized support throughout the registration process.

Documentation Guidelines

 

To ensure that documentation from your healthcare provider is accepted by SPSV, it must meet specific criteria. Please note that counselors have the final authority to determine whether submitted documents are appropriate and will inform students if issues arise. In some cases, temporary accommodations may be granted and subject to updated documentation in future semesters. If updated documentation no longer supports previously approved accommodations as “reasonable,” those accommodations may be adjusted or discontinued accordingly.

To minimize potential issues, we recommend that healthcare providers complete the appropriate Disability Verification Form(s), available below. Whenever possible, completed forms should be submitted directly to SPSV.

 

ADHD/ADD, Autism, Communication/Speech Disorders, or Learning Disabilities

For diagnoses related to ADHD/ADD, autism, communication/speech disorders, or learning disabilities, please use this form. It must be submitted to SPSV within six months of the evaluation date to be considered current. If a psychoeducational evaluation was completed within the past three years, this form is optional but strongly recommended to clarify the student’s current level of impairment.
Form: TBA

 

Deaf, Hard of Hearing, Legally Blind, Or Low Vision

For diagnoses related to deafness, hearing loss, legal blindness, or low vision, please use this form. It must be submitted to SPSV within six months of the evaluation date. If a hearing audiogram or visual acuity report, or a letter from an appropriate government agency was completed within the past three years, this form is optional but strongly recommended to provide additional insight into the student’s current functioning.

Form: TBA

 

Mental Health

For mental health diagnoses, please use this form. It must be submitted to SPSV within six months of the evaluation date.
Form: TBA

 

Other Medical Conditions

For all other medical conditions not listed above, please use this form. It must be submitted to SPSV within six months of the evaluation date. This includes disabilities that may be temporary or unknown.
Form: TBA

All submitted documents must adhere to the guidelines outlined in order to be accepted as current documentation.

Transitioning from High School to Higher Education

 

If you are considering attending Queens College and have not previously received accommodations in higher education, we encourage you to review the section on the differences between accommodations in high school and higher education.

While most higher education institutions comply with both Section 504 of the Rehabilitation Act of 1973 Subpart E (Section 504) and Title II of the Americans with Disabilities Act of 1990 (Title II), the responsibilities of these institutions and their students differ significantly from those in the K–12 educational system.

 

Differences

In K–12 education, Section 504 Subpart D and Individuals with Disabilities Education Act (IDEA) require school districts to provide a free appropriate public education (FAPE) to students with disabilities. This mandate places the responsibility on the school district to identify and address the educational needs of students with disabilities, including the provision of necessary aids and services, at no cost to the student or their family.

In higher education, institutions are not governed by FAPE. As a result, colleges and universities are not obligated to identify students with disabilities or cover the costs of services required to meet their educational needs. Students with disabilities must meet the essential requirements of their academic programs, and institutions are required only to provide appropriate academic adjustments to ensure equal access, not success. Success is now the responsibility of the student. These adjustments aim to prevent discrimination based on disability, but they do not extend to modifications that would impose an undue financial or administrative burden or fundamentally alter the nature of a program, service, or activity.

It is important to recognize that the rights and responsibilities of students in postsecondary education differ significantly from those in K–12 education due to variations in governing laws. Parents and students should familiarize themselves with these differences to adjust their expectations if the student chooses to pursue higher education.

While students with disabilities often receive accommodations to support their academic success in K–12, the processes, expectations, and scope of accommodations in college can vary substantially. Understanding these distinctions is essential for ensuring a smooth transition.

For additional information, please see the links below.

  1. K-12 vs. Higher Education Chart Link: Accommodations – High School to College
  2. Transitioning to Postsecondary Education Link: Transitioning to Postsecondary Education
  3. Aids and Services in Postsecondary Education Link: Aids and Services in Postsecondary Education

Tips to Help You Transition into College

  1. Understand the Differences in Accommodations
    1. Disability services in college are different from those in high school, and each college will most likely have its own procedures and policies students are expected to follow.
    2. Accommodations are meant to create equal access, so they may not look the same as what you received in high school.
    3. Review the “Accessibility Differences between High School and College” chart in the Transitioning to QC tab and articles from the Department of Education’s website to better understand what will be expected of you in college.
      1. Transitioning to Postsecondary Education Link: Transitioning to Postsecondary Education
      2. Aids and Services in Postsecondary Education Link: Aids and Services in Postsecondary Education
    4. Give yourself time to adjust and be prepared to take on new responsibilities. You will be expected to be independent in higher education, which may be more difficult than you initially expected.
  2. Prepare Your Documentation Early
    1. Carefully review the policies and procedures for registering and attending any institutions you are interested in attending.
      1. Our website provides a general overview of what to expect here at QC if you are interested.
    2. Gather all required forms and supporting documents as early as possible—some may take months to obtain.
      1. Confirm with the designated disability office on campus which documents are acceptable.
      2. If different documents are needed, you are responsible for obtaining the documents and paying for their cost. Be sure to alwsys ask around for a student discount if insurance will not cover the cost of the evaluation. Colleges that have a program to train doctoral students usually will have some type of student discount available for students in need of financial assistance.
    3. Remember: registration is not automatic just because you had services in high school or at another college.
  3. Ask Questions and Advocate for Yourself
    1. If you feel confused about the process, don’t wait—ask staff for help!
    2. Learn to communicate your needs directly and effectively with staff and faculty.
      1. There are no IEP or 504 plans to follow. Students are expected to be independent in college, using the approved accommodations.
    3. Practicing self-advocacy is one of the essential keys to success in college and at work.
  4. Use Campus Resources
    1. Explore the full range of services the institutions are interested in offering—academic support, counseling, student life programs, and more.
    2. Take advantage of these resources early to build a strong foundation for your success.

Frequently Asked Questions: Working with Students with Disabilities

 

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.

Frequently Asked Questions: Rights and Responsibilities

 

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

 

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 maintaining and returning 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.

    Frequently Asked Questions: Rights and Responsibilities

     

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

     

    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.

      Frequently Asked Questions: Rights and Responsibilities

       

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

       

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