Accommodations are determined by the student’s assigned counselor at the Office of Special Services (SPSV) based on thorough documentation of the student’s disability and their specific needs. Professors are not responsible for and should not be deciding what accommodations are suitable for the students but are required to assist the office in implementing them as outlined by the office. 

If any issues arise regarding accommodations, the matter should first be addressed with the staff at SPSV. Should an instructor create challenges in implementing accommodations, the student is advised to promptly consult their counselor or the appropriate SPSV staff for intervention. 

In cases where an instructor has concerns about a specific accommodation, these concerns should be directed to the student’s counselor, not the student. Only the counselor is authorized to review and approve accommodations. It is inappropriate for students and instructors to independently negotiate or modify accommodations without the involvement of the counselor. Both instructors and students are expected to adhere strictly to the accommodations outlined in the official introduction letter unless the student’s counselor has provided formal approval for any changes. 

The decision to transition to a centralized system called Accommodate was not made by the disability office at Queens College but was mandated by the Disability Services Office at CUNY Central. This transition is not a suggestion, but a requirement established by CUNY Central. Our office is committed to supporting you during this transition, so please do not hesitate to reach out if you require assistance. 

All college students, regardless of age, are subject to 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 concerning their educational records. These rights include and are not limited to: 

• • The ability to access their educational records maintained by the institution. 
  • The right to request amendments to their records. 
  • The requirement of written consent for the disclosure of their records. 
  • The ability to limit the disclosure of certain “directory information.” 
  • The right to file a complaint if they believe a violation of FERPA has occurred. 

** Written disclosure from students is not required in certain circumstances, such as when information is requested pursuant to a judicial order or a lawfully issued subpoena. 

Records protected under FERPA include, but are not limited to, personal information, enrollment records, grades, schedules, advising notes, financial aid reports, and other forms of educational records such as documents, appointment logs, and location data. The office will make every effort to maintain the confidentiality of all documents. 

Faculty and staff may share student information with one another for legitimate educational purposes; however, they must ensure that such information is not improperly disclosed. This includes information about a student’s disability, which cannot be shared with external parties, such as parents or guardians, without the student’s signed written consent. Faculty and staff should also avoid discussing, uploading, or reviewing any student’s educational records in public settings to maintain confidentiality. 

1. The Office of Special Services has the right to request and review appropriate documentation that substantiates the need for reasonable accommodations, academic adjustments, and/or auxiliary aids and services, provided these are not classified as personal services due to the student’s substantially limiting impairment. 
2. The Office has the right to right to deny a request for reasonable accommodations, academic adjustments, and/or auxiliary aids and services under the following circumstances: 
   1.  The documentation provided does not sufficiently support the request. 
   2. The student fails to provide the necessary and appropriate documentation. 
   3. The requested accommodation would result in a fundamentally altered essential nature of the course, impose an undue administrative financial burden, or lower the academic standards and integrity of the course. 
3. The Office has the right to select from among equally effective accommodations, academic adjustments, and/or auxiliary aids and services to meet the needs of the student. 
4. The Office has the right to set procedures and policy in place for services to be utilized. 

The Office of Special Services is committed to supporting students with disabilities by fulfilling the following responsibilities: 

1. 1. Ensure that information and materials are made available to students with disabilities in accessible formats upon request. 
   2. Guarantee that courses, programs, services, activities, and facilities are accessible and usable in the most integrated and appropriate settings. 
   3. Review and assess requests for accommodations to determine eligibility for services and identify appropriate accommodations. 
   4. Provide or coordinate reasonable accommodations, academic adjustments, and auxiliary aids or services to support students in achieving academic success. 
   5. Maintain the confidentiality of records and communications, except as permitted by law or when the student authorizes the release of information. 
   6. Serve as an intermediary between students and faculty to ensure effective communication and implementation of accommodations. 
   7. Act as a resource on disability-related matters for the Queens College campus community, fostering awareness and understanding of disability issues. 

Granting consent to parents or guardians to discuss a student’s educational records does not authorize them to make arrangements or requests on behalf of the student. Only students are permitted to make formal requests, and staff will act solely based on the student’s directives. Parents or guardians may share insights regarding strategies or resources that have supported their child in the educational setting, but any action taken by staff will require a direct request from the student. 

The decision to allow a parent or guardian to attend class rests entirely with the course instructor. If a student requires assistance in the form of an aid or other support in the classroom, they should notify their counselor to discuss and determine appropriate accommodations.  

As an instructor, you are entitled to certain responsibilities to ensure both compliance with legal requirements and the maintenance of academic standards. These include: 

1. 1. Foster an Accessible Learning Environment 
      1. Promote inclusivity for all learners by incorporating principles of Universal Design for Learning (UDL). Ensure that course materials are accessible, such as providing captioned videos and documents that are in versions that are compatible with screen readers. For assistance in modifying digital content to meet accessibility standards, consult with the Office of Special Services.  
   2. Reviewing and Implementing Approved Accommodations 
      1. Accommodations outlined in a student’s introduction letter must be reviewed and appropriately implemented in your course. 
   3. Collaborate with Students and Staff 
      1. Work with students who have self-identified and are registered with the Office of Special Services, as well as the staff, to facilitate the provision of reasonable accommodations. 
   4. Maintaining Confidentiality 
      1. The confidentiality of the student’s disability and the details of their accommodations must be upheld at all times. 
   5. Address Accommodation Concerns 
      1. Raise any concerns or questions about the implementation of reasonable accommodations directly with the staff in the Office of Special Services, rather than addressing them with the student, to ensure compliance with policies and the provision of equitable support. Instructors are obligated to adhere strictly to the written accommodations approved by the Office of Special Services. They do not have the authority to refuse, modify, or independently create accommodations based on their personal assessment of the student’s needs. 
   6. Include a Syllabus Statement 
      1. Incorporate a statement in your syllabus encouraging students with qualifying disabilities to contact the Office of Special Services if they wish to utilize accommodations. 

By exercising these responsibilities, instructors can foster an equitable learning environment while maintaining the integrity of their academic programs. 

We strongly encourage all instructors to include the following statement in their syllabi. However, instructors are welcome to craft their own version, provided it conveys the essential information necessary for students to contact our office.  

“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.” 

No. You should not ask students to disclose their disability even if it is visible. Focus on implementing the accommodations outlined in their introduction letter. Students will provide an official introduction letter from SPSV through Accommodate. They are encouraged to share this early in the semester, but they can do so at any time before a service is utilized. 

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

This is a sensitive topic, and instructors should exercise caution when addressing it. A student’s academic difficulties do not necessarily indicate that they qualify for accommodations under the ADA. If a student is struggling and requests assistance to improve their grade, it is important to first inquire about the reasons for their difficulties. Should the student mention the possibility of a disability, simply refer to the syllabus for guidance on how to contact our office for potential support. Instructors are not to pressure students to register with our office or enforce accommodations on their own, as it is the student’s right to disclose their disability and receive accommodations through our office. Do not make assumptions or provide accommodations without formal documentation from our office.  

For this reason, we strongly encourage instructors to emphasize the importance of contacting our office when reviewing the syllabus on the first day of class. This ensures that students are aware of the resources available to them, even if they are unsure whether they qualify for accommodations under the ADA. It is essential to emphasize that instructors should not assume or determine that a student has a disability unless the student voluntarily discloses their need for accommodations due to their disability. 

It is important to clarify that students with disabilities are not legally entitled to pass a course solely on the basis of their disability. The protections provided under the law are intended to ensure equal access to educational opportunities, not to guarantee academic success. The responsibility for a student’s success ultimately lies with the student and instructors are responsible for maintaining academic standards.

As long as instructors have made it clear at the start of the semester that students with disabilities must contact our office and fully complied with the approved accommodations, it is legally justifiable to assign a failing grade to a student who does not meet the required academic standards to pass. Additionally, if an instructor has informed and encouraged a student to register for accommodations throughout the semester, and the student fails to do so or delays registration in a manner that negatively impacts their academic performance, the decision to assign a failing grade remains legally justifiable, provided that academic standards are not met to be assigned a passing grade. It is important to note that instructors are not obligated to provide retroactive accommodations as well. 

Contact the Office of Special Services immediately to find a solution. The office can assist in ensuring compliance with accommodation requirements. 

If you believe an accommodation poses an issue for the course, contact the SPSV to discuss alternative solutions. Accommodations are approved on a case by case, so accommodations appropriate for one course may not be appropriate for another. Do not refuse or change accommodations without consulting SPSV. It is inappropriate for instructors to modify or disregard the student’s accommodation on the introduction letter to make their own arrangements with the student.  

Accommodations that are deemed “reasonable” are not required to fundamentally alter the essential nature of the course or impose an undue administrative or financial burden. Additionally, the academic standards and integrity of all courses must be preserved for accommodations to be deemed reasonable. Therefore, if the instructor feels an accommodation approved for the student is not suitable for the course, instructors should consult the student’s counselor first before taking any action.  

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Under Section 504 of the Rehabilitation Act, tape recorders are an approved accommodation for students who are unable to fully participate in class due to their disabilities. Students who are eligible to use a recorder will be provided with a recording device by our office. It is important to note that materials presented in class are protected under federal and international copyright laws. As such, students will be required to sign a consent form acknowledging that they may not distribute any recordings, and any unauthorized distribution may result in disciplinary action.  Additionally, all recording will be deleted at the conclusion of the semester. 

In situations where in-class discussions involve personal or sensitive information, it may be appropriate to request that the student refrain from recording. If notes are needed during these discussions, instructors should arrange for a classmate to provide notes to the student while the recording is temporarily paused. Please contact the student’s counselor if there are any questions or concerns regarding this accommodation.  

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