We are committed to ensuring equal access and opportunity for students with disabilities through programs that support your academic success and personal development.

We assist any student who may require an accommodation to meet physical or academic needs. It is the student’s responsibility to initiate a request for accommodation, even if the student has previously identified herself/himself as a person with a disability. Each situation is determined on a case-by-case basis and all information is regarded as confidential.

We provide counseling and referrals and arrange crucial auxiliary aids and services, including assistive technology services, note takers, readers, sign language interpreter services, distance learning networks, priority registration, and alternative testing arrangements.

Students may appeal the denial of their request for an accommodation or academic adjustment by filing a complaint with Michael Valente, Chief Diversity Officer. 

Initiate Accommodation Request Form

What Documentation to Bring When You Request Accommodations - General Guidelines

Students diagnosed with a disability who request services or accommodations are required to provide appropriate and current documentation.

In the case of multiple disabilities, students must provide documentation for each disability for which accommodations are requested.

Prior documentation, such as an Individualized Education Program (IEP) or a history of receiving accommodations from a former school, does not necessarily validate the need for services or continuation of accommodations at the University level. This history can, however, be attached to the current documentation as part of a comprehensive assessment.

The determination of reasonable accommodations on campus is based on satisfying the documentation guidelines outlined below and a clear demonstration of the functional limitations on the student’s performance in an academic setting. These guidelines apply to all disability types recognized by the ADA.

A qualified professional should conduct the evaluation and provide name, title, and professional credentials, including information about state licensure or certification number.

The evaluation should include the diagnosis (ICD-10 or DSM-IV) and be dated. The evaluation should include the original signature of the professional responsible for the assessment of functioning and must be current.

Disabilities may change in severity over time and documentation should support current accommodation needs.

Recommendations and rationale for accommodations and/or assistive technology must be based on the analysis of the functional impact of the diagnosis. Services, accommodations, and/or assistive technology will be determined on an individual basis upon documentation review and consultation with the disability service professional at each campus.

Insufficient documentation may result in the delay of services and accommodations.

Specific Accommodation Evaluation Guidelines

The evaluation should:
  • be conducted by a qualified professional whose background includes training and relevant experience in the full range of psychiatric disorders;
  • be within the past three years and be updated as required;
  • include a summary of relevant historical information including initial onset, diagnosis, medication, and an indication of ADD/ADHD throughout adolescence or adulthood;
  • identify functional limitations in the educational setting;
  • include rationale for specific recommendations or accommodations.
The evaluation should:
  • be submitted on letterhead (or a standardized medical documentation form provided by the college) by a qualified health professional;
  • be within the past six months (in case of changes, new documentation needs to be submitted);
  • identify medication, if any, and include information describing the possible impact of the medication upon academic performance;
  • identify functional limitations in the academic environment and recommendations for accommodations and/or assistive technology.
The documentation should:
  • include a diagnosis based on an audiological evaluation conducted by a qualified professional;
  • provide a description of functional limitations and recommendations for academic accommodations, interpreter services, and other services including assistive technology.

The evaluation should:

  • be conducted by an evaluator with comprehensive training with adolescents and adults with learning disabilities;
  • be evaluated within the last three years of high school (for those diagnosed in school);
  • include a description of the functional impact of diagnosis and include specifics of how the learning process may be affected by the diagnosis;
  • include recommendations and rationale for accommodations and/or assistive technology;
  • include test scores to document the nature and severity of the disability;

Adult students not previously diagnosed must provide appropriate documentation as per guidelines for students not previously diagnosed.

The documentation should:
  • be made by a qualified professional with the appropriate training in diagnosing physical disabilities;
  • be current and relevant (if the conditions change, an updated report will be required);
  • include a diagnosis, a description of any functional limitations, and recommendations for accommodations and/or assistive technology.
The evaluation should:
  • be made by a professional who is qualified with appropriate training in diagnosing psychological and/or psychiatric disorders;
  • be within the past three years and be updated as required;
  • include a summary of relevant historical information including initial onset, diagnosis, medication, and an indication of psychological/psychiatric disorders throughout adolescence or adulthood;
  • include rationale for specific recommendations or accommodations.

Students requesting religious accommodation should contact the Office for Student Affairs to begin an interactive process with the goal of finding an acceptable accommodation. Consistent with New York State Education Law § 224-a, students who are absent from school because of a religious belief will be given the equivalent opportunity, without any additional fee charged, to register for classes or make up any examination, study, or work requirements missed because of such absence on any particular day or days. Reasonable accommodations may include, but are not limited to, flexible arrival and/or departure times, permission to make up a test or lecture, leave or assignment changes, time and/or space to pray, or accommodation relating to appearance or dress.

Read more about CUNY’s religious accommodations policy or email a request for accommodations now.

The evaluation should:
  • be submitted from a qualified professional with experience in the field of chemical dependency;
  • be current (within one year of submission);
  • identify academic functional limitations and recommendations for accommodations;
  • include treatment program and medication information in the report.
The evaluation should:
  • include an ophthalmologic evaluation made by a qualified professional or granted by a recognized resource such as NY State Commission for the Blind (include CBVH Registry Number);
  • be current and reflect present condition (in the case of visual acuity changes, new documentation should be submitted);
  • identify functional limitations and provide recommendations for academic accommodations/assistive technology.
Consult with the Office of Accessibility Services on campus
Room 5-115
(718) 340-4380
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CUNY IT’s Accessibility Statement

We are committed to providing students with the technology and information needed in accordance with CUNY’s Policy on Equal Opportunity and Non-Discrimination and applicable law. Everyone must be able to acquire the same information, engage in the same interactions, and enjoy the same services with substantially equivalent ease of use.

CUNY Resources & Community

Get connected with more disability information, ADA resources and links, the CUNY Coalition for Students with Disabilities, and more through the University’s centralized online space.

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Voter Registration Assistance

Students requesting accommodation services for disabilities will be offered the opportunity to register to vote and get assistance in filling out forms, if requested. There is no obligation to register, and your decision will have no effect on services provided. Forms are available in room 5- 115, or download a voter registration form from the NYC Board of Elections website.