Safety Policy

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Tours will offer limited access to select buildings on campus in compliance with our COVID-19 protocols.

Spring on the York College campus

Student Accessibility Services

Providing a quality learning experience to students regardless of disability

Student Accessibility Services provides equal academic access to students with disabilities and health issues. While we are here to support students, we also empower them to be strong self-advocates. We do not see a student’s disability as a limitation, which is why we provide a range of customizable accommodations to level the playing field and ensure each student has the resources available to help reach their academic and professional goals.

We encourage our students to NOT take a "wait and see" approach to establishing accommodations. It is best to have the accommodations in place at the beginning of the semester so that they are available for students to utilize quickly if needed. It is always the student's decision whether or not to use an accommodation, even after determined eligible. 

The deadline to apply for Fully Remote Learning has passed. However, Student Accessibility Services will continue to consider requests for fully remote learning due to medical reasons. Contact with your questions. 

Disability Support Services at York College provides handicap accessibility and more.
Student Accessibility Services is here to provide students with a variety of accommodations to maximize their learning experience.
Justin Walker '16, who is active in the campus radio station, reports on SAS accommodations. Download a transcript of this video.

Services and Accommodations

The services and accommodations available vary to ensure that each student is able to reach their full potential. Other accommodations not listed below can be provided on a case by case basis. Please note that students remain responsible for meeting the course requirements, and accommodations can only be provided if they do not fundamentally alter the learning objectives and academic integrity of the course. Our most common accommodations include:
  • Extended time on tests; Testing in a reduced distraction environment; Use of assistive technology for Testing
  • Note taking assistance; Recording lectures; Use of assistive technology
  • Alternate format texts; ASL interpreter
  • Wheelchair accessible desks; Wheelchair accessible shuttle service; Housing accommodation

What you need to know

  • The Process

    • After college acceptance, submit your documentation (see requirements above under Document Guidelines) and a completed application‌ to Student Accessibility Services.
    • Meet with the SAS Director or Case Manager to discuss your needs.
    • Obtain your accommodation memo.
    • Share your memo with your professors to access your accommodations.
  • Documentation Guidelines

    Determining eligibility for an accommodation is the responsibility of the Director of Student Accessibility Services (SAS) in the Student Success office (Campbell Hall, Room 200). This determination occurs after a student has been accepted for admission. Although some students choose to disclose disability information in their admissions essay, students should not submit disability documentation (i.e. psychological evaluations, physician letters, etc.) with their application for admission to the college. Rather, disability documentation should be submitted directly to the SAS Director as follows.

    The type of documentation required varies depending on the disability. The documentation for each student is reviewed on a case-by-case basis to determine eligibility for services. Once you submit your documentation, it will be reviewed and you will be notified if anything further is needed.

    The content of IEP and 504 plans from high school varies greatly. A high school plan can be very helpful in determining appropriate accommodations, but does not always include specific results from a psychological evaluation. Whenever possible, supporting documentation should also be provided. An IEP or 504 plan is not required to obtain accommodations in college. In that case, other documentation will be requested.

    For students with learning disabilities, ADD/ADHD, Asperger Syndrome, and other cognitive challenges, a psychological report by a licensed psychologist is the preferred supporting documentation. An older report can be acceptable if it still reflects the current diagnosis, symptoms, and needs of the student.

    For other physical and mental health conditions, we request a letter (on letterhead) and signed by a certified medical professional specializing in the disability or medical condition. A letter from a family doctor may be acceptable, but documentation from a specialist is preferred. The letter should state a specific diagnosis of a disability; a list of symptoms and how they functionally impact the student, especially in the classroom; current treatment and prognosis; and include recommendations for academic accommodations‌. Guidelines for letter from licensed healthcare provider.

    Please note that York College is not responsible to assess students in order to document a disability. Students who are eligible for accommodations in high school are encouraged to request and obtain an updated assessment prior to graduation from high school.

    Presently, we have a fund in place to help offset the cost for students who require testing to receive accommodations and do not have health insurance coverage or other resources for payment. Please contact the Director of Student Accessibility Services for more information.

  • Your responsibilities as a student vs. our responsibilities

    It is the responsibility of the STUDENT to:

    • Complete the application and submit it to Student Accessibility Services (SAS) with your documentation (see guidelines above).
    • Meet with the SAS Director or Case Manager to discuss accommodation needs, review procedures, and obtain an accommodation memo (used to access accommodations).
    • Introduce themselves to the instructor of the class or classes where accommodations are needed, show the instructor the accommodation memo, and discuss the implementation of accommodations.
    • For testing accommodations:
      • Make arrangements with the instructor for testing accommodation a week in advance of the test date.
      • Make arrangements with Testing Services for testing accommodations a week in advance.
    • For note-taking assistance:
      • Ask the instructor for copies of his or her notes. If not available, ask the instructor to assist in discreetly identifying a classmate who is a competent note-taker willing to share notes.
    • For attendance policy and due date modification:
      • Complete and sign an attendance policy and due date modification agreement (sent to each eligible student at the beginning of the semester) with each professor where the accommodation is needed.
    • Contact the Director of SAS or Case Manager promptly if problems arise accessing accommodations.

    It is the responsibility of STUDENT ACCESSIBILITY SERVICES to:

    • Review the documentation provided by the student.
    • Consult with the student about the nature of the accommodations.
    • Prepare an accommodation memo.
    • Serve as liaison between students with disabilities and their instructors and administrators as appropriate.
    • Maintain confidentiality of information.
  • Testing Services

    If you are a student and are eligible for testing accommodations, please provide your instructor with one week's notice if you would like to use your testing accommodation(s) and then submit the Test Appointment Form to Testing Services.

    If you are an instructor, please use the Test Submission Form to provide our proctors with the information they will need to administer your test per your directions. You may also submit your test with this form. Please visit Resources for Faculty and Staff for additional information regarding accommodations and serving our student with disabilities.

  • Helpful Links for Students

    Alternate Format Texts

    Book Share: Accessible books and periodicals for readers with print disabilities

    A leading accessible audio book library (formerly Readings for the Blind and Dyslexic)

    Assistive Technology

    The Livescribe Smart Pen creates an audio recording of your lecture while you take notes and allows you to hear any specific part of the lecture again with a touch of the pen to that section of written notes.

    Dragon Naturally Speaking A voice to text software program with 99% accuracy. You talk, it types.

    A text to speech software program for the student who struggles with reading print.

    College and Transition

    Clearinghouse on Post Secondary Education for Persons with Disabilities

    Information from the Office of Civil Rights on the differences between high school and college disability support services

    The National Center on Secondary Education and Transition (NCSET) coordinates national resources, offers technical assistance, and disseminates information related to secondary education and transition for youth with disabilities in order to create opportunities for youth to achieve successful futures.

    Disability Information

    The National Institute of Neurological Disorders and Stroke offers information and further links related to a large variety of disorders including, Attention Deficit Disorder, Asperger’s Syndrome, and Learning Disabilities including Dyslexia, Dysgraphia, Dysphagia, and Dyspraxia).

    Professional coaching service for students with ADD/ADHD

    CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder) is the nation's leading non-profit organization serving individuals with AD/HD and their families

    Ldonline is the world's leading web site on learning disabilities and ADHD, serving more than 200,000 parents, teachers, and other professionals each month

    PEPNet's national network of regional centers provides resources, information, in-service training, and expertise to enhance educational opportunities for individuals who are deaf or hard of hearing and their families

    For Faculty

    Strategies for Creating Inclusive Programmes of Study is a British site offering tips for faculty based on academic subject and disability


    Resource for nurses with disabilities

    Rights and Responsibilities

    U.S. Government’s site on the Americans with Disabilities Act

    “Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities” pamphlet provided by the Office for Civil Rights (OCR) in the U. S. Department of Education explains the rights and responsibilities of students with disabilities who are preparing to attend postsecondary schools


    A clearinghouse of information on scholarships available to students with a wide range of disabilities

    Scholarships and Financial Aid for Students with Disabilities

    Financial Aid for College Students with Disabilities

    College Accessibility for Students with Disabilities

    Avonte Oquendo Memorial Scholarship for Autism

    Making a Difference for Autism Scholarship

    Google Lime Scholarship for Students with Autism

    Study Tips

    Study Guides and Strategies: over two dozen topics related to better studying and learning

    A large selection of articles on study skills and tips for easier learning

    Drop here!
  • Autism Peer Mentoring Program

    The transition to college is challenging for all students, but can be especially daunting for students on the autism spectrum. Having access to a peer mentor on campus who understands these challenges and is there to offer support can be a great benefit.

    Overseen by the Director of Student Accessibility Services (SAS), the primary objectives of the Autism Peer Mentoring Program are to facilitate a smooth transition to college, to promote independence, confidence and self-advocacy and to create a positive social support network. This, in turn, improves communication and academic skills, increases engagement and decreases isolation.

    Peer mentors meet with their student weekly and are available between meetings by text, email, or phone. The mentor and student determine their own activity each week which may include sharing a meal, attending a campus activity, or studying together. Group activities such as bowling, movie night, and social gatherings are also planned during each semester.

    Mentors meet weekly with the SAS Director for ongoing training and guidance in their relationship with their student.

    Interested in having or serving as an Autism Peer Mentor, please contact: Linda Miller, SAS Director at or 717.815.1785

  • Information Technology Accessibility
  • Resources for Faculty

    Learn more about Testing accommodations for hybrid courses.

    Learn more about Accessibility resources for faculty and staff.

    Important Policy and Procedure Information for Faculty and Staff

    The Accommodation Memo
    Students with disabilities are responsible for providing the Director of Student Accessibility Services (SAS) with proper documentation to determine eligibility for accommodations, and meeting with the Director of SAS to obtain their accommodation memo. The student is then responsible for showing the memo to each of their professors where accommodations are needed and discussing any questions or concerns. The memo will be printed on security paper so that if copied, the word “void” will appear in the background. Copies may be made for your records, but the student should retain the original and be able to show it to you as proof of eligibility for their accommodation(s).

    Procedures for Testing Accommodations
    Please note that Testing Services is part of Student Accessibility Services (SAS) and is no longer affiliated with the Center for Teaching and Learning (CTL). In order for students to use their testing accommodation(s), they must first show you the accommodation memo that specifies the testing accommodations for which they are eligible. Use of any accommodation is always voluntary on the part of the student. If they choose to use testing accommodation(s), SAS requests that students provide instructors with a week’s notice. If they make a request with less than a week’s notice, we are still legally obligated to accommodate them if at all possible. Students may use their extra time (up to double time) before or after the regular class time. If their class schedule does not permit this, we ask that you allow the student to take the test either earlier or later the same day. If the student has scheduled to take the test with Testing Services, it is your responsibility to provide Testing Services with a hard copy or electronic version of the test prior to the scheduled time. To avoid disruption in the testing center, we prefer that you submit your tests by using the online webform found at and clicking on “Testing Services”. However, you may also deliver a hard copy to CH 216 if necessary. If a student prefers to take the test in the classroom, but wants to use extra time, he or she may do so if you are able to proctor the extra time. 

    Syllabus Statement
    It is requested that you include the following statement, or something like it, in your syllabus: “If you are a student with a disability in need of classroom accommodations and have not already registered with Linda Miller, Director of Student Accessibility Services, please contact her at 815-1785 or to discuss policies and procedures related to disability services and to establish the accommodations for which you are eligible.”

    Suspect a Disability?
    If you suspect that a student has a disability, but that student has not shown you an accommodations memo, please feel free to address your concerns with the student and provide him or her with the contact information for the Director of Student Accessibility Services. Be sure to be discreet and do not directly ask the student if he or she has a disability. Rather, you may try commenting that you notice they are struggling with tests, note-taking, discussions, etc. and ask if they might need an accommodation. But keep in mind that disclosing a disability and using accommodations is always voluntary on the part of the student.

    Special Considerations for Faculty

    • The purpose of accommodating students with disabilities is not to give them an unfair advantage, but rather to remove barriers that prevent them from learning and being able to demonstrate what they have learned.
    • The Director of Student Accessibility Services will only request accommodations for which the student has a documented need.
    • Faculty should not provide an accommodation unless the student has been determined eligible for that accommodation by the Director of Student Accessibility Services. Providing unauthorized accommodations can cause a problem for a student when they find out the day of a test that other professors require an accommodation memo.
    • Students with the same disability may have different accommodation needs. Accommodations are determined on a case by case basis, and the need for a certain accommodation should not be presumed based on disability.
    • Faculty members are responsible for providing accommodations listed on the memo, but they are not required to fundamentally alter the requirements of their course.
    • Faculty members are not expected to pass a student who has used accommodations but has not demonstrated the required level of understanding or performance competency.
    • Once accommodations are provided, grade the work as it would be graded for any other student.
    • Confidentiality of student information must be maintained.  File memos in a safe place.
    • Refrain from discussing disability and/or accommodations within hearing of other students or others with no educational “need to know.”
    • Contact the Director of Student Accessibility Services right away if you have difficulty providing an accommodation or if you disagree with an accommodation.
    • Remember…Students are usually the experts on their own disability.  Feel free to discuss questions or concerns with them.

    York College will not discriminate against any qualified student with a disability in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. The College will reasonably accommodate the needs of students with a documented disability provided such accommodation does not constitute a fundamental alteration of the school's program of education or otherwise constitute an undue burden.

    Students requesting support or accommodations should submit a completed application‌ and documentation to Student Accessibility Services and then schedule an appointment to plan an appropriate strategy for completing their academic requirements. The navigation links listed above will guide students and faculty/staff to helpful resources regarding Student Accessibility Services at York College.


York College will not discriminate against any qualified student with a disability in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. The College will reasonably accommodate the needs of students with a documented disability provided such accommodation does not constitute a fundamental alteration of the school's program of education or otherwise constitute an undue burden.

Contact Us
Student Accessibility Services
Humanities, 23
Phone: 717.815.1717

Linda Miller, M.A.
Humanities, Room 23F
Colleen Dzwonczyk, M.S.
Testing Services Specialist
Humanities, Room 23
Andrea Ross, B.A.
Assistant Director, Testing Services
Humanities, Room 23B

Lauren Weber, M.S.
Case Manager
Humanities, Room 23A

Semester Hours
Monday - Friday: 8:30 a.m. - 5:00 p.m.
Summer Hours (May-August)
Monday - Thursday: 8:00 a.m. - 5:00 p.m. 
Friday: 8:00 a.m. - 11:30 a.m.

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