Ensuring Accessibility and Inclusion: Student Disability Services at Cornell University

Cornell University is committed to creating an accessible, equitable, and inclusive environment for all students, including those with disabilities. Student Disability Services (SDS) plays a vital role in this mission, partnering with faculty, staff, and students to ensure that all aspects of student life are accessible to individuals with disabilities. This article explores the services offered by SDS, the process for requesting accommodations, and the broader context of disability support in higher education.

Commitment to Equity and Inclusion

Student Disability Services recognizes the historical and systemic disparities that exist within healthcare systems and society at large. These disparities can often have adverse and unintended consequences that further marginalize populations. SDS acknowledges that these disparities exist among the student population and can directly affect a student’s ability to provide documentation of a disability. Therefore, SDS is committed to working with every student to find appropriate and creative ways of ensuring access in every aspect of their Cornell experience.

Requesting Accommodations: A Step-by-Step Guide

The process of requesting accommodations through SDS involves several key steps, designed to ensure a thorough and individualized approach.

1. Initial Contact:

The first step is to contact Student Disability Services. All meetings are pre-scheduled and can take place by phone or virtually (e.g., Zoom, Teams, etc.). Note that SDS does not offer drop-in meetings. To ask a question or arrange a meeting, students can call SDS.

2. Request Submission:

The student’s official request begins with a specific form. This form requires that they agree to WCM’s release of information and confidentiality policies. The accommodation process will not move forward until they have completed this document. Along with the form, the student may also submit a relevant and recent note from a medical professional or other evidential documentation.

3. Preliminary Meeting:

Once the form (and any supporting documentation) is received by the Disability Specialist, a preliminary meeting will be scheduled. The student should come prepared to discuss their entire situation, including:

Their disability as defined by the Americans with Disabilities Act as amended, Section 504 of the Rehabilitation Act of 1973, New York State Human Rights Laws, and New York City Human Rights laws.
Barriers to success in their program that are created by the condition(s) that they are experiencing.
Specific symptoms of their condition(s) that would be alleviated by the accommodation.

4. Accommodation Discussions:

Once the student is determined to qualify to receive an accommodation, they will have the opportunity to refine their request with the Specialist. Through discussions, the student and the Specialist will determine what accommodation would be most feasible and the best fit for their disability.

5. Interactive Dialogue:

To satisfy the student’s request, there will be an interactive dialogue with the appropriate department(s) to determine an accommodation. During this process, the Specialist will communicate on the student’s behalf and provide the appropriate updates. Unless extenuating circumstances arise, the student’s condition(s) will not be shared. Once an accommodation has been negotiated with the appropriate department, the student will be notified. This accommodation may differ from their original request.

6. Accommodation Implementation and Review:

If the student requires an extension or adjustments to the accommodation(s), they are responsible for reaching back out to the Specialist. Additionally, the student may be required to sign or complete additional forms (e.g., a leasing agreement if there has been a change in their residential unit).

It is against WCM policy for any staff or faculty member to retaliate against a student who has requested/been granted accommodation. If they experience retaliation, please report this to the Specialist immediately.

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Types of Accommodations

Accommodations can vary widely depending on the nature of the disability and the specific needs of the student. They may include:

Academic accommodations such as extended time on exams, preferential seating, or note-taking assistance.
Housing accommodations, such as accessible rooms or permission for service animals.
Assistive technology, such as screen readers or voice recognition software.
Other support services, such as counseling or tutoring.

The Broader Context: Disability Support in Higher Education

The increasing number of students seeking disability accommodations reflects a broader trend in higher education. Data published by the National Center for Education Statistics and analyzed by the Harvard Crimson shows that at Harvard, 21% of undergraduates received disability accommodations last year, an increase of more than 15% over the past decade. Top schools like Brown, Cornell, and Yale reported similar numbers, roughly in line with national trends.

Several factors contribute to this trend:

Increased Awareness: There is growing awareness of disabilities and the importance of providing appropriate support.
Reduced Stigma: The stigma associated with disability has decreased, making students more likely to seek help.
Improved Diagnosis: Advances in medical and psychological diagnosis have led to more students being identified with disabilities.
Evolving Expectations: The pandemic has shaken up college life, with social media and AI revolutionizing classroom expectations, and the bar for landing a job after graduation becoming impossibly high.

Challenges and Considerations

While the increase in accommodations is generally seen as a positive development, it also presents challenges for instructors and institutions. For instructors, the rise in accommodations can be challenging to navigate. Some critics argue that elite institutions reward disability too liberally.

However, there is no evidence of widespread misuse, and not all students registered with a disability receive accommodation in every class. For decades, students with invisible disabilities were denied support because their struggles were dismissed as laziness or lack of effort.

Read also: Investigating the Death at Purdue

For students, the increase in accommodations coincides with employers rethinking what actually matters in hiring. That shift could complicate the picture for students who’ve grown accustomed to extended deadlines or extra time.

Weill Cornell Medicine's Commitment

The Medical College and the Graduate School of Medical Sciences of Weill Cornell Medicine are dedicated to providing equal educational opportunities for students with disabilities.

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