In order to ensure full access, three important areas of rights and responsibilities have to be considered:

  • the right of the individual with a disability to be included on the basis of criteria that do not unfairly discriminate because of the disability and
  • the right of the College to set and maintain standards for admitting and evaluating the progress of students.
  • the right of the faculty to maintain academic integrity and essential requirements of coursework.

To assure full consideration of these areas, this page outlines the rights and responsibilities of the College, Faculty and Students.


Stonehill College recognizes that its basic responsibility is to identify and maintain the academic and technical standards that are fundamental to providing quality academic programs while ensuring the rights of individuals with disabilities. To meet this obligation, Stonehill College has the

  • identify and establish the abilities, skills, and knowledge necessary for success in its programs and to evaluate applicants and students on this basis;
  • request and receive documentation that supports requests for accommodations. The College has a right to deny a request if the documentation demonstrates that no accommodation is necessary, or if the individual fails to provide such documentation. For documentation guidelines, please contact the Office of Accessibility Resources at or;
  • select among equally effective accommodations for individuals with a disability;
  • refuse an unreasonable accommodation or one that imposes an undue hardship on the College.
  • ensure that its recruitment information and activities are available in accessible formats and facilities;
  • evaluate applicants based solely on their abilities. If an evaluation method or criterion unfairly discriminates against an applicant with a disability, the College will seek reasonable alternatives;
  • ensure that all of its programs, viewed in their entirety, are accessible and usable;
  • make reasonable accommodations (as determined by the Director of the Office of Accessibility Resources) for a student with a disability in the delivery, instructional method, and evaluation system of a course. Fundamental program and course evaluations are not subject to modification;
  • adjust, substitute or waive any academic requirements that unfairly discriminate against a student with a disability that are not essential to the integrity of the student's academic program and the college's mission. The Foreign Language requirement is considered to be a fundamental component of the academic program and central to Stonehill College's mission of providing a Liberal Arts education. While waivers for the Foreign Language requirement will not be granted; course substitutions can be considered;
  • inform students about the availability of auxiliary aids and the range of possible accommodations as well as the procedures for requesting them. If a request for accommodations is denied, Stonehill College has the responsibility to inform the individual of his or her right to appeal the decision and the procedures for initiating an appeal. 


  • Maintain academic standards for courses
  • Determine course content and how it will be taught
  • Confirm a student’s accommodations and ask for clarification about a specific accommodation (listed on the student’s accommodation letter) with Accessibility Resources
  • Deny a request for accommodation – if the student has not been approved for such accommodation, if the student does not provide their accommodation letter to the instructor, or if the student does not make a timely request per published timelines
  • Award grades appropriate to the level of the student’s demonstration of mastery of material
  • Identify and establish the abilities, skills, and knowledge that are fundamental to academic programs/courses and to evaluate each student's performance against these standards. Fundamental program and course standards are not subject to modifications
  • Select and administer tests used to evaluate students so as to best ensure that test results accurately reflect aptitudes or competencies and do not discriminate against an individual with a disability. Tests designed to measure specific skills related to fundamental/essential course goals are allowable even when those skills are impacted by the disability
  • Understand the laws and College's guidelines regarding students with disabilities
  • Refer students to Accessibility Resources when necessary
  • Provide requested accommodations and academic adjustments to students who have documented disabilities in a timely manner
  • Maintain appropriate confidentiality of records concerning students with disabilities except when disclosure is required by law or authorized by the student
  • Provide handouts, videos and other course materials in accessible formats upon request
  • Refuse to provide an approved accommodation for a documented disability
  • Challenge the legitimacy of a student’s disability
  • Review a student’s documentation, including diagnostic data


An individual with a disability has a right to an equal opportunity to participate in and benefit from programs offered at Stonehill College.

  • an equal opportunity to learn. They have a right to reasonable modifications in aspects of their educational experiences such as location, delivery system, or instructional methodologies that limit access, participation, or ability to benefit;
  • an equal opportunity to participate in and benefit from the academic community. This includes access to services, benefits, co- curricular activities, and housing and dining, when viewed in their entirety, that are comparable to those provided to any student;
  • confidentiality of all information and have the right to choose to whom information about their disabilities will be disclosed;
  • receive authorized accommodations from each faculty member who has received notification of such from the Office of Accessibility Resources;
  • information regarding the availability of auxiliary aids and possible accommodations as well as procedures for making requests for either;
  • be informed of procedures for initiating an appeal of a decision by the institution regarding auxiliary aids or accommodations;
  • be informed of procedures for initiating further appeal of an institutional decision through external channels.
  • advocate for their own individual needs and to seek information, counsel, and assistance as necessary to be effective self-advocates;
  • demonstrate or document how their disabilities limit their ability to benefit from a particular delivery system, instructional method, or evaluation criteria when they make a request for an accommodation or auxiliary aids in a timely manner;
  • notify the Office of Accessibility Resources each semester of their desire to continue services;
  • deliver a letter of accommodation from the Office of Accessibility Resources to faculty as early as possible in the semester and discuss with faculty how the accommodations will be provided;
  • request accommodations in a timely manner as agreed upon in advance with provider or by published deadlines;
  • understand the federal laws (Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act) as they apply in post-secondary education;
  • meet and maintain the institution's academic, behavioral, and technical standards, as any other student;
  • follow published procedures for filing an appeal.
  • require the provision of accommodations that have not been authorized, or accommodations which have not been discussed with faculty;
  • require retroactive accommodations;
  • require access or admission to a program or activity for which they are not otherwise qualified with or without accommodations;
  • require accommodations that result in a fundamental alteration of the course outcomes, goals, pedagogy, etc.