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2.1. Definitions

2.1.1. Academic Accommodations

“Academic Accommodation” means any adaptation that reduces or eliminates barriers to participation which arises when a student with a disability interacts with the academic environment. Academic accommodations are individually determined and may include teaching and learning accommodations (e.g., note-taking), assessment and evaluation accommodations (e.g. private space to write exams), environmental accommodations (strategic seating), and auxiliary services and supports (e.g. sign language interpreters, alternate format text, assistive technology).

Academic accommodations are provided when functional limitations arise from a disability and create a barrier in the academic environment. Depending on the disability, which may be permanent or temporary, functional limitations may be intermittent.

Academic accommodations are granted on a permanent (i.e. for the duration of the academic program), interim (i.e. while further documentation is being sought from a regulated health care professional), temporary (i.e. for a limited time) or retroactive (i.e. after a test, evaluation, assignment deadline has passed) basis with supporting documentation and rationale for requesting accommodation retroactively. All requests for academic accommodation are assessed on a case-by-case basis.

Academic accommodations provide equitable access to learning and services. They do not guarantee a level of achievement. They do not interfere with the university’s ability to appropriately assess the articulated essential learning outcomes of the course or program. They adhere to all academic standards and to the university’s academic integrity policies.

2.1.2. Disability

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• any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness and, without limiting the generality of the foregoing, includes diabetes mellitus, epilepsy, a brain injury, any degree of paralysis, amputation, lack of physical co-ordination, blindness or visual impediment, deafness or hearing impediment, muteness or speech impediment, or physical reliance on a guide dog or other animal or on a wheelchair or other remedial appliance or device;
• a condition of mental impairment or a developmental disability;
• a learning disability, or a dysfunction in one or more of the processes involved in understanding or using symbols or spoken language;
• a mental disorder;
• an injury or disability for which benefits were claimed or received under the insurance plan established under the Workplace Safety and Insurance Act, 1997. Per Section 10 (1) of the Ontario Human Rights Code, 1990.

2.1.3. Accessibility

“Accessibility” a general term for the degree of ease that something (e.g., device, service, physical environment and information) can be accessed, used and enjoyed by persons with disabilities. The term implies conscious planning, design and/or effort to make sure something is barrier-free to persons with disabilities. Accessibility also benefits the general population, by making things more usable and practical for everyone, including older people and families with small children.

2.2. Policy Statement

2.2.1. Academic Accommodations for Students with Disabilities

�鶹��վ is committed to fostering a welcoming culture that facilitates the inclusion and integration of students with disabilities into the university community.

This policy reflects the university’s commitment to identifying, removing and preventing barriers to the full academic participation of students with permanent or temporary disabilities, and its commitment to complying with the Ontario Human Rights Code. The policy affirms the university’s responsibility to provide appropriate academic accommodation for students with disabilities to the point of undue hardship. Requests for retroactive accommodations will be considered on a case-by-case basis.

Students have the right to be treated with dignity and respect, to have their privacy and confidentiality protected, to receive appropriate academic accommodations based on documented functional limitations associated with their disabilities without being required to disclose a diagnosis.

Students are responsible for making the university aware of their needs, as soon as the need is apparent so that the university can develop and implement accommodations that uphold essential academic requirements and standards.

The university is committed to ensuring that students with disabilities have an equitable opportunity to fulfill the essential academic requirements and standards. Appropriate academic accommodations will not negate or undermine essential academic requirements and standards, which must be achieved by all students to successfully complete a course or program of study.

2.2.2. Accessibility Policy

Queen’s University is committed to the full inclusion and participation of persons with disabilities. In complying with the requirements of the accessibility standards under the AODA, Queen’s University shall meet the needs of persons with disabilities in a timely manner through the implementation of this policy and its related procedures and guidelines.

The University endeavours to be a leader in accessibility. We are a community that works together to create an environment where everyone has a full and enriching experience. Accordingly, the university will take steps to facilitate the identification, removal, and prevention of barriers to persons with disabilities to ensure access to Queen’s University goods, services, facilities, accommodation, employment, buildings, structures, and premises. This policy does not replace or change our legal obligations towards persons with disabilities under the Ontario Human Rights Code

2.2.3. Academic Considerations

“Academic Consideration” means an action or actions taken by an educator or Faculty/School Office, in response to a student with an extenuating circumstance. Considerations include but are not limited to: an excused absence, a brief reprieve from coursework, an extended or deferred deadline, a modified schedule for assignments, labs, placements, projects, or comprehensive exams, a deferred exam or project, a medical leave of absence, an alternate assignment, a re-weighting of assigned marks, course withdrawal without penalty, or other consideration deemed appropriate by the Faculty or School office. Students receiving academic considerations must meet all essential academic requirements and standards of the program.

2.2.4. Academic Consideration for Students in Extenuating Circumstances Policy

Queen’s University recognizes that students may have extenuating circumstances that temporarily affect their ability to fulfill their academic obligations and requirements.

The institutional response to requests for academic consideration due to extenuating circumstances is based on the principle of good faith, wherein the university and instructors are requested to assume that student circumstances and documented requests are legitimate unless there is compelling evidence to suggest otherwise. Similarly students are requested to assume that the university and instructors will provide academic considerations that are deemed to be in the best interest of the student, taking into account academic progress and essential academic requirements and standards.

Privacy and confidentiality are to be respected, protected and maintained throughout the academic consideration process. Faculty / School Offices may request documentation, at their discretion, to verify the extenuating circumstance while keeping the privacy of information disclosed by students a priority. Students should not be required to disclose specific details to educators regarding the circumstances resulting in their request for academic consideration. In cases where a student provides a confidential verification, no other documentation should be requested from the student.

The university is committed to responding to students in a fair and consistent manner; however, academic consideration may be individualized due to the nature of each student’s specific circumstances, and differing program requirements. Faculty/School Offices can exercise discretion in responding to requests for academic consideration in extenuating circumstances, as appropriate, while working with educators to ensure that essential academic requirements are met.

The use of the Academic Consideration policy and procedures to provide false or misleading information or to delay or avoid fulfilling academic requirements constitutes academic dishonesty, and students will be subject to the university’s Procedures.

2.3. Resources for Students

2.3.1. Queen's Student Accessibility Services (QSAS)

Queen's Student Accessibility Services (QSAS) provides academic accommodations to students when functional impacts arise from a disability and create a barrier in the academic environment.  

The QSAS goal is to support inclusive and accessible educational experiences that foster independence and autonomy for all students with disabilities.

QSAS supports undergraduate, graduate and non-degree seeking students by providing academic accommodations tailored to each student's individual disability-related needs.

Students who have a permanent, persistent/prolonged, or temporary disability in the following categories are eligible to register:

• Attention/Neurodiversity
• Hearing/Vision
• Learning Disability
• Medical/Brain Injury
• Mental Health
• Physical Disability

Students who need academic accommodations must register with QSAS through the using your  and password. Steps to take to register with QSAS are provided on the QSAS website.

2.3.2. Accessibility Hub

The Accessibility Hub is Queen’s University’s main online resource for accessibility. It helps make the University more inclusive and easier to access for everyone. The Hub offers:

• Shares information about accessibility and disability at Queen’s
• Supports campus accessibility projects
• Offers feedback and resources
• Helps Queen’s meet its responsibilities under the Accessibility for Ontarians with Disabilities Act (AODA)

3.1. Policy Statement on Acceptable Use of Information Technology (IT) Resources

The use of �鶹��վ information technology (IT) resources must be consistent with the academic mission of the University. These IT resources are provided to support the teaching, learning, research and administrative activities of the Queen's community. As a member or guest of the Queen's community, you may have access to valuable internal and external networks and resources, and Sensitive Information, and you are expected to use these resources in a responsible, ethical, and legal manner. Your actions should not adversely affect the ability of others to use these resources, or compromise the security and privacy of sensitive information.

3.2. Statement and Guidance for Generative Artificial Intelligence (AI) Tools

Your course outline will include a statement indicating whether generative AI tools are permitted in your course and under what conditions. Review that statement carefully and speak with your instructor if you have questions.

3.3. Turnitin Statement

Some courses make use of Turnitin, a third-party application that helps maintain standards of excellence in academic integrity. If your instructor uses Turnitin, you will be required to submit assignments through onQ to Turnitin. In doing so, submitted work will be included as source documents in the Turnitin reference database, used solely for the purpose of detecting plagiarized text. Data from submissions is also collected and analyzed by Turnitin for detecting Artificial Intelligence . These results are not reported to your instructor at this time but could be in the future. 

Turnitin is a suite of tools that provide instructors with information about the authenticity of submitted work and facilitates the process of grading. The similarity report generated after an assignment file is submitted produces a similarity score for each assignment. A similarity score is the percentage of writing that is similar to content found on the internet or the Turnitin extensive database of content. Turnitin does not determine if an instance of plagiarism has occurred. Instead, it gives instructors the information they need to determine the authenticity of work as a part of a larger process.

Please read Turnitin’s , and , which govern users’ relationship with Turnitin. Also, please note that Turnitin uses cookies and other tracking technologies; however, in its service contract with Queen’s Turnitin has agreed that neither Turnitin nor its third-party partners will use data collected through cookies or other tracking technologies for marketing or advertising purposes.

For further information about how you can exercise control over cookies, see .

Turnitin may provide other services that are not connected to the purpose for which Queen’s University has engaged Turnitin. Your independent use of Turnitin’s other services is subject solely to Turnitin’s Terms of Service and Privacy Policy, and Queen’s University has no liability for any independent interaction you choose to have with Turnitin.

Portions of this document have been adapted, with permission, from the University of Toronto Centre for Teaching Support and Innovation tip sheet “”.

3.4. Copyright Compliance and Administration

All members of the Queen's community, including students, are responsible for using copyright-protected materials in compliance with the Copyright Act and the Queen’s Copyright Compliance and Administration Policy.

Course readings and resource materials are made available through Queen’s Library Course Reserves or through onQ. Using these channels ensures that copyright and accessibility requirements have been met. You should not reproduce or distribute course materials beyond what is permitted for your own private study.

The Fair Dealing exception under the Copyright Act permits limited use of short excerpts from copyright-protected works for purposes including private study, research, criticism, and education. Use beyond these limits requires permission from the copyright owner.

Indigenous works of cultural heritage, traditional knowledge, and traditional cultural expressions require special consideration beyond standard copyright rules.

For questions about acceptable use of copyright-protected materials, contact the .

4.1. Policy Statement

4.1.1. Student Mental Health

�鶹��վ is committed to promoting and supporting student mental health and wellbeing through a strengths-based, person-focused, whole-campus approach that includes and prioritizes culturally relevant supports.

Queen’s acknowledges the effects of colonization and systemic racism in all aspects of Indigenous peoples’ and community’s health and wellbeing. The university’s commitment to student mental health includes and prioritizes the integration of Indigenous perspectives, and ways of knowing and being, in recognition of the interconnectedness of mental, physical, spiritual, and emotional wellbeing. This includes privileging and supporting the connection to land through teaching, ceremonies, and access. This is important for Indigenous students and also benefits the entire campus community.

Queen’s recognizes that all members of its community have a role to play in promoting positive student mental health. The university student experience is inherently stressful; faculty, staff, students, and governing bodies, collectively share responsibility for fostering an inclusive, respectful, equitable, supportive, and accessible Queen's community, shaping a campus in which health, including mental health and wellbeing, is viewed holistically. This can be demonstrated through education, community engagement, empathy, and contributing to safe, respectful and supportive environments.

4.1.2. Student Health and Wellness

In support of the University's Policy Statement on Health and Safety, �鶹��վ is committed to a living and learning environment that promotes student health and wellness. The Senate, Board of Trustees, faculty, staff, and students collectively share responsibility for fostering an inclusive, respectful, equitable, supportive, and accessible Queen's community that shapes a campus in which health and wellness is viewed holistically.

The University recognizes the importance of cultivating a campus culture that views health and well-being as determinants of learning, that supports peoples’ flourishing and endeavours to institute related programs, services, policies and practices that respect the diverse health and wellness needs of the student population. 

Queen’s University acknowledges the interconnection between a healthy campus environment and a transformative learning experience, and educational excellence. 

4.2. Resources & Services for Students

4.2.1. Student Wellness Services

Student Wellness Services (SWS) supports the personal, academic, and social health development of undergraduate and graduate students at �鶹��վ by providing a range of programs and services. We aim to offer a welcoming, confidential, and integrated service that is responsive to your health and wellness needs.

Learn more about SWS services.

4.2.2. Mental Health Services

While life at university is exciting and filled with new experiences, it can also be overwhelming. It is common for students to experience feelings of stress, anxiety, low mood and depression; all of which may have an impact on day-to-day activities and basic decision making.  

We offer one-on-one appointments with our mental health professionals, psychoeducation and therapy groups. Our goal is to make getting support easy, appropriate and student-centered.

Learn more about SWS services.

4.2.3. Get Help Now (24/7/365 support)

Learn more about the 24/7/365 support provided by Queen’s University