Modified Admission Consideration

  • If an applicant believes that her/his academic record may not meet the standard normally required for admission to the program(s) to which she/he has applied at York, they may wish to complete our Additional Information Form.
  • The Additional Information Form allows applicants to tell us about their leadership, community engagement, awards or recognitions that attest to their learning experience, and it also provides the opportunity for applicants to tell us about an extenuating circumstance, health condition or diagnosed permanent disability that may have affected their academic performance.
  • Applicants choosing to submit the Additional Information Form should read the questions closely and provide concise and thoughtful responses to the questions applicable to their situation.  They are not required to answer all three questions, but only those they deem relevant.


  • Once received, an applicant's information will be held in confidence by Admissions staff and used only to facilitate admission decision-making. The information provided on the Additional Information Form will be kept and used for the current admissions cycle only.


  • No medical or psycho-educational assessment documentation should be submitted at this time. Applicants will be reviewed for admission consideration on the basis of their academic record and the information they provide on the Additional Information Form.
  • Upon being admitted and registering as a student at York University, applicants who wish to receive support from Student Accessibility Services during their studies will be required to provide formal documentation concerning their accommodation needs. For details about required documentation for accepted/registered students please see


  • Submitting the Additional Information Form does not guarantee admission to the University or to your desired program.


Important Information for Applicants with Diagnosed Disabilities

If you become a York student, you should contact York University's Student Accessibility Services as soon as possible after accepting your offer of admission to arrange for academic accommodations with an accessibility counsellor. We often start meeting with students in May and throughout the summer for September classes and start seeing students in November for January classes.

Connecting with an accessibility counsellor at the earliest possible moment helps ensure the arrangement of your academic accommodations in a timely fashion. For example, securing items like adjustable desks in classrooms might take several weeks if they are not already in stock. Coordinating with an accessibility counsellor to make the necessary arrangements will further ensure that a student’s wheelchair is compatible with the adjustable desk.

York's Student Accessibility Services will determine which academic accommodations are deemed appropriate for any individual student based on a review of three elements:

  1. the approved medical/psychological documentation provided by the student;
  2. discussion with the student;
  3. the academic integrity of the program of study.

Please note that admission to York University does not guarantee provision of the academic accommodations in place prior to coming to York, or that the requests for academic accommodation expressed by the student in their application will be granted.

Degree programs with field placement/practicums

If you are a student with a disability applying to a professional degree program (e.g. nursing, social work, education, law, psychology, engineering), we want to ensure that we arrange any necessary accommodations for your disability in the practicum/field placement setting. Please note that practicum/field placement accommodations may differ from classroom accommodations due to the particular demands of the learning environment. We urge you to discuss your accommodation needs early in the term with the practicum/field placement coordinator and an accessibility counsellor from Student Accessibility Services.

Our past experience strongly suggests that there is an increased likelihood of success in practicum settings when students with disabilities disclose their need for accommodation at the earliest possible stage – after accepting an offer of admission. Furthermore, we believe that the optimal process for determining appropriate accommodation involves collaboration among the student, SAS accessibility counsellor and the practicum coordinator.