The Office of Accessibility Resources and Services

Find Us

Physical Location

The office of accessibility resources and services (OARS) is co-located with the central records office and the Center for Academic Support and Advising (CASA) in the Lemelson Building.

For a to-go snapshot of the office and resources:

 download our brochure

Visit Us

OARS staff are available throughout the year to meet with current or prospective students and their families. 

If you are visiting during a campus-wide open house, please call or email ahead of time to schedule a time to meet. You can also look for us in your open house schedule for events and drop-in tables.

If you are visiting for a professional, collaborative meeting, we can provide you with parking information. Otherwise, please see Finding Us for more information about accessing the Hampshire College campus.

Hours of Operation

Monday-Friday

9 a.m.- 4 p.m.

OARS Staff

Madeline L. Peters (She/Her)

Director of Accessibility Resources and Services
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About OARS

Director's Welcome

Welcome to the Office of Accessibility Resources and Services (OARS) at Hampshire College. Hampshire is committed to providing students with the finest educational opportunities and the most appropriate accommodations available for students with disabilities.

We encourage you to register for services from our office. This process begins by completing a self-report where you will upload your medical/diagnostic documentation of your disability to a secure server. In addition to offering a number of services specific to an individual's academic success, OARS also educates the campus about people with disabilities and their needs.

We urge you to take advantage of the opportunities that OARS has to offer. We look forward to meeting with you.

The Director of OARS, Dr. Madeline L. Peters

As the director, Madeline is bringing 37 years of experience in higher education and disabilities. They combined those years of work with their studies to create a doctorate in education focused on disability studies, ableism and social justice. Disability Justice is a key part of their work, their job, and their experience as a person with disabilities. 

As disabled student, Madeline had to learn to self advocate with instructors. Madeline knows it can be difficult and intimidating. By working with OARS and connecting with other neurodivergent & physically disabled people, they not only received the support they needed, but also came to a greater understanding of themselves as complex and powerful human being. Working through complicated access needs is not only their profession, but also an inevitable part of their life. They have many years of experience that they are excited to use to support you through this process.

Mission Statement

The Office of Accessibility Resources and Services (OARS) strives to provide an inclusive learning atmosphere that ensures equal access for all students to education and all aspects of campus life by providing reasonable accommodations, participating in interactive student meetings, and promoting access for Hampshire College students, staff, and faculty. Hampshire College will not discriminate in the recruitment, admission, educational process, or treatment of students with disabilities. In making reasonable accommodations, Hampshire College considers educational academic accommodations, accessible housing, and other services available to all students.

OARS aims to empower students to receive equal access to education and all aspects of campus life, through removing barriers to equal access and promoting self-advocacy through multidisciplinary collaborations. OARS is committed to helping students with disabilities achieve their academic goals by providing reasonable accommodations under appropriate circumstances. As part of the Office of Justice, Equity, and Antiracism we handle the needs of students with disabilities and we take those needs seriously.

The Philosophy

OARS is charged with providing all students at Hampshire with access to all programs and services. Institutions of higher education must ensure that students with disabilities are able to: 

  • Independently acquire the same information;
  • Engage in the same interactions;
  • Enjoy the same benefits and services;
  • Within the same time frames as their non-disabled peers;
  • With substantially equivalent ease of use