Benefits and Challenges of Seeking Accommodations in Education
Student in wheelchair reading at a desk - he’s wearing a blue shirt, black pants. Another student with long hair, pink shirt, blurred at the desk in front of him. Canva
By Arielle Dance, PhD - Writer, Diversability
This piece was originally published in Ave Astra’s Volume 01.
For many disabled students, navigating and reaching their academic goals isn't possible without accommodations. Requesting accommodations as a student can be extremely challenging and even stigmatized in some cases. However, for disabled students, seeking these resources can significantly improve their day to day experience and education. Some accommodations available to students include extra time on exams, additional time to get to classes, inability to be penalized for absences, having an interpreter or aid in class, or assistive technology.
When I was in college, I was dealing with endometriosis and severe asthma. Working closely with my campus disability services office, I was able to get academic accommodations, accessible housing, and more. I was given additional time to get to class with no penalty if I was late. And I had a special notice that allowed me to have a minifridge in my dorm room to store my medication. I am grateful for the director of the disability services office who supported me with every hurdle and victory. She also taught me that advocating for my disability was a key part of my journey. Because of this, I joined the disability awareness club on campus and learned from other disabled students about the importance of carving a space out for disabled people and scholars.
To learn more about other disabled people’s experiences, I asked members of the Diversability Leadership Collective, Malakai Strong, Siyu (Suzanna) Chen, and Kelley Coleman to share.
Malakai Strong (he/they)
Malakai, who has cerebral palsy also utilized accommodations during university. The accommodations he most requested included a table at the best height to accommodate his power wheelchair, getting extra time on exams, and a quiet testing space. To get these services, Malakai met with the disability services team, filled out required paperwork, and had preparation meetings with professors to discuss each term. He experienced some barriers with the disability services team that impacted his mental health. He is especially grateful for his professors and advisors who supported his needs and advocated for him when needed.
Siyu (Suzanna) Chen (she/they)
Suzanna is an Autistic person with ADHD who received accommodations during university. She received extended time on exams and deadlines for assignments. She also received mental health and academic tutoring accompanied by the ability to record lectures for note taking. To receive these accommodations, she emailed the disability support department, set up a meeting with an advisor, and provided medical confirmation of her conditions. One challenge she and many others face is the requirement to alert individual professors — the accommodations are not shared with professors automatically or annually. This heavy load on the disabled student made Suzanna question if the process is worth the hassle. Nonetheless, she feels that receiving these accommodations is absolutely crucial for her to have a decent learning experience.
Kelley Coleman (she/her)
Kelley shared her experience as a caregiver requesting accommodations on behalf of her son who has multiple disabilities, including an undiagnosed genetic syndrome, Autism, epilepsy, cerebral palsy, cortical vision impairment, and other diagnoses. She works to ensure her son has access to his education which includes services delivered during the school day to support his fine motor, gross motor, communication, behavioral, and medical needs. Using an Individualized Educational Plan (IEP), her son is able to access alternate curricula and special education placement. One of the most important accommodations is his Alternative and Augmentative Communication (AAC) device, and the training and support required for him to communicate with it. “With these supports in place, and with staff fully trained in supporting kids with disabilities, my son has thrived in school and continues to make progress on his goals and accomplishments.” Kelley’s son still combats challenges in school along with the doubts of some teachers and administrators. Presently, he has a strong team of educators, but in the past there were people who weren’t willing to work with him or who didn’t believe he was capable of success. The biggest supporters and advocates have been other parents of disabled children.
In these cases, getting access to academic accommodations came with challenges but all were able to find support in their academic journey. Whether in college or in primary school, seeking accommodations in school can be essential to success. A special thank you to these Diversability Leadership Collective members for sharing your experiences.