This 2021 study reviewed the experiences of students with disabilities and their professors in obtaining their academic accommodations. The findings were grouped into three main areas:
1. Reinforced and Naturalized Marginality
Students with disabilities experienced marginalization which was maintained and naturalized by institutional procedures and through their interactions with faculty.
Students with disabilities often felt a need to fit with institutional “normative preferences” designed for non-disabled students. This caused some not to seek accommodations or to minimally request what was available. Accepting help was difficult due to their pride in wanting to be viewed as “normal” and a desire to be independent.
2. Conditional Community Membership
Interactions between students and their professors demonstrated many ways that students with disabilities experienced a conditional sense of belonging in their post-secondary communities.
One example involved students using testing centres to write accommodated tests. Learners thought their faculty would be available by email during accommodated exams, so proctors could relay any questions they needed answered. Experiences varied as some professors were willing to communicate, while others refused to acknowledge or reply to exam concerns.
Students found that if they wanted access to their professors, they were expected to write exams in the class with their peers.
3. Understanding and Valuing Diversity
Students found affirmation when instructors encouraged and made themselves available for open conversations about disability and differences.
Connecting with faculty through shared lived experience emerged as another important validation of student diversity.
Please email us at accessible-learning@humber.ca with suggestions for key accessibility-related topics that you would like us to address through the Communiqué.