Accommodations aim to address systemic inequities and make education accessible to learners with disabilities, but some instructors view these as special privileges, not understanding that they help level the playing field. 

The chapter Misconceptions about Accommodations and Integrity, from the book Discipline-Based Approaches to Academic Integrity (Anita Chaudhuri, 2024), addresses the importance of: recognizing and dispelling misconceptions about accommodations, supporting equitable access to education, and promoting academic integrity by understanding and addressing the diverse needs of learners with disabilities.  

Misconceptions about Accommodations: 

• Some believe that accommodations (e.g. extra time) give learners an unfair advantage, but the true purpose is to level the playing field for learners who start at a disadvantage due to their disabilities. 
• There’s a misconception that learners who receive accommodations are more likely to engage in academic misconduct. However, no research supports this claim, and learners with disabilities might even be more frequently investigated for misconduct, but this doesn’t equate to cheating. 
• Accommodations don't make assessments easier; they provide equitable opportunities for learners to demonstrate their knowledge without lowering academic standards. 
• It's also incorrectly assumed that most learners seeking accommodations are taking advantage of the system, but most accommodations are based on legitimate needs, and the number of learners misusing the system is minimal. 

Accommodation and Academic Integrity: 

• Some instructors misunderstand the relationship between accommodations and academic integrity, viewing accommodations as unfair advantages or a form of cheating. This misconception can lead to the denial of accommodations. 
• There's no evidence linking accommodations to cheating, and accommodations should help learners demonstrate their knowledge without compromising the integrity of the course or program. 

Cultural and Ethical Considerations: 

• Supporting learners with disabilities aligns with the values of academic integrity, which emphasize fairness, respect, trust, and responsibility. 
• Building a culture of integrity in education involves understanding and respecting the diverse needs of all learners, fostering an environment where everyone can thrive. 

Visit our ALS Information for Faculty website to learn more about accommodating learners with disabilities. 

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.