Faculty and Student Views of Accommodations: Does the Diagnosis Make a Difference?

Christina A. Sis
Associate Professor & Program Director
Department of Social Work
University of Nebraska at Kearney
United States
Miranda Schumacher
TeamMates Mentoring Program
United States

Abstract

Research indicates that disability accommodations are positively associated with student test scores, retention, and graduation rates (Blasey et al., 2023; Cole & Cawthorn, 2015). However, barriers exist to the successful implementation of accommodation policies. First, students and faculty need to be aware that accommodations are available and know where and how to access services. Secondly, students must self-identify as having a disability and be able to provide the required documentation. Finally, students must be willing to seek services. Broader social values stigmatizing disability have been shown to decrease students’ willingness to establish accommodations (Condra et al, 2015; Mamboleo et al, 2020). The aim of the current study was to examine the perceptions of faculty and undergraduate students on the fairness and competence of students who utilize accommodations. Additionally, students were asked to report their comfort level requesting accommodations. Our results found that students were less willing to ask for accommodations for mental illness or learning disabilities than for physical disabilities. In addition, both faculty members and students were more likely to report that students with physical disabilities are as capable as students without disabilities compared to students with mental illness or learning disabilities. This suggests that barriers to establishing services and student and faculty views of academic potential vary based on disability type.

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