Academic Accommodations - Stick it to the Stigma! - CLE

By Kim Kennemer, Education Coordinator CLE Austin

Why Use Accommodations?

Students with disabilities can find themselves in situations where differences hinder their ability to complete work at the same rate as others. When students are offered tools to compensate for their difficulties, then the gap between them and their peers closes. According to the American Psychological Association (APA), “accommodations provide an alternative way to accomplish the course requirements by eliminating or reducing disability-related barriers.”

Kat A from CLE Austin explained how the note-taking accommodation help hers.

“During lectures, it’s hard for me to filter all of the information so I miss important stuff. When I get notes, I can focus on listening for key points.”

Common Misconceptions

Most students like accommodations because the support helps them keep up. However, one student, who wishes to remain anonymous, said he just recently started accepting supports: “During class in high school, I was told that my test was waiting for me in the learning center, and from then on people started making fun of me, assuming I was stupid. Now, I use email to request this accommodation, so people can’t judge me.”

Another misconception is that those receiving accommodations are not held to the same standard. Zack M, spoke about feeling uncomfortable when a classmate publicly challenged him for using a device to record lectures. He now realizes his classmate “just didn’t know about accommodations, so she thought the professor gave me special treatment, it was pretty awkward.”

Common in post-secondary school, is the incorrect notion that curriculum is simplified for students with disabilities. Modifications change what is learned (modified curriculum) and accommodations as we know, do not. Post-secondary students are not allowed modifications because that would compromise the integrity of the degree earned.

Accommodations Level the Playing Field, Not Change it

Often, during my time as a teacher, I heard “I don’t use accommodations because I want to earn my grade like everyone else.” My response often included the Race Car A vs Race Car B analogy:

Race Car A moves at 100 mph and all equipment is intact. Race Car B tops out at 50 mph due to accelerator malfunction. The first car to complete one lap wins. Which car would you choose?

I also heard, “if you want to earn the grade like everyone else, then you need competitive equipment!” APA explains that “providing accommodations does not compromise the elements of a course; nor do they weaken the academic standards as long as the supports are based on the documentation provided.” Such documentation includes psychoeducational assessments by board-certified psychologists. Dr. Tali Shenfield of Child Psychology Resources in Ontario, stated “these reports enable the school to make accommodations…and the specific interventions depend on the child’s profile…according to the recommendations found within the report.” In college, accommodations are only granted if there is a need based on a documented disability and the support provided must level the playing field, not change it.

	Instructional Accommodation	Instructional Modification
EXPLANATION	Changes how content is taught made accessible assessed Accommodations DO NOT change what the student is expected to master. The objective of the course/activity remain intact.	Also changes how content is taught made accessible assessed Modification DO change what the student is expected to master. Course/activity objectives are modified to meet the needs of the learner.
EXAMPLES	One-on-one or small group instruction Extended time on assignments and/or assessments Braille or large-print materials Shortened assignments and/or assessments Slant boards or study carrels Oral administration of subject-area tasks that do not assess decoding/reading comprehension	Instruction that focuses on selected grade-level TEKS instead of all of the TEKS for the grade-level course Changes in the scoring rubrics or grading scale Reducing the complexity of the activity (e.g., only one step as opposed to multiple steps to solve a problem) Cueing or prompting the student during a grade-level activity

Instructional Accommodation

Instructional Modification

EXPLANATION

Changes how content is

taught
made accessible
assessed

Accommodations DO NOT change what the student is expected to master. The objective of the course/activity remain intact.

Also changes how content is

taught
made accessible
assessed

Modification DO change what the student is expected to master. Course/activity objectives are modified to meet the needs of the learner.

EXAMPLES

One-on-one or small group instruction
Extended time on assignments and/or assessments
Braille or large-print materials
Shortened assignments and/or assessments
Slant boards or study carrels
Oral administration of subject-area tasks that do not assess decoding/reading comprehension

Instruction that focuses on selected grade-level TEKS instead of all of the TEKS for the grade-level course
Changes in the scoring rubrics or grading scale
Reducing the complexity of the activity (e.g., only one step as opposed to multiple steps to solve a problem)
Cueing or prompting the student during a grade-level activity

Know Your Rights!

The Americans with Disabilities Act is a “law that prohibits discrimination against individuals with disabilities…it ensures that people with disabilities have the same rights and opportunities as everyone else,” (ADA). If you have disclosed your disability to your school, then they are responsible to provide reasonable accommodations and it is your right to use them. If you would really like to “stick it to the stigma,” the best way is to educate others about the true purpose of accommodations.

So, spread the word!