Student Perceptions on Academic Accommodations: Needs and Barriers for Support

Abstract

Substantial numbers of students with sensory, physical, and other disabilities encounter systemic, social and institutional barriers that create distinct obstacles in their pursuit of higher education. This study investigates student academic accommodation needs at a small university in Atlantic Canada to determine whether undergraduate and graduate students who require academic accommodations are receiving necessary supports and to identify any barriers. Surveying 74 students across disciplines and years of study, 58 participants self-identified as requiring academic accommodations and 48 were registered with the university’s accessibility office. Participants identified the following barriers: the registration process, testing accommodations, and unsupportive instructors and staff. Additionally, participants spoke about stigmatization and the necessity to self-advocate. Administrative and behavioural tensions are discussed, and five vignettes instructors based on their level of support, compliance with policies, and engagement. This article amplifies the voices of students with disabilities, and it models the necessity to investigate whether students’ accessibility needs are being met at all institutions across Canada.