Faculty and Student Views of Accommodation Policies

Research indicates that disability accommodations are positively associated with student test scores, retention and graduation rates (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).

Approximately 300 randomly selected students and all faculty at a small Midwestern University were emailed web-based surveys to assess: (1) knowledge of the process to establish accommodation plans and services/supports available, and; (2) their views regarding the utilization of accommodations by students with diverse disabilities

The results found that students are less willing to ask for accommodations for mental illness (MI) or learning disabilities (LD) than for physical disabilities (PD). In addition, both faculty members and students were more likely to report that students with physical disabilities are as capable as other non-disabled students 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.

Overall, the findings of this research were encouraging. Students strongly agreed that they would be comfortable asking for accommodations. Both students and faculty felt that accommodations did not provide an unfair advantage and that students with disabilities are able to perform as well as other students. However, there were some differences in mean scores based on disability type, suggesting that there may still be more stigma associated with mental illness or learning disabilities than with physical disabilities.