Disability Accommodation Policies and Procedures for Courses
Aug, 11 2025
When a student with a disability enrolls in a course, they’re not asking for special treatment-they’re asking for equal access. That’s the law. Under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, educational institutions must provide reasonable accommodations to ensure students with disabilities have the same opportunity to learn as everyone else. But knowing the law is only the first step. What do these accommodations actually look like in practice? How do instructors implement them without disrupting the course flow? And what happens when a student’s needs change mid-semester?
What Counts as a Disability Under the Law?
The definition of disability isn’t limited to visible conditions. The ADA covers physical, sensory, cognitive, psychiatric, and learning disabilities. This includes students with mobility impairments, blindness or low vision, deafness or hearing loss, ADHD, autism, depression, anxiety, dyslexia, and chronic illnesses like diabetes or epilepsy. What matters isn’t the label-it’s how the condition affects the student’s ability to participate in the course.
For example, a student with PTSD might struggle with timed exams because of anxiety triggers. A student with carpal tunnel syndrome might need extra time to type essays. A student with dyscalculia might need alternative formats for math-heavy assignments. These aren’t preferences. They’re documented needs supported by medical or professional evaluations.
How Accommodations Are Requested and Approved
Students don’t just walk into class and ask for accommodations. There’s a formal process. Most colleges have an Office of Disability Services (ODS) that handles intake. The student submits documentation-like a letter from a doctor, psychologist, or licensed specialist-that outlines the diagnosis, functional limitations, and recommended accommodations.
The ODS reviews the request, checks for consistency with institutional policies, and determines what’s reasonable. Not every request gets approved. An accommodation must be effective without fundamentally altering the course’s learning objectives. For instance, allowing a student to skip a required lab because they have mobility limitations? That’s not reasonable if the lab is core to the course outcomes. But letting them use adaptive equipment or get extended time to complete it? That’s standard.
Once approved, the ODS sends an accommodation letter to the instructor. This letter lists the approved adjustments-no diagnosis, no personal details, just what’s needed to level the playing field.
Common Course Accommodations and How to Apply Them
Here’s what you’re likely to see in a real accommodation letter-and how to handle it without overcomplicating things:
- Extended time on exams: 50% to 100% extra time is standard. For a 50-minute quiz, that means 75 to 100 minutes. Use your LMS (like Canvas or Blackboard) to set individual time limits. Don’t make the student come to a separate room unless they request it.
- Alternative formats: Textbooks and readings must be available in accessible formats-PDFs with proper tags, audio versions, or Braille. Use tools like Ally in Canvas to auto-generate accessible versions. If you’re using a textbook not available digitally, contact your campus library. They often have partnerships with services like Bookshare or Learning Ally.
- Note-taking support: Some students can’t take notes while listening. They might get a volunteer peer note-taker, or use AI tools like Otter.ai to record lectures. You don’t need to provide the notes yourself-just allow recording and help connect the student with a note-taker if needed.
- Flexible attendance: For students with chronic illness or flare-ups, rigid attendance policies can be a barrier. Instead of punishing absences, build flexibility into your syllabus. Allow a few excused absences without penalty, or let students make up work through alternative assignments.
- Modified assignments: If a student has a writing disability, they might need to submit a video presentation instead of a paper. If they have a visual impairment, they might need a verbal description of an image-based assignment. The goal isn’t to lower standards-it’s to let them demonstrate mastery in a different way.
Remember: accommodations are not retroactive. If a student didn’t request them before the exam, you’re not required to give them extra time after the fact. That’s why early communication matters.
What Instructors Should Never Do
Even well-meaning instructors sometimes make mistakes. Here’s what to avoid:
- Asking for medical proof directly: Only the ODS can request documentation. If a student gives you a doctor’s note, forward it to them. Don’t second-guess the diagnosis.
- Assuming accommodations mean easier work: A student with ADHD still needs to write a 10-page paper. They just might need extra time or a quiet space to do it. Accommodations remove barriers-they don’t reduce expectations.
- Publicly identifying students: Never say, “We’re giving extra time to Sarah because she has dyslexia.” That’s a privacy violation. Treat accommodations like any other course policy-no fanfare, no labels.
- Waiting until something goes wrong: Don’t wait for a student to fail before offering help. Proactively mention accommodations on your syllabus. Write: “Students with documented disabilities should contact the Office of Disability Services to arrange accommodations.”
Creating an Inclusive Course Design from the Start
The best accommodation is one you never have to request. Universal Design for Learning (UDL) means building flexibility into your course from day one. That means:
- Providing all materials in multiple formats-text, audio, video.
- Using clear, consistent layouts in your LMS.
- Offering choices in how students demonstrate learning-essays, podcasts, diagrams, oral presentations.
- Breaking big assignments into smaller, check-in steps with feedback opportunities.
- Using plain language and avoiding unnecessary jargon.
When you design for accessibility upfront, you help everyone-not just students with disabilities. A student who’s tired, stressed, or learning in a second language benefits from clear instructions. A student who commutes long hours appreciates recorded lectures they can watch on their phone.
Studies show that courses designed with UDL principles have lower dropout rates and higher grades across the board. You’re not just complying with the law-you’re making your class better for everyone.
What Happens When Accommodations Don’t Work
Sometimes, a student says an accommodation isn’t helping. That’s not failure-it’s feedback. Schedule a private conversation. Ask: “What’s not working? What would make this more effective?”
Maybe the extended time isn’t enough because they’re also managing medication side effects. Maybe the note-taker is unreliable. Maybe the alternative assignment still feels overwhelming.
Revisit the accommodation with the ODS. They can adjust the request. Maybe the student needs a scribe, or a different type of assistive tech. Maybe they need to switch to a part-time course load temporarily. The system is meant to adapt.
Don’t treat this as a one-time checkbox. Accommodations are a conversation, not a contract.
Documentation and Record Keeping
Instructors don’t need to keep detailed files on accommodations. The ODS handles that. But you should keep a simple record: the date you received the accommodation letter, what was requested, and how you implemented it. If a dispute arises later, you’ll need proof you followed through.
Save the letter in your course folder. Note if you made changes to assignments or deadlines. If a student complains they weren’t accommodated, you’ll have a paper trail. It protects you, and it protects the student.
Training and Support for Instructors
Most instructors weren’t trained in disability law or inclusive teaching. That’s why campuses need ongoing workshops. Look for training from your ODS or your teaching center. Ask for case studies, role-playing scenarios, and real examples from other departments.
Don’t assume you know what’s needed. Ask. Listen. Learn. The goal isn’t to be perfect-it’s to be responsive.
Do I have to accommodate a student who didn’t register with Disability Services?
No. Accommodations are only required when a student has officially registered with the Office of Disability Services and received a formal accommodation letter. If a student asks you for accommodations without documentation, refer them to the ODS. You’re not responsible for diagnosing or approving requests. But you can say, “I want to help-please contact Disability Services so we can make sure you get the right support.”
Can I refuse an accommodation if it changes the core of my course?
Yes, but only if it fundamentally alters the course’s essential requirements. For example, you can’t waive a required clinical rotation for a nursing student just because they have a mobility impairment. But you can provide adaptive equipment or modify the schedule. If you believe an accommodation changes the core of the course, consult your department chair and the ODS. They’ll help you determine what’s essential versus what can be adjusted.
What if a student’s accommodation includes a service animal?
Service animals are legally protected under the ADA. They’re not pets-they’re working animals trained to assist with disabilities. You must allow them in all areas where students are permitted, including classrooms, labs, and field trips. You can only ask two questions: “Is this animal required because of a disability?” and “What work or task has the animal been trained to perform?” You cannot ask for documentation or require the animal to wear a vest.
Are accommodations the same in online courses?
Yes, and sometimes they’re easier to implement. For example, closed captions on videos, screen-reader-friendly PDFs, and flexible deadlines are standard in online learning. But accessibility isn’t automatic. If your course uses a video platform without captions, or a quiz tool that doesn’t support keyboard navigation, you’re creating barriers. Always test your materials with accessibility tools before the term starts.
What if a student asks for an accommodation that’s not on their letter?
Don’t grant it on your own. Even if it seems reasonable, you risk setting a precedent that’s unfair to others or violates policy. Instead, say: “I’m happy to help you get the support you need. Let me connect you with the Office of Disability Services so they can review your request and update your accommodation plan.” That keeps everything fair and legally sound.
Disability accommodation isn’t about checking boxes. It’s about creating a classroom where everyone can contribute, think deeply, and succeed on their own terms. The law doesn’t ask for perfection-it asks for effort. And when you get it right, you’re not just following rules. You’re building a better learning environment for every student.
kelvin kind
November 18, 2025 AT 09:58Just read this. Made my day.
Ian Cassidy
November 18, 2025 AT 11:07UDL isn't just nice-it's efficient. I used to stress about accommodations until I started designing for accessibility from day one. Now my course runs smoother, students engage more, and I don't have to play detective with paperwork. Win-win.
Antonio Hunter
November 19, 2025 AT 16:38The part about not publicly identifying students? Crucial. I had a student once who was fine with their accommodation being known-but they weren't the norm. Assuming openness is a violation waiting to happen. Privacy isn't optional; it's the baseline. And yes, I've seen instructors accidentally out someone by saying 'we're giving extra time to the person who always sits in the back.' Don't be that person.
Also, the myth that accommodations = lower standards? I've had students with ADHD write papers that were more nuanced than half the class because they had the space to think without time pressure. The work didn't get easier-it got deeper.
And let's talk about note-takers. I used to think it was my job to provide them. Turns out, peer-to-peer systems work better. Students bond. The note-taker gets credit. The student gets consistency. I just post a sign-up sheet and let the class handle it. No bureaucracy. No burden.
And yes, service animals. I once had a student with PTSD and a psychiatric service dog. The dog didn't sit on the desk. It didn't bark. It just lay there, grounding the student during panic episodes. I didn't need to know the diagnosis. I just needed to know the dog was working. And that was enough.
Don't wait for the accommodation letter to arrive. Mention it on the syllabus. Make it normal. Normalize access. That's how you build culture, not compliance.
And if you're wondering whether to grant an unlisted accommodation? Don't. Refer them to ODS. You're not the gatekeeper. You're the bridge. Let the professionals handle the paperwork. Your job is to teach.
One more thing: don't assume chronic illness means 'lazy.' I had a student with lupus who turned in work early because they knew flare-ups were coming. They didn't ask for pity. They asked for flexibility. And they delivered. Every time.
Accommodations aren't favors. They're equity. And if you're still treating them like exceptions? You're not teaching. You're gatekeeping.
Denise Young
November 19, 2025 AT 19:29Oh, so now we're doing Universal Design for Learning because it's trendy? Cute. Let me guess-next you'll be telling me that 'flexible attendance' means I should just let students skip class because they 'had a bad mental health day' and then give them a B+ for 'effort.' Oh wait, that already happened. In my department. And now the department chair says we're 'inclusive' because we don't grade attendance anymore. Meanwhile, the students who show up every day and grind through 12-hour lab shifts are the ones getting burned out. Funny how 'equity' always seems to mean lowering the bar for someone else's convenience. I'm not against accommodations-I'm against the performative virtue signaling that turns pedagogy into a therapy session.
And don't get me started on the 'alternative formats' mandate. I spent three weeks converting my entire syllabus into accessible PDFs, audio versions, and video transcripts. Then the student who requested them never opened a single one. They just used the accommodation letter as leverage to argue for a retake after bombing the midterm. So now I have to spend hours documenting that I complied, even though the student never engaged with the material. That's not accessibility. That's exploitation dressed up as compassion.
And the 'service animal' thing? Sure, fine. But let's be real-how many of those 'service dogs' are actually just emotional support poodles with a fake vest bought on Etsy? I saw one in the library last week. The dog was licking its own butt while the student scrolled TikTok. And the staff? They didn't ask a single question. Just nodded like it was sacred. That's not inclusion. That's institutional gaslighting.
Look. I get it. We need to follow the law. But we also need to stop pretending that every student who says 'I'm overwhelmed' needs a waiver. Some of them just need to learn how to manage stress. Not have the entire course structure bent around their anxiety. We're not a hotel. We're an academic institution. And if you're going to dilute rigor in the name of 'access,' at least have the honesty to say so.
And while we're at it-why is it always the instructor's job to figure this out? Why isn't the ODS doing more training? Why are we expected to be disability experts on top of our full teaching loads? Because we're the lowest rung on the bureaucratic ladder. And someone's got to absorb the fallout. Thanks for the guilt trip, by the way.
Ananya Sharma
November 21, 2025 AT 15:15Let me just say this: the entire accommodation framework is a neoliberal trap. You're being sold a lie that 'accessibility' is about fairness, when really it's about managing the symptoms of a broken system. Why are students with disabilities even needing accommodations in the first place? Because the education system was designed for neurotypical, able-bodied, middle-class kids who never had to work three jobs to afford rent. Now we're patching it with 'extended time' and 'alternative formats' like it's some kind of Band-Aid on a hemorrhage. The real problem? The curriculum is still rooted in colonial, patriarchal, capitalist norms that exclude anyone who doesn't conform. You think a student with dyslexia needs extra time? They need a curriculum that doesn't prioritize written essays over oral storytelling, visual mapping, or embodied knowledge. You think a blind student needs audio versions? They need professors who stop using slide decks full of untagged images and start describing the visual context as part of pedagogy. But no-let's just slap on a compliance layer and call it justice. Meanwhile, the tenured professors who designed this mess are still getting raises. The system isn't broken. It's working exactly as intended.
And don't even get me started on UDL. It's the corporate version of 'inclusion.' You're being told to 'design for everyone' so you don't have to confront the fact that your course materials are inaccessible because you never bothered to learn how. It's not about 'making it easier.' It's about dismantling the assumption that the white, cis, neurotypical experience is the default. Until you do that, you're just doing accessibility theater.
Also, the 'service animal' question? Of course they're not asking for documentation. Because the law protects them. But who's checking if the animal is trained? No one. And why? Because the system doesn't care about integrity. It cares about optics. So we're letting people bring emotional support iguanas into lecture halls and calling it 'progress.' Meanwhile, the student who actually needs a wheelchair ramp still can't get into the old building because the maintenance budget got cut for the third year in a row. Priorities.
This isn't about accommodations. It's about power. And until we stop treating disabled students as problems to be managed and start treating them as people whose existence challenges the entire structure of academia, we're just rearranging deck chairs on the Titanic.
Fred Edwords
November 22, 2025 AT 23:57There are several grammatical and structural inconsistencies in the original post that warrant correction. For instance, the phrase 'They’re asking for equal access. That’s the law.' is a sentence fragment followed by a declarative statement that lacks syntactic cohesion. The proper construction would be: 'They are not requesting special treatment; rather, they are asserting their legal right to equal access under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act.' Additionally, the use of 'ODS' without prior full-form introduction is an abbreviation error, and the acronym should be defined at first use. Furthermore, the bullet-point list under 'Common Course Accommodations' inconsistently uses Oxford commas in some items and omits them in others. This violates standard academic punctuation protocol. Also, the term 'LMS' is introduced without expansion-this is unacceptable in formal pedagogical discourse. Finally, the phrase 'Don’t treat this as a one-time checkbox' is colloquial and unprofessional; it should be rephrased as 'This process must be regarded as an iterative, dynamic, and documentation-intensive protocol.' These are not stylistic preferences-they are matters of linguistic precision.
Moreover, the assertion that 'accommodations remove barriers-they don’t reduce expectations' is philosophically sound but empirically unsubstantiated. There is no peer-reviewed meta-analysis cited to support the claim that extended time on exams correlates with improved learning outcomes, only anecdotal evidence. Without data, this becomes dogma. And the claim that 'UDL helps everyone' is a logical fallacy of false universality-while some students may benefit from multimodal delivery, others may find it distracting or inefficient. The assumption that accessibility improvements are universally beneficial is not evidence-based; it is aspirational. We must be careful not to conflate moral intent with measurable pedagogical efficacy.
Additionally, the post fails to address the fiscal implications of accommodation implementation. Who pays for Braille transcription? Who funds the AI note-taking software? Who bears the cost of converting legacy materials? These are not rhetorical questions-they are institutional liabilities. And yet, no mention is made of funding streams, grant allocations, or budgetary constraints. This omission renders the entire framework dangerously naive.
Finally, the assertion that 'you’re not responsible for diagnosing or approving requests' is legally accurate but pedagogically irresponsible. Instructors are the frontline observers of student performance. If a student suddenly struggles with timed assessments, and no accommodation letter has been issued, should the instructor remain passive? Or is there an ethical obligation to intervene? The post sidesteps this entirely. That is a failure of moral reasoning, not just procedural clarity.
Paritosh Bhagat
November 24, 2025 AT 01:50As someone who’s been through this system, I just want to say: you’re all missing the point. The real issue isn’t whether accommodations are fair-it’s whether professors even care. I had a professor who told me, ‘If you can’t handle the reading load, maybe you shouldn’t be in college.’ And he wasn’t even joking. He just smiled and said it like it was common sense. I had a learning disability. I had documentation. I had a 3.8 GPA. And he still thought I was lazy. That’s not accommodation. That’s cruelty disguised as rigor.
And then there’s the ODS. They’re supposed to help, right? But they’re understaffed, overworked, and run by people who’ve never taught a class. One time I waited six weeks for an accommodation letter because they lost my paperwork. Six weeks. My midterm was in two days. I had to email the dean. I had to cry in front of a stranger. And then they sent me a letter that said ‘extended time’ but didn’t specify how much. So I showed up to the exam and the professor said, ‘I don’t know what you’re talking about.’
And don’t even get me started on the students who fake it. Yeah, some people lie. But you know what? So do professors. I’ve seen professors give extra time to their favorite students. I’ve seen them ignore the letter and just say ‘no.’ And nobody says anything because they don’t want to make waves. So the system doesn’t punish the dishonest. It punishes the vulnerable.
And the worst part? The students who actually need help? They’re the ones who don’t ask. They think they’re broken. They think they’re not smart enough. And the system lets them believe that. Because it’s easier than fixing the damn thing.
So yeah. Do the paperwork. Follow the rules. But don’t pretend you’re doing it because you care. Most of you are just checking a box. And that’s why nothing changes.
Adrienne Temple
November 24, 2025 AT 23:24My son has ADHD and dyslexia. He’s in college now. Last semester, he had a professor who literally said, ‘I don’t do accommodations.’ I called the ODS. They sent the letter. The professor ignored it. So I emailed the department chair. They said, ‘We’ll look into it.’ Two weeks later, my son got an email saying, ‘We’ve reviewed your request and approved your accommodations.’ But the professor still didn’t change anything. So I went to the class. Sat in the back. Watched. And when the exam came, I asked the professor, ‘Did you see the accommodation letter?’ He said, ‘I didn’t get one.’ I showed him the email. He said, ‘Oh. I guess I missed it.’
So now? I talk to every professor before the semester starts. I don’t wait for the letter. I send a note: ‘Hi, my son has ADHD and dyslexia. He has accommodations. I just want to make sure you’re aware.’ And you know what? Most of them respond. Some even say thank you.
It’s not about being pushy. It’s about being persistent. Because if you don’t speak up, no one else will.
And if you’re a professor reading this? Don’t wait for the letter. Say something. Say ‘I’m here to help.’ Even if you don’t know how. Just say it. It means everything.
Zach Beggs
November 26, 2025 AT 06:07Just want to say I’ve been using Ally in Canvas for a year now. Auto-generated audio versions saved my life. I’m blind. I used to spend hours getting textbooks transcribed. Now I just click a button and listen while I walk to class. No one has to help me. No one has to know. It’s quiet. It’s private. It’s just… work.
Also, the part about not asking for medical proof? Yeah. I’ve had professors ask me ‘how bad’ my vision is. Like it’s a competition. I don’t owe you that. I just need the materials. That’s it.
Thanks for writing this.
Chris Heffron
November 27, 2025 AT 23:03Good post. Minor typo: ‘You’re not just complying with the law-you’re making your class better for everyone.’ Should be ‘You’re not just complying with the law; you’re making your class better for everyone.’ Semicolon, not dash. Just saying. 😊
Peter Reynolds
November 29, 2025 AT 17:54Been doing this for 12 years. The biggest thing I’ve learned? Don’t overthink it. If the ODS says extended time, give extended time. If they say alternative format, get the format. Don’t argue. Don’t question. Don’t make it a conversation. Just do it. It’s not about you. It’s about the student. And if you’re stressed about it? That’s your problem. Not theirs.
Also, I stopped asking students if they ‘need’ accommodations. I just assume they do. And I say ‘if you need anything, let me know’ on the syllabus. No pressure. No drama. Just open door.
Works every time.
Kenny Stockman
November 30, 2025 AT 00:25My favorite thing? When students come back after graduation and say, ‘You were the only professor who didn’t make me feel broken.’ That’s the real win. Not the compliance checklist. Not the ODS letter. Just knowing someone saw you-and didn’t look away.
Keep doing this.
Ben De Keersmaecker
November 30, 2025 AT 02:45As someone who grew up in a country where disability services barely exist, I’m struck by how much infrastructure is here. It’s not perfect. But it’s real. In my home country, a student with a visual impairment would be told to ‘try harder’ or drop out. Here? They get audio textbooks, screen readers, note-takers, flexible deadlines. It’s not ideal, but it’s progress. And it’s because people like you wrote this. So thank you.
One thing I’ve noticed: UDL isn’t just for disability. It’s for international students. For working parents. For people with anxiety. For people who just need to learn at their own pace. This isn’t special treatment. It’s good teaching.
Sarah McWhirter
December 1, 2025 AT 19:38Okay, but what if the student is faking it? I mean, how do we know they’re not just gaming the system? Like, I’ve seen people with ‘anxiety’ get 100% extra time on every exam, then post about how ‘easy’ the class was on Instagram. Meanwhile, I’m grinding through 3 jobs and no accommodations. Is that fair? Or is this just another way the system rewards the loudest voices? I’m not saying accommodations are bad-I’m saying we need better verification. Like, maybe a psychological evaluation every semester? Or a cap on how many times you can use extended time? Otherwise, this is just a loophole for lazy students who want to coast.
Also, why do we assume all disabilities are permanent? What if someone’s ‘ADHD’ is just burnout from TikTok? Should we really be rewriting course policies for every passing trend?
And what about the students who don’t have disabilities but still struggle? Shouldn’t they get help too? Or is this only for the ‘official’ ones? That feels… discriminatory.
Just saying. We need more transparency. Less magic. More accountability.
Aaron Elliott
December 3, 2025 AT 12:55The entire framework presented herein is predicated upon a fundamental misapprehension of the epistemological foundations of pedagogical efficacy. To wit: the notion that ‘equal access’ equates to ‘identical outcomes’ is a category error of the highest order. The ADA was never intended to guarantee success-it was intended to prohibit discrimination. The conflation of access with achievement is a semantic sleight-of-hand that obfuscates the true nature of academic standards. Furthermore, the presumption that ‘universal design’ enhances learning for all is empirically unsound; numerous studies indicate that multimodal delivery increases cognitive load for neurotypical learners, thereby diminishing retention. The post’s assertion that accommodations ‘make classes better for everyone’ is not merely unsupported-it is demonstrably false in controlled longitudinal analyses. Moreover, the institutional delegation of responsibility to ODS constitutes a dereliction of pedagogical duty; instructors, as subject-matter experts, are uniquely positioned to assess the pedagogical integrity of accommodations. To outsource this judgment is to abdicate professional responsibility. Finally, the casual invocation of ‘effort’ as a metric of moral worth is a dangerous anthropological fallacy, rooted in Victorian moralism and antithetical to contemporary neurodiversity paradigms. In sum: this document is a well-intentioned but conceptually incoherent manifesto that risks institutionalizing mediocrity under the banner of equity.
Sam Rittenhouse
December 5, 2025 AT 10:51I’ve taught for 20 years. I’ve had students who couldn’t walk into my classroom. I’ve had students who couldn’t hear me speak. I’ve had students who couldn’t read the words on the page. And every single one of them-every one-wanted to learn. Not to get an easy grade. Not to game the system. Just to learn.
I used to think accommodations were a burden. Then I saw a student with cerebral palsy type out a 20-page paper with one finger. Took her six weeks. She didn’t complain. She didn’t ask for pity. She just showed up. Every day.
That’s not a privilege. That’s courage.
And if you think this is about lowering standards? You’ve never seen what real effort looks like.
Donald Sullivan
December 6, 2025 AT 21:11You people are ridiculous. I’m a veteran. I have PTSD. I got my accommodation letter. My professor still gave me a C because he ‘didn’t believe in excuses.’ So I filed a complaint. They told me to ‘be patient.’ Meanwhile, my kid’s in the hospital because the VA won’t cover her meds. And you’re arguing about whether a student should get 100% extra time? Get real. This isn’t about fairness. It’s about who gets to be seen.
And if you’re still asking ‘what if they’re faking it?’-then you’ve never been invisible.
Denise Young
December 7, 2025 AT 12:12Interesting. So now we’re supposed to applaud the student who spent six weeks typing one paper with one finger? That’s not accommodation-that’s martyrdom. And it’s not fair to the other students who didn’t have to fight that hard. You’re romanticizing suffering. That’s not inclusion. That’s exploitation. And it’s not helping anyone.