Alyass, G. (2024). A Reasonable Accommodation? Meaningful Access? For Whom? A Critique of Accommodation Approaches in Canadian Higher Education . Educational Planning , 31 (2), 51–62.

Specific accommodations were not examined; the focus was on accommodations broadly. Assessment accommodations that were mentioned include: extra time, alternate response option (e.g., typing instead of handwriting exams), and unique accommodations (e.g., bringing a photo to reduce anxiety). "Exam accommodations" were also discussed generally.

Eight undergraduate and graduate students with disabilities who were registered with the Accessibility Services Office at a University in Ontario, Canada and had at least one year of experience receiving accommodations participated in interviews.

Individual interviews were conducted virtually via an online video platform to explore students' definitions of “meaningful access” and “reasonable accommodation” and their positive and negative experiences with the accommodation process.

Students defined “meaningful access” as individualized support that enables them to participate fully in their education without barriers or hardship, with several emphasizing sustainability and not having to repeatedly request accommodations. Students defined “reasonable accommodations” as individualized supports and adjustments based on personal needs rather than standardized offerings. Students reported positive experiences with accommodations such as note-takers, extra time on tests, FM systems for hearing, and ADHD coaching, but negative experiences included bureaucratic processes like repeatedly requesting extensions, obtaining doctor’s notes, and having accommodation requests denied or modified to suit institutional convenience rather than student needs.