Timmerman, L. C., & Mulvihill, T. M. (2015). Accommodations in the college setting: The perspectives of students living with disabilities . The Qualitative Report , 20 (10), 1609–1625. http://nsuworks.nova.edu/tqr/

[no doi listed]; Identified as Article 5; Also located on journal webpage https://nsuworks.nova.edu/tqr/vol20/iss10/5/

Various academic accommodations were investigated in this case study, including classroom and assignment accommodations and testing accommodations; this summary emphasizes the latter. Particular focus was on extended time and oral delivery by administrator during course examinations.

Two postsecondary students with disabilities attending undergraduate courses at a medium-sized midwestern (U.S.) university were interviewed for the study. Additional demographic details about the participants were provided, including their individual disabilities.

Interview questions pertained to the students'
perceptions about the effectiveness of accommodations, the impact of accommodations on degree of engagement and participation in education, the degree to which accommodations facilitated leveling the playing field, and obstacles to their success.

One of the participants indicated that the most helpful accommodation was extended time during exams, and the other participant indicated that the most helpful accommodation was oral delivery of exams. Both participants reported that they were special education majors, and that their peers were likely more understanding than average classmates about their need for accommodations. However, both noted that students in general courses who did not shared their majors tended to sometimes communicate not understanding about their need for accommodations. Both participants indicated that a major obstacle to success was needing more time than others to complete work including course exams, and a realization that they have to work ahead when possible.