DeKorver, B., Brown, G., & Witcher, S. (2024). Student experiences of implementation of accommodations . Journal of Disability Studies in Education , 4 (2), 131–155. https://doi.org/10.1163/25888803-bja10028

Specific accommodations were not examined; instead, this study focused on students’ experiences of accommodation implementation. Extended time, noise buffer, and adjusted setting were identified and discussed.

Seventy-five students with disabilities from a public four-year institution of higher education in the midwestern United States completed a questionnaire, and four of the students also participated in interviews. Additionally, 182 faculty members from the institution completed a survey.

Student participants completed a questionnaire composed of open-ended questions. A small subset of student participants also agreed to participate in semi-structured interviews via an online video platform. Faculty participants completed an online survey.

While assessment accommodations were officially approved through the university's Disability Support Resources (DSR) office, their implementation varied significantly depending on individual instructors. Students reported mixed experiences, with some instructors readily providing accommodations while others were reluctant or resistant, leading some students to drop courses or feel compelled to disclose private medical details to justify their needs. The research highlighted that alternative assessment approaches, such as portfolio-based evaluation rather than timed tests, could naturally reduce the need for specific accommodations while benefiting all students.