I am writing this blog post as a follow-up to my Accommodated, but Not Supported post, which I shared in the summer of 2025. The post focused on my personal experiences with professors not understanding my academic accommodations and how it impacted me. I recently experienced a situation with one of my new professors that reminded me of this subject, and I felt it was vital to share.  

As a student with dyslexia, I work closely with disability resources here at Elon University to obtain and use my necessary accommodations. At the start of each semester, I reapply for my accommodations and then email my approved list to all my professors. As a senior, I have done this process several times and am very used to it. Oftentimes, after sending emails to my professors to introduce myself and inform them of my accommodations, I usually receive a response. Some ask that I talk to them in person, and others tell me to please let them know how they can best support my learning throughout the semester. A response I was yet to receive was no response at all. 

Five days before classes began, I sent my regular email to all my professors, including my accommodation letter. One teacher in particular never responded. I didn’t think much of it at the time, assuming we would discuss it on the first day of class. On the first day, the professor shared that we would be taking a midterm that would involve a multiple-choice test. This made me realize that I should discuss my accommodations with this professor, in hopes that he would be understanding. Unfortunately, due to the class schedule, it wasn’t until the beginning of the third week that I was able to talk with him. I began by asking if he had received my email about my accommodations and if they made sense, as well as informing him that I would be taking the midterm in disability resources. His response was immediate, as he had received the email but chose not to respond. He also warned me that students who have taken the midterm in disability resources in the past do much worse than the students who take it in the classroom. I had to respond quickly, as other students in the class were looking and listening to this conversation, so I asked if I would be able to get my extended time if I took it in the classroom, to which he responded that it probably would not be necessary. I went to sit back in my seat, and my mind immediately began to race as questions entered my head. Should I not use my accommodations in this class? Would taking it in the classroom be in my best interest? Did he read through my list of accommodations? I reached a point where I felt that no matter where I took the exam, I would be penalized or receive a worse grade.  

I had two options: A) Take the exam in disability resources, where I take all of my exams, but I get a worse Grade. B) Take the exam in the classroom, as I was advised to, without my accommodations and get a worse grade. I haven’t decided which option to choose yet, and genuinely feel at a crossroads. The situation, however, reminded me how truly crucial it is for all teachers to be well educated and trained on how accommodations work, and what their purpose is.  

If you are an educator, I encourage you to learn from my experience and approach similar situations differently. I recommend having one-on-one conversations with the student and providing support. Take the time to listen to students’ academic needs and explore ways to implement the necessary accommodations. You need to remember that every student is different, and what works for some does not work for all. To support your students who have accommodations, I encourage you to utilize resources such as Understanding Accommodation Letter Terms found on Elon’s Academic Accommodations and Accessibility website (or similar resources provided by your institution’s accessibility office). 

Ultimately, it is essential to have systems in place so that faculty don’t have the option to present students with two impossible choices like this. I am incredibly eager to help faculty members understand the student experience and the impact navigating accommodations has on learning, and to change current policies and practices. This blog post is a starting point for that. Do you want to be a part of the change? 

References

Campagna, Kira. 2025. “Accommodated, but Not Supported.” Center for Engaged Learning (blog), Elon University. July 25, 2025. https://www.centerforengagedlearning.org/accommodated-but-not-supported.

Elon University. 2025. Understanding Accommodation Letter Terms. Accessed October 15, 2025. https://eloncdn.blob.core.windows.net/eu3/sites/1726/2025/03/32625Understanding-Accommodation-Letter-Terms.pdf.

About the Author 

Kira Campagna is a 2024–2026 Center for Engaged Learning (CEL) Student Scholar, collaborating with participants in the CEL Research Seminar on Affirming and Inclusive Engaged Learning for Neurodivergent Students. She is majoring in Elementary Education with a minor in Environmental Education. Learn more about the current Student Scholars.  

How to Cite This Post 

Campagna, Kira. 2025. “Accommodated, but Not Supported: Story 2.” Center for Engaged Learning (blog), Elon University. October 24, 2025. https://www.centerforengagedlearning.org/accommodated-but-not-supported-story-2.