Writing this blog post has been in the works for a while now. I have been hesitant to continue writing it, as it evokes a range of personal feelings I have towards certain professors and my university as a whole. I write this with the intention to begin the conversation and raise awareness on a very important subject that impacts disabled and neurodivergent students in higher education.

Understanding the Process

This summer, I had the opportunity to participate as a panel member at the CAA Academic Alliance Research Collider, where I took part in a discussion on the college student experience of being neurodivergent. During this discussion, I realized that I needed to explore the majority of my thoughts and feelings more thoroughly. Particularly, how professors are often not educated on how students can request or receive accommodations. This is not completely their fault; however, it is an institutional struggle. With that being said, I need to make it clear that I am not educated on how universities prepare or train professors about accommodations, nor can I tell if there is any education on how disability resources operate for these professors. I do, however, have three years of personal experience that makes me believe there is little to no training or education. (If you would like to learn more about accommodations, please see an earlier blog post.)

For an institution to effectively offer services such as disability resources, it is vital that it also takes the time to educate its faculty on the importance of understanding accommodations. Doing so will help all students feel safe and supported in the classroom.

Personal Experience

Allow me to offer a specific example from my own experience that will highlight these needs. In my sophomore year spring, I took a course required for my minor. Within the course, we were required to take a quiz approximately every two weeks, which took place at the beginning of class. One of my accommodations is that I am allowed to take any exams (quizzes, tests, finals, etc.) in Disability Resources with a live reader. The first day, once I learned about the quizzes, I stayed after class to inform my professor of this accommodation, and that I would need to take the quizzes in that format.

I was initially told that I would need to take the quizzes at Disability Resources, then head to class, where I would most likely miss part of the day’s lecture. As a student, I was not okay with this response. I felt it was unfair to be disadvantaged by missing a lecture because I needed to use my accommodations. Unfortunately, that was the only option that I was offered, so I took matters into my own hands, and scheduled to take these quizzes an hour before the class started on the days of the quizzes, that way I would be able to take the exam with all the accommodations necessary, while also being able not to miss class time.

Is it a simple fix?

As I continue to reflect on my experience in this class, I have come to realize how unfair this adaptation I made was. After all, an accommodation is meant to help students with disabilities during assessments without penalizing them for their disability. So, why was I being asked to either A) miss part of a lecture, or B) take extra time outside of class to take the quiz, only to then sit in class for twenty minutes while everyone else takes the quiz?

What Next?

It is times such as these that I later discovered are everyday situations for students like myself to deal with repeatedly. As a student with accommodations, we are responsible for informing our professors of our specific needs. Accommodations are meant to help students with disabilities for a more equitable experience, not special treatment, or to be “othered”. So, what happens when the professor fails to do so?

The answer is not straightforward. Nothing in the world of accommodations is. This is the type of question I continue to wrap my head around, and I am still searching for an answer. It is crucial to initiate the process of addressing these issues by identifying the root cause of the problem and exploring potential solutions or ways to improve the situation.

It was a necessary time to write this blog. I have dealt with this issue throughout my entire college experience and believe it is essential to share my experiences in the hope that they will inspire others to consider making a change. I encourage you to keep pondering these situations and questions: How are faculty trained on disabilities? What changes should be made? What roles can faculty play in helping students with accommodations feel comfortable? Equitable education requires both institutions and faculty to grapple with these questions, ensuring that students are not placed at a disadvantage in their learning.

References

Campagna, Kira. 2025. “Why Is It So Different In College?: Individualized Education Plans vs. Accommodations.” Center for Engaged Learning (blog), Elon University. January 3, 2025. https://www.centerforengagedlearning.org/why-is-it-so-different-in-college-individualized-education-plans-vs-accommodations.

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