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Accommodations: Helpful or a Handful

Writer's picture: Annie KrollAnnie Kroll
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I got accepted into my masters program last month, and will start meeting with the disability center to go over accommodations over the summer. For this blog, I want to share the tools that were offered to me, and explain whether or not these tools are helpful. 


 

1. The first tool that was offered to me was priority registration. To be completely honest, I do not understand why disabled students qualify for priority registration because we all need the same classes as everyone else. However, this is one of my favorite accommodations because it takes the stress out of registering for classes. I have only ever been waitlisted for one class, and it was because I didn't have priority registration. However, because I still got earlier registration access compared to other transfer students, I got into the class. My masters program is so small that I might not need this tool, but it made a huge difference for my anxiety in my undergraduate degree. 


2. Another very helpful tool was extended time on tests. For every test, I got to have 1.5x that time. So if a test was 60 minutes, I had 90 minutes to complete it. This helped me manage my anxiety, and allowed me to go back and double check my answers. I have heard people say that it isn't fair to have more time, but I like to think about it like my brain has a few extra loading screens before I can access the same website everyone else is searching for. I then have time to ask the questions I need to, and can really think through each question. My anxiety can make it harder for me to focus, and my autism makes it harder for me to sift through information because I think everything has equal relevance. 


3. I qualify to have a note taker if needed. I have never used this service, because the note takers are usually other students. I have a system for taking notes, so if the notes are not as detailed as mine are I am left even more confused. I have to take detailed notes because I am worried everything could become important, and so I don't want to miss information. To make this more accessible, I think lectures should be able to be recorded or have professors share some of the powerpoints. 


4. Along with having an in person note taker, I also qualify to have a device record the lecture, and transcribe the notes. This is closer to helpful, but there are two main problems with it. First, any information from visual notes could not be captured. Secondly, there is a 48 hour turnaround for any notes. This would mean I would need a 48 hour extension on any assignment where I would need those notes, because I couldn't access them for two additional days. I try to plan for medical emergencies by getting my work done as soon as I can, so this would take away that ability for me. Lastly, students have to schedule time to learn how to use the tool on their own time, which takes away time to do classwork. I never found time to learn how to use that system because there was always other things I needed to do. I wish there was a way to have the notes be transcribed as the professor was talking, as seen with voice to text on Word. I am also looking into an app called Notability that records the lecture while you take notes on a device like an Ipad to see if that helps. I have never taken notes on an Ipad or computer so I will have to practice. 


5. There are some modifications, that professors can agree to accommodate but are not legally required to do. I have asked for assignment extensions in cases where my health took a large plummet over an extended period of time. I have also asked for additional absences if needed. I try to not use those modifications unless it is an emergency, but I am thankful when professors are willing to work with me because health flare ups are not a choice. 


6. I need accessible classes. I am running into an issue where most of my classes are on the second story of a building with no elevator. There is a wheelchair lift, but I do not use a wheelchair. The accommodation I am hoping for is that my classes can be moved to a place where I can access the class without needing to use the stairs because I will be driving to and from class each day. This could either look like the first floor of a building, or a building with an elevator. 


7. I am working on getting a new accommodation now that I will be commuting to class, where I can join on zoom if I am having a leg flare up due to my hereditary spastic paraplegia.  This would allow me to have the same access as students who are able to drive comfortably. I would ask for this accommodation to replace any absences, and account for any possibility. The goal with accommodations is to have a safety net so that the disability or disabilities don't impact learning the material and passing the class. I try to set up systems I might not even use, so that if something happens I already have a plan. I hope I get this accommodation, as I know it would make a difference on days where my legs hurt. 


Overall, the accommodations that involve the professor working with me directly have been very easy to use. Once accomodations start to involve other students, or involve technology that has a learning curve to it, accessibility starts to get harder because I lose some control in the process. I hope that these tools can become easier to use so that disabled students can have more time for school, and have less time dedicated to accommodations that are not optional for equal access. I also am very appreciative to the disability office, because I have gotten great accessibility support. 


 

Thank you for reading about the accommodations I use! I hope this list was helpful to gain some insight into all the effort that goes into making access equitable. If you have any questions or comments, please reach out to me at @Anniekrollblog over on Instagram or Facebook. I hope to see you next week!

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