Improve Faculty and Student Engagement with Your Institution’s Disability Accommodations Process

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The rapid shift in 2020 to remote instruction was tough for many students. However, some students thrived with the extra flexibility their teachers and instructors provided during the pandemic. When they could learn in a comfortable space without harsh lighting, take extra time to complete an exam, or review a recorded or transcribed lecture, many of these students realized that with the right support, they could succeed and thrive in the classroom.

The return to in-person learning spurred many students to take the next step: a formal diagnosis of autism, ADHD, or another psychological disability. Disability services offices are now seeing profound increases in registered students, driven almost entirely by psychological disabilities. Their staff struggle to keep up, especially amid higher education’s talent crunch. But institutions can alleviate some of that workload by making disability accommodations easier to understand for both students and faculty. This report shares two recommendations on how higher ed institutions can make the accommodations process much easier to navigate.