As a student with disabilities, I often find myself advocating for my own needs. Whether the accommodations come in the form of extra time for tests and exams, extensions on papers, or assistance with time management and organizational skills—I have a right to have access to these accommodations.
I found myself in an unfortunate situation where an acute situation (related to my disabilities) prevented me from preparing for an exam. Armed with documentation from my doctor, I spoke with my professor, asking for his understanding and help. His answer to my request was an unequivocal “no”. The university policy states that a particular form of verification documentation is required for my request. I left this professor’s office overloaded by emotion. Angry about the lack of flexibility and understanding. And frustrated with a system and policy that couldn’t meet my needs (despite being created for that very purpose). I wrote a letter to a number of administrators, indicating my objections to the professor’s decision.
The next day, I found myself in my learning advisor’s office, bawling as I recounted my experience. We discussed the situation, and she ultimately took the situation out of my hands, following up with the professor accordingly.
This post is not about my situation. It’s about having a student’s needs met. In order for this to happen, certain conditions need to apply:
Students with disabilities need to understand both their rights and their responsibilities:
- Whereas a student has the right to access disability services provided by a university or college, it’s the student’s responsibility (with assistance from other parties) to provide appropriate proof or documentation of the disability.
- Whereas a student has the right to request appropriate accommodation for that disability, it’s the student’s responsibility to advocate for themselves and not sit idly by.
- When you exhaust the first two points, it’s the student’s right to have access to support staff who can assist in the advocacy process.
Universities generally create and enforce policies that meet the needs of the population; however, there are often unique situations whereby a policy is not applicable, or not appropriate. This is where the ability to advocate for one’s self is so crucial, particularly in a post-secondary setting. It’s hard to live with any sort of disability at the best of times; however, advocating for one’s self (and being knowledgeable and familiar with available resources and support systems) can have a positive impact on a student’s success.
