Exclusionary Inclusion?: The Realities of Academic Accommodation at University for Students with Invisible Physical Chronic Conditions

Abstract

The following thesis is a case study that discusses the various impacts of academic accommodations for undergraduate students who self-identify as having invisible physical chronic conditions (IPCCs). This research draws on qualitative data from interviews with undergraduate students and academic accommodation centre staff. Using a symbolic interactionist perspective, I explore why students who identify as having IPCCs either use, or do not seek out, academic accommodations. I investigate how students' identities are impacted, arguing that there is negative impact on identity for some students, particularly vis-a-vis how they are viewed within the University community. The research further uncovers the current academic accommodations system's challenges, and opportunities for positive change in terms of improving the access and experience of academic accommodations for students. The research discusses the concept of the continuous assessment model as an alternate design and practice of academic accommodation that arguably would benefit all post-secondary students.