Abstract
Abstract Teachers want their students to learn, and they want that learning to be equitable, with opportunities for all students. But not all students have the same needs for success. Therefore, classroom accommodations are provided through Disability Offices within universities. These accommodations are intended to be implemented in each course the student takes. Yet the actual enactment of accommodations relies on facilitation and implementation by each instructor in collaboration with the student, which may lead to variance in the level of accommodations. This project examined student interviews and student and faculty survey data to construct a narrative analysis of students’ experiences when they discuss their accommodations with their instructors. This manuscript reports a characterization of these interactions and how these interactions shape students’ success in the classroom, with recommendations for both students and instructors.
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