Many, if not most, students attend university intending to enter the workforce upon graduation. But today’s climate of student-centered policies and social justice rhetoric often does the opposite. While much attention has been given to the harms of “diversity, equity, and inclusion” (DEI) initiatives, the rapid expansion of academic accommodations remains underexamined. Originally intended to ensure fairness for students with disabilities through measures like extended exam times, note-taking assistance, and reduced course loads, accommodations have grown far beyond the original scope.
At elite institutions, as many as one in four students now qualify as disabled, placing an additional burden on faculty who must meet individual needs. More concerningly, these accommodations may hinder students’ transition into professional settings by fostering a mindset of dependence rather than resilience. In many cases, they may also be unnecessary and lower academic standards. Like much of the “good intentions” agenda, academic accommodations risk undermining the very success they aim to promote.
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Unnecessary Accommodations and Reduced Academic Standards
There is cause for concern that academic disabilities are being overdiagnosed, leading to consequences that undermine academic rigor. Overdiagnosis has been documented in disorders such as ADHD and depression, and this, coupled with societal shifts toward destigmatizing mental health, promotes rapid expansion in seeking and obtaining accommodations. Furthermore, some even advocate manipulating the system to give their children an advantage on standardized tests and improve their GPA.
For those who truly need services, this overdiagnosis can dilute the support available. Resources for extended test times, alternative formats, and individualized learning plans are finite. When these are allocated to students who don’t require them, the system becomes strained, leaving genuinely disabled students underserved. Overuse of the system can also delay approving access to accommodations for individuals with actual needs.
Additionally, the overextension of accommodations risks lowering academic standards. At an individual level, they can reduce performance by unintentionally lowering the bar for success. This undermines the effort and discipline traditionally associated with academic achievement and alters the high achievement standard. Accommodations such as extended time for exams or alternative assessment methods can create disparities in grading or lead to inflated grades that don’t accurately reflect a student’s mastery of the subject. When faculty encounter large numbers of students requiring adjustments, their time and attention are taken away from other students, or they may feel pressure to reduce rigor. When expectations are lowered for some, performance standards are diluted, potentially compromising the educational striving for all.
The Disconnect Between Academia and the Workplace
Beyond the classroom, the skills and behaviors that are nurtured and rewarded in the current student-centered climate of the university setting often do not translate well to navigating the demands of a professional career. While academic accommodations can help students succeed in school, they may not always prepare them for the challenges they will face in the workplace. Here are just a few examples.
Meeting deadlines are often non-negotiable, and tasks must be completed within a set timeframe. Students who have relied on accommodations like extra time for assignments might find it difficult to adapt to the pressures of completing tasks efficiently and on time.
Work environments are dynamic, and employees are often required to multitask, solve problems on the fly, and adapt quickly to changing demands. Academic accommodations may sometimes shield students from these pressures. For example, students who have always had access to note-taking services might struggle in a fast-paced meeting where they need to capture key information without assistance.
Many jobs require effective communication and teamwork. Academic accommodations often cater to individual needs; therefore, students may not have the same experience working collaboratively under standard conditions. This discrepancy can lead to difficulty coordinating with colleagues and adjusting to group dynamics.
Universities can adjust academic standards to accommodate students, but employers might not be willing or able to do the same. Students accustomed to tailored support may face challenges when they realize that similar accommodations are unavailable in most professional settings, leading to frustration and reduced job satisfaction.
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Focus on Balancing Support with Skill Development
The incorporation of academic accommodations, while in some cases required to ensure equitable access to education, can undermine academic rigor and the development of skills necessary for life beyond graduation. There are ways to cultivate a better balance, and such shifts should start immediately.
Institutions could consider gradually reducing certain accommodations for students as they approach graduation. This could help students build essential time management, adaptability, and problem-solving skills in a supportive environment before they enter the job market. Introducing workplace simulation programs and training modules could help students understand and adapt to real-world professional expectations. These programs could include exercises that mimic common workplace scenarios, such as managing tight deadlines, multitasking, or participating in collaborative projects.
Institutions and individuals should evaluate the necessity of accommodations and seek and provide only the minimum necessary. In so doing, individuals are better positioned to develop a mindset of personal responsibility and acquire the other skills important for life-long success. The institutional climate would then reinforce acquiring these skills, scaffolding growth and development.
Academic accommodations play a vital role in helping some students with disabilities achieve success in education, but there is a need to ensure that these accommodations do not inadvertently hinder their preparedness for the workplace. A balanced approach that combines necessary support with opportunities to build real-world skills can help students transition more smoothly into their careers. By fostering adaptability and resilience to face challenges, educational institutions can equip students to succeed academically and thrive professionally after graduation.
Image: arrowsmith2 — Adobe Stock — Asset ID#: 187754218
This article was originally published at www.mindingthecampus.org
