9 ms·

The original article which is linked in this post goes into much better detail: https://www.theatlantic.com/magazine/2026/01/elite-university-student-accommodat

The original article which is linked in this post goes into much better detail: https://www.theatlantic.com/magazine/2026/01/elite-university-student-accommodation/684946/?gift=o6MjJQpusU9ebnFuymVdsFCUJZQ0G9lMNnLXcGfnS-w&utm_source=copy-link&utm_medium=social&utm_campaign=share https://www.theatlantic.com/magazine/2026/01/elite-universit... Schools and universities have made accommodations a priority for decades. It started with good intentions, but parents and students alike have noticed that it's both a) easy to qualify for a disability and b) provides significant academic advantages if you do. Another big accommodation request is extra time on tests. At many high schools and universities, getting more time than your peers to take tests is as simple as finding a doctor who will write the write things in a note for you. Some universities grant special permissions to record lectures to students with disabilities, too. If you don't have a disability, you aren't allowed to record lectures and you have to put your pencil down at the end of the normal test window. As you can imagine, when a high percentage of the student body gets to stay longer for a hard test, the wheels start turning in students' heads as they realize cheating is being normalized and they're being left behind by not getting that doctors' note. The rampant abuse is really becoming a problem for students with true disabilities. As you can imagine, when the disability system is faced with 1/3 of the student body registering for disability status the limited number of single rooms and other resources will inevitably get assigned to people who don't need it while some who actually do need it are forced to go without.

jaredklewis 1y ago
Can someone explain to me why the accommodations make sense in the first place? Like what's the point of having the test be time constrained? If there is no point, then just let everyone have more time. If there is a point to having the test be time constrained, then aren't we just holding one group to a lower standard than another group? Why is that good? Same question about lectures. Is there a reason everyone can't record the lectures? If so, then why do we have different standards? I think at the college level, grades should in some sense reflect your proficiency at a given topic. An "A" in calculus should mean that you can do calculus and that evaluation should be independent of your own strengths, weaknesses, disabilities, genetic predisposition to it, and so on. Imagine an extreme example: someone is in a car crash, suffers brain damage, and is now unable to do calculus. This is tragic. But I don't also feel that it now makes sense to let them do their tests open book or whatever to accommodate for that. As a society we should do whatever we can to support this individual and help them live their best life. But I don't see how holding them to a lower standard on their college exams accomplishes that.
- wisty 1y ago
  Lots of people think a test should measure one thing (often under the slightly "main character" assumption that they'll be really good at the one truly important thing). Tests usually measure lots of things, and speed and accuracy / fluency in the topic is one. It certainly shouldn't be entirely a race either though. Also if a test is time constrained it's easier to mark. Give a failing student 8 hours and they'll write 30 pages of nonsense.
  - jaredklewis 1y ago
    > Also if a test is time constrained it's easier to mark. Give a failing student 8 hours and they'll write 30 pages of nonsense. Sure that makes sense to me, but I don't see why this would not also apply to ADHD students or any other group. And of course, there needs to be some time limit. All I am saying is, instead of having a group that gets one hour and another group that gets two hours, just give everyone two hours. I meant "constrained" not in the sense of having a limit at all, but in the sense that often tests are designed in such a way that it is very common that takers are unable to finish in the allotted time. If this constraint serves some purpose (i.e. speed is considered to be desirable) then I don't see why that purpose doesn't apply to everyone.
    - wisty 1y ago
      There can be a genuine need to make it fair. Some students with anxiety can take 10 minutes to read the first question, then are fine. ASD could mean slower uptake as they figure out the exam format. So let's say you have a generally fair time bonus for mild (clinical) anxiety. The issue is that it's fair for the average mild anxiety, it's an advantage if a student has extremely mild anxiety. As you say, hopefully the test is not overly time focused, but it's still an advantage, and a lot of these students / parents will go for every advantage they can.
      - jaredklewis 1y ago
        If thinking speed is determined to be important and made one of the evaluation criteria, then it's important whether or not you have clinical anxiety. If thinking speed is not important, why are we evaluating it at all?
viccis 1y ago
>Another big accommodation request is extra time on tests. Yep. Speaking from experience, top colleges will give students with ADHD or similar conditions as much as double time or more on exams. One college I know of sends them to a disability services office to proctor it, in which they simply don't enforce time limits at all. Coincidentally, there's an overwhelming number of students with ADHD compared to before these kinds of accommodations became standard.
- amypetrik8 1y ago
  having infinite time on exams is level of the the ADHD cheating iceberg level 2 of the ADHD cheating iceberg is having medically approved methamphetamines to infinistudy before exams e.g. ritalin
  - halper 11mo ago
    Well, methamphetamine is very rarely (never?) prescribed for ADHD. Ritalin is methylphenidate.
    - noaccesstomy 11mo ago
      Adderall works on some kind of amphetamine. That‘s prescribed much more often in the states. In EU land I‘ve never seen the hard stuff. Edit: Elvance apparently has Amphetamin in it as well and I‘ve seen it in the wild here too.
  - habinero 11mo ago
    Hahahahaha, I wish, but no. That's not how it works. I take Adderall and literally fall asleep because it lets my brain shut down. It _decreases_ my anxiety. I don't get high or hyper off of it, it literally just lets me function enough to do my laundry. It's honestly like wearing glasses.
vasilipupkin 1y ago
the original article is factually incorrect. Accommodations at Stanford are only 25% of students, according to their website, and that includes every possible kind of accommodation, not just time and half on tests. If you had carpet replaced in your dorm because it gave you an allergy, it would be included. So, this is just an article that is just flat out bullshit.
- EA-3167 1y ago
  The bullshit nature of the article becomes clear as the author repeatedly begs the question as the sole means of making her actual argument. Edit: To be clear there’s a lot of argument from incredulity or “obviously something is wrong,” without doing the work to establish that.
  - user____name 11mo ago
    I wouldn't expect less from a site with that domain name.
- Aurornis 1y ago
  > the original article is factually incorrect. Accommodations at Stanford are only 25% of students, according to their website, and that includes every possible kind of accommodation, The original article said 38% students are registered with the disability office, not that 38% of students have accommodations. Not all students registered with the disability office receive accommodations all of the time. 25% is still a very, very high number. The number of public universities is in the 3-4% range. From the article: > According to Weis’s research, only 3 to 4 percent of students at public two-year colleges receive accommodations, a proportion that has stayed relatively stable over the past 10 to 15 years.
  - BobaFloutist 1y ago
    A public two-year college? So, a community college? That's a much more specific claim than that being the case for public universities overall.
  - 1y ago
Phithagoras 1y ago
In a high stakes, challenging environment, every human weakness possible becomes a huge, career impeding liability. Very few people are truly all-around talented. If you are a Stanford level scientist, it doesn't take a lot of anxiety to make it difficult to compete with other Stanford level scientists who don't have any anxiety. Without accommodations, you could still be a very successful scientist after going to a slightly less competitive university. Rising disability rates are not limited to the Ivy League. A close friend of mine is faculty at a medium sized university and specializes in disability accommodations. She is also deaf. Despite being very bright and articulate, she had a tough time in university, especially lecture-heavy undergrad. In my eyes, most of the students she deals with are "young and disorganized" rather than crippled. Their experience of university is wildly different from hers. Being diagnosed doesn't immediately mean you should be accommodated. The majority of student cases receive extra time on exams and/or attendance exemptions. But the sheer volume of these cases take away a lot of badly needed time and funding for students who are talented, but are also blind or wheelchair bound. Accommodating this can require many months of planning to arrange appropriate lab materials, electronic equipment, or textbooks. As the article mentions, a deeply distorted idea of normal is being advanced by the DSM (changing ADHD criteria) as well as social media (enjoying doodling, wearing headphones a lot, putting water on the toothbrush before toothpaste. These and many other everyday things are suggested signs of ADHD/autism/OCD/whatever). This is a huge problem of its own. Though it is closely related to over-prescribing education accommodations, it is still distinct. Unfortunately, psychological-education assessments are not particularly sensitive. They aren't good at catching pretenders and cannot distinguish between a 19 year old who genuinely cannot develop time management skills despite years of effort & support, and one who is still developing them fully. Especially after moving out and moving to a new area with new (sub)cultures. Occasionally, she sees documents saying "achievement is consistent with intelligence", a polite way of saying that a student isn't very smart, and poor grades are not related to any recognized learning disability. Really and truly, not everyone needs to get an undergrad degree.
- jareds 1y ago
  Why are frequent attendance exemptions granted? I'm totally blind and when I went to college my lack of attendance had nothing to do with the fact that I was blind and everything to do with the fact that I made poor choices like other college students. If I didn't have the mobility skills to get to class then I shouldn't have been granted an exception, I should have been told to get better mobility skills before going to college. I think the only time I asked for an attendance exemption was during finals week. There was a blizzard at the same time as one of my finals and the sidewalks and streets were not plowed. This made it incredibly dangerous for me to go to take the test. I just emailed explaining the situation and took the test the next day.
bawolff 1y ago
> Another big accommodation request is extra time on tests. Maybe the real problem is we are testing people on how fast they can do something not if they can do something. In general, being good at academics require you to think carefully not quickly. I suspect there is a correlation between people who think things through and people who do well in school.
- jbullock35 1y ago
  > In general, being good at academics require you to think carefully not quickly. Yes, but to go even further: timed tests often test, in part, your ability to handwrite quickly rather than slowly. There is great variation in handwriting speed — I saw it as a student and as a professor — and in classrooms, we should no more be testing students for handwriting speed than we should be testing them on athletic ability. In general, timed tests that involve a lot of handwriting are appalling. We use them because they make classroom management easier, not because they are justifiable pedagogy.
  - AlexandrB 1y ago
    This is true about other things like reading speed as well. It still doesn't mean that time limits are useless. These are skills you can develop up to a reasonable level through practice if they're lacking, not something fixed like height. And if it takes you 12 hours to get through a 2 hour test because of these factors it's a sign that you're not going to be a very effective employee/researcher. Being able to read/write with some haste is not unrelated to job/academic performance.
    - jbullock35 1y ago
      > Being able to read/write with some haste is not unrelated to job/academic performance. Yes, I agree. But my point is about handwriting, rather than writing in general. Handwriting speed is something that we are effectively testing with many in-class exams. And handwriting speed - unlike reading or writing speed - is indeed unrelated to job performance. It is also unrelated to any reasonable measure of academic performance.
sizzle 1y ago
Meanwhile my uni required brain scans for adhd accommodations it was asinine
- Aurornis 1y ago
  Imaging (brain scans) cannot be used for ADHD diagnosis. There is no standard for it. There were a couple quack doctors who pushed the idea (Dr. Amen is the famous one) but it's not an accepted medical practice. I think someone misunderstood, or they were telling you a lie.
eek2121 1y ago
If your rant is about the USA: Are we really going to try to turn this into a war against the ADA? I counter: If students are requesting specific accommodations en-mass, maybe schools should rethink overall decisions. Maybe housing shouldn't be shared. Maybe the workload should be relaxed. Disabilities are far more commonplace than you might imagine. The number of disabled people per 1,000 likely hasn't changed, but our recognition of disabilities such as autism, anxiety disorders, etc. has gotten better. I'm sure a very small amount of folks do abuse the system, but I'd bet money that most actually have disabilities. If you still think otherwise, think again: I was diagnosed with ADHD in my mid 30s, and with autism in my mid 40s. This is through extended, multiple hour testing. Nobody told me I had these issues. I was simply told I was a terrible person that didn't do his school work and behaved poorly at school. Now, with an understanding of autism, ADHD, and the new anxiety disorder I have thanks to a recent brain injury, I'm able to finally address this stuff. I also aced higher level, computer centric stuff, and set a record for one of the quickest to graduate in my state at a technical school (2 months instead of 2 years). Bottom line is that you should not be making poor assumptions about people abusing the system without evidence to prove it.
kenjackson 1y ago
On "parents and students alike have noticed that it's both a) easy to qualify for a disability" -- for the purposes of standardized testing we've found it extremely difficult and feedback we've heard from others on message boards echoes our experience. I do feel like a test that is so focused on speed rather than ability seems like it loses a lot of its utility. There's a bunch of math I can't do. It doesn't matter if you give me an hour or two -- I won't be able to do it. But distinguishing between the ability to solve a problem in 30s versus 40s seems to be missing the point.
int_19h 1y ago
> If you don't have a disability, you aren't allowed to record lectures Why is that gated like that?
- Fomite 11mo ago
  The reasons I've encountered range from philosophy ("Students don't retain knowledge as well if they rely on recordings") to environment ("I want students to be able to ask questions and be wrong without being recorded") to petty ("I don't like lecturing to a half-empty room").
  - nextaccountic 11mo ago
    How come those aren't arguments against recording by students with disability?
    - Fomite 11mo ago
      They are, but it's a compromise with helping those students succeed.
gorgoiler 11mo ago
I’ve been playing a bunch of cool board games recently. Some of them are incredibly complicated and yet really well balanced*. Hiring these game designers to “rebalance” the mechanics of school disability allowances would be a really smart move. After all, a good board game designer’s job is to ensure a fair competition while people literally try to game the system. Also it would be fun if you had to pick a star card every semester for one off mechanics like: “red letter day: papers submitted in tuesdays must use red pen and will be graded in black ink”; “balogna bingo: all sandwich labels through April will include a random number — match four numbers with another student and your next lunch is free!”; or “vocabulary dairy: free froyo every week for the students in the 90th percentile for how many times they use the words important, therefore, or however in their papers, but you have to agree to buy a Manual of Style (and provide proof of purchase at the froyo counter)”. *Ironically one is called RA https://boardgamegeek.com/boardgame/12/ra https://boardgamegeek.com/boardgame/12/ra
joquarky 11mo ago
Similar behavior is happening with hiring. Nobody cares about accomodations anymore because they have been abused. Now people with actual disabilities have a huge uphill battle because even mentioning an accomodation might be requested puts you at the back of the line. Sue you say? LOL. Hope you have five figures ready to throw away for a retainer just to gamble that anybody still cares.

jaredklewis 1y ago

Can someone explain to me why the accommodations make sense in the first place? Like what's the point of having the test be time constrained? If there is no point, then just let everyone have more time. If there is a point to having the test be time constrained, then aren't we just holding one group to a lower standard than another group? Why is that good? Same question about lectures. Is there a reason everyone can't record the lectures? If so, then why do we have different standards? I think at the college level, grades should in some sense reflect your proficiency at a given topic. An "A" in calculus should mean that you can do calculus and that evaluation should be independent of your own strengths, weaknesses, disabilities, genetic predisposition to it, and so on. Imagine an extreme example: someone is in a car crash, suffers brain damage, and is now unable to do calculus. This is tragic. But I don't also feel that it now makes sense to let them do their tests open book or whatever to accommodate for that. As a society we should do whatever we can to support this individual and help them live their best life. But I don't see how holding them to a lower standard on their college exams accomplishes that.

wisty 1y ago
Lots of people think a test should measure one thing (often under the slightly "main character" assumption that they'll be really good at the one truly important thing). Tests usually measure lots of things, and speed and accuracy / fluency in the topic is one. It certainly shouldn't be entirely a race either though. Also if a test is time constrained it's easier to mark. Give a failing student 8 hours and they'll write 30 pages of nonsense.
- jaredklewis 1y ago
  > Also if a test is time constrained it's easier to mark. Give a failing student 8 hours and they'll write 30 pages of nonsense. Sure that makes sense to me, but I don't see why this would not also apply to ADHD students or any other group. And of course, there needs to be some time limit. All I am saying is, instead of having a group that gets one hour and another group that gets two hours, just give everyone two hours. I meant "constrained" not in the sense of having a limit at all, but in the sense that often tests are designed in such a way that it is very common that takers are unable to finish in the allotted time. If this constraint serves some purpose (i.e. speed is considered to be desirable) then I don't see why that purpose doesn't apply to everyone.
  - wisty 1y ago
    There can be a genuine need to make it fair. Some students with anxiety can take 10 minutes to read the first question, then are fine. ASD could mean slower uptake as they figure out the exam format. So let's say you have a generally fair time bonus for mild (clinical) anxiety. The issue is that it's fair for the average mild anxiety, it's an advantage if a student has extremely mild anxiety. As you say, hopefully the test is not overly time focused, but it's still an advantage, and a lot of these students / parents will go for every advantage they can.
    - jaredklewis 1y ago
      If thinking speed is determined to be important and made one of the evaluation criteria, then it's important whether or not you have clinical anxiety. If thinking speed is not important, why are we evaluating it at all?

viccis 1y ago

>Another big accommodation request is extra time on tests. Yep. Speaking from experience, top colleges will give students with ADHD or similar conditions as much as double time or more on exams. One college I know of sends them to a disability services office to proctor it, in which they simply don't enforce time limits at all. Coincidentally, there's an overwhelming number of students with ADHD compared to before these kinds of accommodations became standard.

amypetrik8 1y ago
having infinite time on exams is level of the the ADHD cheating iceberg level 2 of the ADHD cheating iceberg is having medically approved methamphetamines to infinistudy before exams e.g. ritalin
- halper 11mo ago
  Well, methamphetamine is very rarely (never?) prescribed for ADHD. Ritalin is methylphenidate.
  - noaccesstomy 11mo ago
    Adderall works on some kind of amphetamine. That‘s prescribed much more often in the states. In EU land I‘ve never seen the hard stuff. Edit: Elvance apparently has Amphetamin in it as well and I‘ve seen it in the wild here too.
- habinero 11mo ago
  Hahahahaha, I wish, but no. That's not how it works. I take Adderall and literally fall asleep because it lets my brain shut down. It _decreases_ my anxiety. I don't get high or hyper off of it, it literally just lets me function enough to do my laundry. It's honestly like wearing glasses.

vasilipupkin 1y ago

the original article is factually incorrect. Accommodations at Stanford are only 25% of students, according to their website, and that includes every possible kind of accommodation, not just time and half on tests. If you had carpet replaced in your dorm because it gave you an allergy, it would be included. So, this is just an article that is just flat out bullshit.

EA-3167 1y ago
The bullshit nature of the article becomes clear as the author repeatedly begs the question as the sole means of making her actual argument. Edit: To be clear there’s a lot of argument from incredulity or “obviously something is wrong,” without doing the work to establish that.
- user____name 11mo ago
  I wouldn't expect less from a site with that domain name.
Aurornis 1y ago
> the original article is factually incorrect. Accommodations at Stanford are only 25% of students, according to their website, and that includes every possible kind of accommodation, The original article said 38% students are registered with the disability office, not that 38% of students have accommodations. Not all students registered with the disability office receive accommodations all of the time. 25% is still a very, very high number. The number of public universities is in the 3-4% range. From the article: > According to Weis’s research, only 3 to 4 percent of students at public two-year colleges receive accommodations, a proportion that has stayed relatively stable over the past 10 to 15 years.
- BobaFloutist 1y ago
  A public two-year college? So, a community college? That's a much more specific claim than that being the case for public universities overall.
- 1y ago

Phithagoras 1y ago

In a high stakes, challenging environment, every human weakness possible becomes a huge, career impeding liability. Very few people are truly all-around talented. If you are a Stanford level scientist, it doesn't take a lot of anxiety to make it difficult to compete with other Stanford level scientists who don't have any anxiety. Without accommodations, you could still be a very successful scientist after going to a slightly less competitive university. Rising disability rates are not limited to the Ivy League. A close friend of mine is faculty at a medium sized university and specializes in disability accommodations. She is also deaf. Despite being very bright and articulate, she had a tough time in university, especially lecture-heavy undergrad. In my eyes, most of the students she deals with are "young and disorganized" rather than crippled. Their experience of university is wildly different from hers. Being diagnosed doesn't immediately mean you should be accommodated. The majority of student cases receive extra time on exams and/or attendance exemptions. But the sheer volume of these cases take away a lot of badly needed time and funding for students who are talented, but are also blind or wheelchair bound. Accommodating this can require many months of planning to arrange appropriate lab materials, electronic equipment, or textbooks. As the article mentions, a deeply distorted idea of normal is being advanced by the DSM (changing ADHD criteria) as well as social media (enjoying doodling, wearing headphones a lot, putting water on the toothbrush before toothpaste. These and many other everyday things are suggested signs of ADHD/autism/OCD/whatever). This is a huge problem of its own. Though it is closely related to over-prescribing education accommodations, it is still distinct. Unfortunately, psychological-education assessments are not particularly sensitive. They aren't good at catching pretenders and cannot distinguish between a 19 year old who genuinely cannot develop time management skills despite years of effort & support, and one who is still developing them fully. Especially after moving out and moving to a new area with new (sub)cultures. Occasionally, she sees documents saying "achievement is consistent with intelligence", a polite way of saying that a student isn't very smart, and poor grades are not related to any recognized learning disability. Really and truly, not everyone needs to get an undergrad degree.

jareds 1y ago
Why are frequent attendance exemptions granted? I'm totally blind and when I went to college my lack of attendance had nothing to do with the fact that I was blind and everything to do with the fact that I made poor choices like other college students. If I didn't have the mobility skills to get to class then I shouldn't have been granted an exception, I should have been told to get better mobility skills before going to college. I think the only time I asked for an attendance exemption was during finals week. There was a blizzard at the same time as one of my finals and the sidewalks and streets were not plowed. This made it incredibly dangerous for me to go to take the test. I just emailed explaining the situation and took the test the next day.

bawolff 1y ago

> Another big accommodation request is extra time on tests. Maybe the real problem is we are testing people on how fast they can do something not if they can do something. In general, being good at academics require you to think carefully not quickly. I suspect there is a correlation between people who think things through and people who do well in school.

jbullock35 1y ago
> In general, being good at academics require you to think carefully not quickly. Yes, but to go even further: timed tests often test, in part, your ability to handwrite quickly rather than slowly. There is great variation in handwriting speed — I saw it as a student and as a professor — and in classrooms, we should no more be testing students for handwriting speed than we should be testing them on athletic ability. In general, timed tests that involve a lot of handwriting are appalling. We use them because they make classroom management easier, not because they are justifiable pedagogy.
- AlexandrB 1y ago
  This is true about other things like reading speed as well. It still doesn't mean that time limits are useless. These are skills you can develop up to a reasonable level through practice if they're lacking, not something fixed like height. And if it takes you 12 hours to get through a 2 hour test because of these factors it's a sign that you're not going to be a very effective employee/researcher. Being able to read/write with some haste is not unrelated to job/academic performance.
  - jbullock35 1y ago
    > Being able to read/write with some haste is not unrelated to job/academic performance. Yes, I agree. But my point is about handwriting, rather than writing in general. Handwriting speed is something that we are effectively testing with many in-class exams. And handwriting speed - unlike reading or writing speed - is indeed unrelated to job performance. It is also unrelated to any reasonable measure of academic performance.

sizzle 1y ago

Meanwhile my uni required brain scans for adhd accommodations it was asinine

Aurornis 1y ago
Imaging (brain scans) cannot be used for ADHD diagnosis. There is no standard for it. There were a couple quack doctors who pushed the idea (Dr. Amen is the famous one) but it's not an accepted medical practice. I think someone misunderstood, or they were telling you a lie.

eek2121 1y ago

If your rant is about the USA: Are we really going to try to turn this into a war against the ADA? I counter: If students are requesting specific accommodations en-mass, maybe schools should rethink overall decisions. Maybe housing shouldn't be shared. Maybe the workload should be relaxed. Disabilities are far more commonplace than you might imagine. The number of disabled people per 1,000 likely hasn't changed, but our recognition of disabilities such as autism, anxiety disorders, etc. has gotten better. I'm sure a very small amount of folks do abuse the system, but I'd bet money that most actually have disabilities. If you still think otherwise, think again: I was diagnosed with ADHD in my mid 30s, and with autism in my mid 40s. This is through extended, multiple hour testing. Nobody told me I had these issues. I was simply told I was a terrible person that didn't do his school work and behaved poorly at school. Now, with an understanding of autism, ADHD, and the new anxiety disorder I have thanks to a recent brain injury, I'm able to finally address this stuff. I also aced higher level, computer centric stuff, and set a record for one of the quickest to graduate in my state at a technical school (2 months instead of 2 years). Bottom line is that you should not be making poor assumptions about people abusing the system without evidence to prove it.

kenjackson 1y ago

On "parents and students alike have noticed that it's both a) easy to qualify for a disability" -- for the purposes of standardized testing we've found it extremely difficult and feedback we've heard from others on message boards echoes our experience. I do feel like a test that is so focused on speed rather than ability seems like it loses a lot of its utility. There's a bunch of math I can't do. It doesn't matter if you give me an hour or two -- I won't be able to do it. But distinguishing between the ability to solve a problem in 30s versus 40s seems to be missing the point.

int_19h 1y ago

> If you don't have a disability, you aren't allowed to record lectures Why is that gated like that?

Fomite 11mo ago
The reasons I've encountered range from philosophy ("Students don't retain knowledge as well if they rely on recordings") to environment ("I want students to be able to ask questions and be wrong without being recorded") to petty ("I don't like lecturing to a half-empty room").
- nextaccountic 11mo ago
  How come those aren't arguments against recording by students with disability?
  - Fomite 11mo ago
    They are, but it's a compromise with helping those students succeed.

gorgoiler 11mo ago

I’ve been playing a bunch of cool board games recently. Some of them are incredibly complicated and yet really well balanced*. Hiring these game designers to “rebalance” the mechanics of school disability allowances would be a really smart move. After all, a good board game designer’s job is to ensure a fair competition while people literally try to game the system. Also it would be fun if you had to pick a star card every semester for one off mechanics like: “red letter day: papers submitted in tuesdays must use red pen and will be graded in black ink”; “balogna bingo: all sandwich labels through April will include a random number — match four numbers with another student and your next lunch is free!”; or “vocabulary dairy: free froyo every week for the students in the 90th percentile for how many times they use the words important, therefore, or however in their papers, but you have to agree to buy a Manual of Style (and provide proof of purchase at the froyo counter)”. *Ironically one is called RA https://boardgamegeek.com/boardgame/12/ra https://boardgamegeek.com/boardgame/12/ra

joquarky 11mo ago

Similar behavior is happening with hiring. Nobody cares about accomodations anymore because they have been abused. Now people with actual disabilities have a huge uphill battle because even mentioning an accomodation might be requested puts you at the back of the line. Sue you say? LOL. Hope you have five figures ready to throw away for a retainer just to gamble that anybody still cares.