FLASHPOINTS Vignette - Disability Accomodations

A professor (White, female) responds to two students, one who has an accommodation plan and one who does not but has a request for a modification. The professor is dismissive of the student’s needs and tries to (gently) talk her out of implementing them. Discussion: What does it mean to have a Disability Accommodation plan? Why is it important for teachers to be aware of students’ plans? Why and how can teachers maintain privacy and confidentiality in responding to students’ accommodations? What is the challenge of responding thoughtfully to students’ requests for accommodations more inclusively?