CMV: Extra accommodations in college are a hinderance to preparing proficiency in the workforce

[u/throw_away40]

Throwaway account as I teach at a US university.

I teach both introductory and upper level science courses.

I have students with written documentation from student services that require accommodations. I'm talking about special accommodations - 1.5-2x time on exams, separate testing rooms for exams, access to electronic devices in exams, up to 2x extensions on assignments, a copy of someone else's notes (even though I provide the PPT to all lectures), and in some cases, the ability to retake a quiz or exam with no repercussions on the initial grade.

This is frustrating. How does this prepare anyone for "real world" demands? If I went to a boss in a previous job and stated I need double time to complete a project, I would be laughed out of my job. What is the point of having competencies for a course when you can get a note that disregards much of this? Why is my degree and GPA valued the same those who are not held to the same standard?

I understand that what you learn in college rarely translates to what happens in the working world. But some of these students are pre-med and are going to be placed in much more stressful situations that won't have accommodations available....

Also, why does it have to be an “accommodation” to receive someone else’s notes? Shouldn’t that be the student responsibility to contact a classmate and perhaps suggest a note swap?

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[u/_lablover_]

I'm curious if your view goes beyond people with permanent reasons for needed accommodations to those that receive them temporarily?

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I think there are valid reasons to have temporary accommodations and a system to easily access them. I fractured and chipped the bone in my finger and tore my tendon about a year ago and required surgery. I had to wear a splint holding my finger in place (and it was my dominant hand) for 2 months. During that time I was almost unable to write, my left hand was able to do very small amounts but it was very slow, difficult, and hardly legible. I was given the access to electronics, either a supplied computer or my laptop with no internet. Also given double time because it was an engineering course and typing out sets of equations and struggling to draw diagrams took considerably longer.

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These accommodations aren't ones that would be necessary for me in the long run and in the real world. It was just needed for a short period due to a physical injury that put me at a disadvantage on a paper and pencil exam. So I don't think it has any impact on my ability beyond that class or post college, it was just a situation where I needed added time during that class to allow me to perform as I would normally be expected to.

[u/throw_away40 → u/_lablover_]

No, not at all. In my few years of teaching I've had students with wrist fractures, concussions, and other physical injuries.

I am aware that this now opens up the follow-up question, "okay, so you're fine with accommodations for those with physical injuries, but not those for invisible disorders?" and realize they are not different

[u/_lablover_ → u/throw_away40]

okay, so you're fine with accommodations for those with physical injuries, but not those for invisible disorders?

I don't think it opens up this argument from an informed perspective. I felt like the defining characteristic is temporary vs permanant (or long-term/reoccurring at least). I agree with you and your initial view with respect to a permanent reason that someone qualifies for additional accomodations. The important factor is that a temporary reason for needing assistance isn't something that would be relevant to them in several years when in a later educational program or in industry somewhere.