Developing effective academic accommodations in higher education: A collaborative decision-making process

Abstract

This case study describes a collaborative decision-making process for developing effective academic accommodations for a music major with a disability, whose prior accommodations suggested by the Disability Support Services (DSS) failed to address her needs. Cross-departmental collaboration between the DSS and the School of Music, as well as dynamic interactions among students with disabilities (SWDs), faculty members, peer tutors, and DSS specialists are emphasized. Multiple sources of information were collected, including in-depth/semi-structured interviews and a review of all relevant documentation such as case reports, weekly logs, email correspondence, results of psychological testing and academic portfolio contents. The themes that emerged from the data include resistance to the unknown, the language of negotiation, the decision-making process, and transformation (with three sub-themes: from fear of stigmatization to self-advocacy, from resentfulness to acceptance and commitment, and from reaction to pro-action). Key elements contributing to the collaborative process consist of effective communication among all members, the promotion of self-advocacy skills for SWDs, and faculty’s recognition of SWDs’ potential to succeed and while engaging flexible methods for delivering course content and assessing outcomes. A framework for delivering viable services for music majors with disabilities is outlined and discussed.

Intensive Student Support Coordination

“…These preliminary outcomes showed that even when referred late in their enrolment, intensive support can have a positive impact. Hsiao et al (2018) found that a collaborative approach to adjustments contributed to student selfadvocacy and persistence and this outcome was mirrored in the findings of this pilot program. Qualitative data were given via survey by students and staff who were involved in the pilot.…”

“…I am really grateful for the opportunity to take part. Success mechanisms include communication for effective information and expertise sharing between all involved, developing students' self-advocacy and confidence and addressing teaching staff reticence to provide adjustments through increased awareness of the impacts of disability (Hsiao et al, 2018;Skinner, 2007). Capacity development within SEDS was measured by confidence ratings which improved after training and practice sessions.…”

Engaging ignored stakeholders of higher education accessibility practice: analysing the experiences of an international network of practitioners and researchers

“…One potential way to encourage students with disabilities to disclose is to support them to develop their self-advocacy skills. For example, in a US study, Hsiao, Zeiser, Nuss and Hatschek (2018) describe how a music major student with disabilities collaborated with faculty members, peer tutors and access service specialists in order to reach joint decisions on accommodations.…”

“…One potential way to encourage students with disabilities to disclose is to support them to develop their self-advocacy skills. For example, in a US study, Hsiao et al (2018) describe how a music major student with disabilities collaborated with faculty members, peer tutors and access service specialists to reach joint decisions on accommodations. With support, the student moved from being afraid to disclose her needs for fear of stigmatism to being comfortable speaking up for herself.…”

From Engagement to Empowerment: Exploring the Potential for Pedagogical Partnerships in Design

“…Greater student involvement in decision-making and academic initiatives can also be understood as a form of collaborative decision-making that responds to ongoing changes in student expectations about education (Hsiao et al, 2018). As confidence in conventional mechanisms for gauging student voice-such as student satisfaction surveys-is increasingly called into question, more active and authentic student involvement offers an effective alternative to improving teaching and learning quality.…”