Abstract
Purpose: Academic accommodations in Communication Sciences and Disorders (CSD) have been explored via university websites and surveys of clinical educators, but little is known about CSD faculty attitudes toward accommodations in higher education. This study explored the types of accommodations faculty report and the benefits and barriers they encounter in doing so.
Method: A cross-sectional, mixed-methods study design was used to survey CSD faculty and instructors about the types of accommodations used by CSD students and the benefits and barriers associated with accommodations. Descriptive statistics were used to summarize participants’ responses. Qualitative analyses were used to identify themes on benefits and barriers to academic accommodations.
Results: The most common accommodations CSD faculty reported were arranging for a note taker, proctored exams in a supervised setting, and extended time on exams. Regarding barriers, several participants expressed concerns with how students with accommodations in the classroom will adjust as they move into the clinical setting for practica, externships, and future clinical practice.
Conclusions: Further research is needed to understand how academic accommodations in CSD can support equal opportunities for students with disabilities, while also ensuring students demonstrate the skills needed for success in clinical practica, externships, and future professional practice.
Recommended Citation
Squires, E.,
Pakulski, L. A.,
&
Domsch, C.
(2026).
Benefits and Barriers: CSD Faculty Attitudes Toward Student Accommodations.
Teaching and Learning in Communication Sciences & Disorders, 10(1).
DOI: https://doi.org/10.61403/2689-6443.1408
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