Sometimes there can be a concern that providing accommodations will make students reliant on them, or that they may receive support they don’t really need.
In reality, accommodations are designed to remove barriers to learning, not lower expectations or give students an advantage. Accommodations might include extra time for assessments, access to a quiet study space, regular brain breaks, regular check-ins, or sensory aids.
Interestingly, once students know accommodations are available, they often don’t need to use them as much as expected.
Why?
Because accommodations can reduce anxiety and create a sense of safety.
For example:
• A student who knows they have access to extra time may complete the assessment within the standard timeframe.
• A student who knows they can take a movement break may stay in class for the entire lesson.
• A student who knows support is available may feel more confident attempting tasks independently.
Lovett and Leja (2013) explain that providing appropriate testing accommodations for students with disabilities or neurodivergence can reduce anxiety and frustration, while also making the testing process feel easier and more manageable for them.
Sometimes the accommodation itself isn’t what makes the difference; it’s knowing the support is there if they need it. Accommodations provide students with the confidence to engage, participate, and challenge themselves.
The goal of accommodations is not dependence; the goal is access, equity, and success.
Reference:
Lovett, B. J., & Leja, A. M. (2013). Students’ perceptions of testing accommodations: What we know, what we need to know, and why it matters. Journal of Applied School Psychology, 29(1), 72-89. https://doi.org/10.1080/15377903.2013.751477