Conclusion

Students with disabilities often encounter barriers to accessing learning opportunities as teaching and learning environments are often designed for the nondisabled. This chapter highlighted common misconceptions about accommodations in relation to academic integrity, the complexity of situations caused by such misconceptions, and the need for educators and other members of an academic community to work to change individual attitudes and the structures that impede learning. Providing accommodations to support students with disabilities and implementing teaching and learning strategies to equitably engage with all learners aligns with academic integrity’s fundamental value of fairness. This value of academic integrity along with showing respect, building trust, taking responsibility, and having the courage to support students in their learning (ICAI, 2021) will collectively move postsecondary institutions towards a more equitable educational experience that truly meets the needs of all students.