{"id":165,"date":"2023-08-02T03:18:50","date_gmt":"2023-08-02T07:18:50","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/?post_type=part&p=165"},"modified":"2025-06-13T14:37:15","modified_gmt":"2025-06-13T18:37:15","slug":"academic-integrity-and-accommodations-challenging-the-misconceptions","status":"publish","type":"part","link":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/part\/academic-integrity-and-accommodations-challenging-the-misconceptions\/","title":{"raw":"Academic Integrity and Accommodations: Challenging the Misconceptions","rendered":"Academic Integrity and Accommodations: Challenging the Misconceptions"},"content":{"raw":"Brenda M. Stoesz, Robin Attas, and Hafizat Sanni-Anibire\r\n\r\nThe Centre for the Advancement of Teaching and Learning, University of Manitoba<\/em>\r\n
\r\n\r\nAbstract:<\/strong> Within the topic of academic integrity, accommodations for students experiencing learning challenges have largely been ignored in research and practice. Instructors\u2019 lack of knowledge and accompanying skills may result in misconceptions about the intersection between academic integrity and the learning needs of students; in particular, the misconception that accommodations are \u201csituationally sanctioned cheating\u201d that allow students to \u201cgain an unfair advantage\u201d rather than facilitating learning and success must be addressed. This chapter explores questions that students, instructors, and other postsecondary community members may have about accessibility and equity, and how these considerations show respect, fairness, trust, responsibility, honesty, and courage and contribute to building cultures of academic integrity.\r\n\r\nKeywords<\/strong>: Accommodations, misconceptions, equity, accessibility, learning challenges\r\n\r\n<\/div>\r\nPhysical, technological, systemic, financial, and attitudinal barriers can disadvantage students with disabilities[footnote]We acknowledge the debate about whether person-first language (person with disability) should be used over identify-first language (disabled person), and preferences can differ across individuals, countries, and condition or disability (Best et al., 2022). We have chosen person-first language in this chapter as doing so aligns with the lived experience of the first author.[\/footnote] in many ways (Ontario Human Rights Commission, 2003). The Accessible Canada Act is clear, however, that all citizens are entitled to \u201cbarrier-free access to full and equal participation in society\u201d (Accessible Canada Act (S.C. 2019, c. 10), 2019), including access to educational opportunities and education with support if desired. Nevertheless, within the postsecondary context, students with learning challenges report a vast range of positive and negative experiences related to requests for accommodations (Quinlan et al., 2012) and academic integrity and academic misconduct (Silverman, 2022). Take a moment to read the following two fictional scenarios situated within the postsecondary context and identify possible barriers to learning for students with disabilities.\r\n

Scenario A<\/strong><\/h1>\r\nA nervous student arrives at their university\u2019s accessibility office to ask about the provision of formal accommodations. \u201cI\u2019ve been trying to study more, but it\u2019s hard to pay attention and concentrate,\u201d they say to the accessibility advisor, \u201cThere must be something wrong with me . . . I know I need help, but I was too embarrassed to admit it.\u201d The accessibility advisor supports the student through the necessary paperwork and describes the medical documentation that still needs to be submitted. At the end of the meeting, the student adds, \u201cThanks so much, but I\u2019m still really nervous. Another one of my friends showed their accommodation letter to our professor who said extra time to write their exam would not be allowed because it would give them an unfair advantage over the other students. The professor said that if they change any aspect of the course for one student, then changes would need to be made for everyone.\u201d\r\n

Scenario B<\/strong><\/h1>\r\nAn anxious student arrives at their professor\u2019s office to talk about an upcoming midterm exam and remind the instructor that their formal accommodations letter states that extra time is permitted. The professor says, \u201cOf course! You can write the exam in the room along with the other students, and continue after they\u2019ve left. You could also write the exam at the accessibility centre if you make arrangements in advance. An alternative to the exam is the 48-hour take-home assessment if that works better for you. Several students have chosen that option. I want to read your perspective on this topic, so I will check all papers for unique answers \u2013 but you can certainly bounce ideas off your peers as you\u2019re working through the take-home assessment. Is there anything else that would support your learning here?\u201d\r\n\r\nAfter reviewing these scenarios, consider the Questions for Discussion 1, and share your thoughts with others.\r\n
\r\n

Questions for Discussion 1<\/p>\r\n\r\n<\/header>\r\n

\r\n
    \r\n \t
  1. Do either of these scenarios seem familiar to you? Have you experienced or observed similar situations as a student or as an instructor?<\/li>\r\n \t
  2. Can you identify the opportunities and challenges related to academic integrity and accommodations that these fictional scenarios highlight?<\/li>\r\n \t
  3. In your view, what are the connections between providing accommodations and building cultures of academic integrity?<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>","rendered":"

    Brenda M. Stoesz, Robin Attas, and Hafizat Sanni-Anibire<\/p>\n

    The Centre for the Advancement of Teaching and Learning, University of Manitoba<\/em><\/p>\n

    \n

    Abstract:<\/strong> Within the topic of academic integrity, accommodations for students experiencing learning challenges have largely been ignored in research and practice. Instructors\u2019 lack of knowledge and accompanying skills may result in misconceptions about the intersection between academic integrity and the learning needs of students; in particular, the misconception that accommodations are \u201csituationally sanctioned cheating\u201d that allow students to \u201cgain an unfair advantage\u201d rather than facilitating learning and success must be addressed. This chapter explores questions that students, instructors, and other postsecondary community members may have about accessibility and equity, and how these considerations show respect, fairness, trust, responsibility, honesty, and courage and contribute to building cultures of academic integrity.<\/p>\n

    Keywords<\/strong>: Accommodations, misconceptions, equity, accessibility, learning challenges<\/p>\n<\/div>\n

    Physical, technological, systemic, financial, and attitudinal barriers can disadvantage students with disabilities[1]<\/sup><\/a> in many ways (Ontario Human Rights Commission, 2003). The Accessible Canada Act is clear, however, that all citizens are entitled to \u201cbarrier-free access to full and equal participation in society\u201d (Accessible Canada Act (S.C. 2019, c. 10), 2019), including access to educational opportunities and education with support if desired. Nevertheless, within the postsecondary context, students with learning challenges report a vast range of positive and negative experiences related to requests for accommodations (Quinlan et al., 2012) and academic integrity and academic misconduct (Silverman, 2022). Take a moment to read the following two fictional scenarios situated within the postsecondary context and identify possible barriers to learning for students with disabilities.<\/p>\n

    Scenario A<\/strong><\/h1>\n

    A nervous student arrives at their university\u2019s accessibility office to ask about the provision of formal accommodations. \u201cI\u2019ve been trying to study more, but it\u2019s hard to pay attention and concentrate,\u201d they say to the accessibility advisor, \u201cThere must be something wrong with me . . . I know I need help, but I was too embarrassed to admit it.\u201d The accessibility advisor supports the student through the necessary paperwork and describes the medical documentation that still needs to be submitted. At the end of the meeting, the student adds, \u201cThanks so much, but I\u2019m still really nervous. Another one of my friends showed their accommodation letter to our professor who said extra time to write their exam would not be allowed because it would give them an unfair advantage over the other students. The professor said that if they change any aspect of the course for one student, then changes would need to be made for everyone.\u201d<\/p>\n

    Scenario B<\/strong><\/h1>\n

    An anxious student arrives at their professor\u2019s office to talk about an upcoming midterm exam and remind the instructor that their formal accommodations letter states that extra time is permitted. The professor says, \u201cOf course! You can write the exam in the room along with the other students, and continue after they\u2019ve left. You could also write the exam at the accessibility centre if you make arrangements in advance. An alternative to the exam is the 48-hour take-home assessment if that works better for you. Several students have chosen that option. I want to read your perspective on this topic, so I will check all papers for unique answers \u2013 but you can certainly bounce ideas off your peers as you\u2019re working through the take-home assessment. Is there anything else that would support your learning here?\u201d<\/p>\n

    After reviewing these scenarios, consider the Questions for Discussion 1, and share your thoughts with others.<\/p>\n

    \n
    \n

    Questions for Discussion 1<\/p>\n<\/header>\n

    \n
      \n
    1. Do either of these scenarios seem familiar to you? Have you experienced or observed similar situations as a student or as an instructor?<\/li>\n
    2. Can you identify the opportunities and challenges related to academic integrity and accommodations that these fictional scenarios highlight?<\/li>\n
    3. In your view, what are the connections between providing accommodations and building cultures of academic integrity?<\/li>\n<\/ol>\n<\/div>\n<\/div>\n
      1. We acknowledge the debate about whether person-first language (person with disability) should be used over identify-first language (disabled person), and preferences can differ across individuals, countries, and condition or disability (Best et al., 2022). We have chosen person-first language in this chapter as doing so aligns with the lived experience of the first author. ↵<\/a><\/li><\/ol><\/div>","protected":false},"parent":0,"menu_order":1,"template":"","meta":{"pb_part_invisible":false,"pb_part_invisible_string":""},"contributor":[],"license":[],"class_list":["post-165","part","type-part","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/wp-json\/pressbooks\/v2\/parts\/165","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/wp-json\/pressbooks\/v2\/parts"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/wp-json\/wp\/v2\/types\/part"}],"version-history":[{"count":7,"href":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/wp-json\/pressbooks\/v2\/parts\/165\/revisions"}],"predecessor-version":[{"id":547,"href":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/wp-json\/pressbooks\/v2\/parts\/165\/revisions\/547"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/wp-json\/wp\/v2\/media?parent=165"}],"wp:term":[{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/wp-json\/wp\/v2\/contributor?post=165"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/wp-json\/wp\/v2\/license?post=165"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}