Thread by @KAsNotebook

A grad program has monthly faculty meetings to discuss “struggling” students. Remediation plans with student flaws are passed around for all to see, often containing info on disability accommodations. Help me explain how this leads to bias.
#DisabilityTwitter #DisabledInHigherEd

A huge issue has been that professors seem to keep a sort of tally on how often students are asking for accommodations such as extensions on assignments across courses, which in turn affects how “reasonable” their professors see their requests.

Additionally, whether this is a legal gray area or flat-out illegal I don’t know. But it is certainly NOT best practice! I’m sure @ADANational and @AAPD would agree.

@Sblahov, I wonder what the ADA training webinar would have said about this?

Because of my "Candidate Improvement Plan," I was not allowed extensions on assignments that I didn't realize until later in the semester I would need due to flare-ups in symptoms. All my instructors knew I could not ask for this accommodation after September 11th.

This is based on ONE failing grade after I accidentally double-spaced a final paper that was supposed to be single-spaced & wasn't allowed to resubmit, 1-2 disability related absences per semester, and taking a few days to respond to a nasty email. Was shown to all my new profs.

Pandemic policies were in place allowing students flexibility in receiving incompletes. Students were forbidden from working with COVID+ patients in internship. The other intern at my site got an incomplete, but I had to work with COVID+ patients all semester due to this plan.

JHU’s counseling program dismissed 5 disabled students within a 7 month timeframe, and I was one of them. I was 2 years in with 3 courses left to go. My site supervisor gave me an A on my internship eval, but my advisor graded it a zero when she turned it in late due to COVID.

A thread of articles and updates.

https://twitter.com/KatAnneAnderson/status/1524699429009252353

Here's what is missing from these meetings:

1) Consent

2) The student's knowledge that the meeting is happening and knowledge about what is discussed.

3) The option for the student to participate AND to bring an advocate.

NOBODY is there to advocate for the student!