Accommodation Dispensing or Course Design Consulting? - Views and Experiences of Accessibility Consultants Contributing to Inclusive Course Redesigns in Postsecondary Education

Oct 15, 2026

Growing demands in postsecondary education call for proactive support for students with disabilities. This article reports a mixed-methods study involving accessibility consultants and faculty in a community college pilot focused on redesigning courses to increase inclusiveness. Results emphasize the effective, well-received contribution of accessibility consultants collaborating in redesign triads. The article also examines consultant challenges, particularly time allocation, and offers recommendations for deeper involvement in curriculum design with appropriate participation time.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Introduction

Accommodations Process

The UDL Framework

Accommodation Dispensing or Course Design Consulting?: Views and Experiences of Accessibility Consultants Contributing to Inclusive Course Redesigns in Postsecondary Education Philip Burge1,2 & Josephine Mazzuca1 1 Humber College, 2Queen’s University Abstract There are growing demands to proactively support students with disabilities in postsecondary education. This article examines a mixed-methods study with accessibility consultants and other faculty in a community college pilot program focussed on redesigning courses to increase inclusiveness. Findings highlight the successful and well-received role of the accessibility consultants collaborating in redesign triads. Challenges experienced by accessibility consultants are also discussed, for example, around time allocation for this type of work along with their daily support of students. Recommendations for accessibility consultants involvement in expanding inclusive course redesigns are made, such as, including them more in the process of curriculum design and ensuring appropriate time for their participation. Keywords: accessibility consultants, accommodations, inclusive course designs, postsecondary education Intoduction For the past several decades postsecondary institutions in the western world have been employing specialized educators whose key role has been to support students with disabilities in accessing college programs and courses (Condra et al., 2015). The development of this specialized disability support services role has progressed in parallel with an increase in college enrollment of students with identified disabilities throughout this period. The National Postsecondary Student Aid Study in the1995-96 academic year, among a large nationally representative sample of undergraduates reported that 6% identified as having a disability (U.S. Department of Education, 1999) whereas, in a more recent study, the university student population with disabilities was noted to be over 19% of (U.S. Department of Education, 2015). These key staff members who support the students with disabilities in postsecondary education, are known by any number of employment titles depending on the institution or jurisdiction; examples include, Accessibility Advisor, Accessibility Services Counsellor, Disability Counsellor, Disability Services professional, and Accessibility Consultants (hereafter ACs) (College Committee on Disability Issues, 2016). They usually work within accessible learning units or broad student wellness departments of their institution and carry out a wide range of activities aimed at supporting student’s approved accommodation needs and therefore their academic success generally. Accommodations Process Once students who self-identify and connect with accessible learning units to have their rights to accommodations approved and specified, the ACs communicate with teaching faculty this status (via formal accommodation letters or other formats). These communications also typically provide a list of approved accommodations that are identified to teaching faculty who are expected to implement these measures in a manner, appropriate and applicable to learning outcomes, in support of student achievement. While significant variability exists across institutions concerning the types and extent of offered accommodations (Lindstrom, 2007; Madaus et al., 2010), three common categories include: classroom-setting related (e.g., note-taking support, infrequent extensions, etc.); program or course specific (e.g., approval to enroll in a reduced course load, allowance for texts that may be required in alternate formats, etc.) and, testing situations (e.g., allotment of extra time on tests, usage of a testing service outside the usual classroom, usage of computers and related adaptive technologies). This accommodations process has been widely criticized as being not only overly resource-intensive, individualistic, and retroactive but overall, as a continuation of

FAQs

What problem does the study address in postsecondary education?

It addresses the need to proactively support students with disabilities in postsecondary settings, particularly during course redesign to improve inclusiveness.

How did accessibility consultants contribute to the redesigned courses?

Findings highlight a successful and well-received role for accessibility consultants collaborating in redesign triads.

What challenges did accessibility consultants report in this type of work?

They faced challenges such as time allocation for redesign-related tasks, alongside ongoing daily support of students.

Oct 15, 2026

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