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Collaboration between accessibility staff and professors is often seen as a way to optimize resources and improve support, but fairness, authority, and role tensions can complicate implementation. 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This trend has created the ‘perfect storm’ in terms of meeting these students’ needs. While collaboration between accessibility services staff and professors seems a logical solution to maximizing resource management and ameliorating this issue, additional tensions arise when issues of fairness, authority, and roles come into play. Using the constructionist model of disability as a lens, I analyzed the viewpoints of faculty members and accessibility services staff members in order to contribute to our understanding about these tensions as well as to make recommendations for their resolution.  \nLe nombre grandissant d’étudiants handicapés qui s’inscrivent au niveau post-secondaire a pour résultat que les bureaux offrant des services d’accessibilité atteignent les limites de leurs capacités. Cette tendance a créé une situation explosive pour ce qui est de répondre auxbesoins de ces étudiants. Alors que la collaboration entre le personnel des services d’accessibilité et les professeurs semblerait être une solution logique pour maximiser la gestion des ressources et améliorer ce problème, des tensions supplémentaires surviennent quand des questions d’équité, d’autorité et de rôles entrent en jeu. En me servant du modèle constructionnistedu handicap comme une loupe, j’ai analysé les points de vue des professeurs et des employés des services d’accessibilité afin de faciliter notre compréhension de ces tensions et pour faire des recommandations en vue de trouver une solution.  \nKeywords  \naccommodation, post-secondary, anxiety  \nCover Page Footnote  \nI would like to express my sincere thanks to the students, staff members, and professors who trusted me to fairly represent their ideas and viewpoints. Additional gratitude goes to the University of Winnipeg for funding this research project.  \nThis research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[http://ir.lib.uwo.ca/cjsotl_rcacea/vol7/iss1/10](http://ir.lib.uwo.ca/cjsotl_rcacea/vol7/iss1/10)  \nSokal: Five Windows and a Locked Door  \nIn my position as a professor of education over the past 20 years, I have noticed a sharp and recent increase in the number of students requesting accommodation for anxiety disorders. The scholarly and popular presses suggest that my observations are not anomalies, and as an advocate for students, I have found myself struggling to determine how to fairly address the needs of all my students—those with anxiety disorders and those without. I sought to find out more through a qualitative research study involv","cbCaio2eH0C0aUtQ","https://ap.wps.com/l/cbCaio2eH0C0aUtQ","pdf",585997,"English","# Abstract\n## Context and capacity pressures\n## Collaboration, fairness, and role tensions\n## Research lens and analysis approach\n## Purpose and recommendations","[{\"question\":\"Why are accessibility services offices facing growing capacity pressures?\",\"answer\":\"Post-secondary enrolments of students with disabilities have increased, and the demand for accommodations has exceeded office capacity levels.\"},{\"question\":\"What tensions arise even when accessibility staff and professors collaborate?\",\"answer\":\"Collaboration can be challenged by questions about fairness, authority, and the roles different stakeholders should take.\"},{\"question\":\"How does the study analyze viewpoints and support recommendations?\",\"answer\":\"It uses the constructionist model of disability to analyze faculty and accessibility services staff perspectives, aiming to improve understanding of the tensions and inform resolution recommendations.\"}]","Five Windows and a Locked Door - read online free | PDF",1792081483]