Providing students access to academic accommodations, is a practice that acknowledges that typical ways of teaching at Universities can create barriers for some. This is true for someone with a broken arm, who can not “write” an exam, and needs to be able to demonstrate their learning in a different format.  Documentation is required with any request for accommodation, including ADHD. Neurodiverse students who think they will be helped by, for example, being able to write an exam in a less distracting environment, require documentation of a disability. For some students, the decision to do accommodation can be difficult. For others this just makes perfect sense. Here are some objections I have heard in my work with students:

 I hate that word, “disability.” It makes me feel less than others.

I don’t want others to know about my struggles.

I don’t want others to begin to anticipate failure. I need them to see that I can do it.

I don’t have a “disability,” the problem is with traditional teaching methods. Why should I have to claim that label to get accommodation?

I’m not sure accommodation would help.

I want to be like other students.

I don’t want to think I have been given an unfair advantage.

I don’t want others to think I have been given an unfair advantage.

I want to feel I’ve earned my marks just like everyone else.

It is too embarrassing to inform my prof. It will prejudice him or her toward my work.

Our beliefs often have a long history and questioning language such as “disorder” and “disability” and examining our own and others’ assumptions about accommodation has great value.  If you want to question and clarify any of the assumptions noted above, talking to a counsellor may help to critically examine assumptions and meanings. You can find a path that has the integrity you are looking for without sacrificing your rights and access to the support and financial resources available to you.