Accommodation DA---the perm is reactionary to disability and functions as an accommodation as opposed to authentic engagement
Kroeger 10 (2010. Sue Kroeger - Associate Professor of Practice, Disability and Psychoeducational Studies Adjunct Assistant Professor, Disability and Psychoeducational Studies Member of the Graduate Faculty, “The Social Justice Perspective”) //Don Marks
Because we typically and mostly without thinking, frame disability as abnormal, negative, and an individual problem, then it follows that our response to it would be reactive rather than proactive. In other words, we accommodate disability. While this is an improvement over institutionalization, sterilization, and euthanasia, accommodations as a comprehensive response maintains the notion that access is a disabled individual’s problem to solve. On most college and university campuses, disabled students spend an inordinate amount of time establishing eligibility and requesting accommodations. Additionally, they are asked to perform a number of tasks to both schedule and receive accommodations. Oftentimes the rationale for this is self-determination and/or self- advocacy. While it is important for all students to learn to be responsible and assertive, identify issues, solve problems, and make decisions, why should disabled students be required to take responsibility for those access issues that are institutional problems? Why should the academic experience for disabled students be so different from their nondisabled peers?