Learning disabilities (LD) are disabilities that are protected under Memorial University of Newfoundland’s disability policy. LD can be defined as a neurodevelopmental disorder resulting in deficits in reading, written word and expression, spelling, and mathematical reasoning that are not attributable to other disorders (American Psychological Association [APA], 2013). The scope of this study was to determine the perceptions of accommodations made for students with learning disabilities by their peers without learning disabilities. Three hypotheses were made: (1) Students will perceive an accommodation more positively when they are aware of the student’s disability; (2) individuals will perceive accommodated students who have not disclosed having a LD as undeserving of the grades they receive; and (3) students who have experience with an individual with a LD perceive examination accommodations more positively. A series of independent-measures t-tests, chi-squared analyses, and two-factor independent-measures ANOVAs were conducted on the data collected. Significant results were found regarding hypotheses (1) and (2); however, no significant results were found regarding hypothesis (3). Implications of the findings are discussed with regards to increasing students’ acceptance of accommodations through contact interventions and full disclosure of students’ disabilities.
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