This paper is set within the context of my experiences in post-secondary education as both a student and faculty. Over the past seventeen years, I have witnessed an exponential increase in student accommodations and inclusion processes. The program that I am a faculty member in is a cohort program that used to be much more standardized than it is to date. For example, when I attended the program, every student attended the program full-time and wrote all their exams together. A minimum passing grade of seventy percent was expected with no opportunity to rewrite supplemental examinations. Presently, the program is much more dynamic. There are now part-time spaces available to accommodate student needs. Other accommodations include the option to write exams in different locations to allow silence and extra time to write. There are also reserved seats in the program specified for indigenous students. These are all tremendous student accommodations and inclusion processes that require continual adjustments and adaptation by the faculty members and the institution. The foundational role of navigating through inclusion processes into the post-secondary education system is both important and necessary to support today’s post-secondary learners. However, there appears to be a general expectation for faculty to be experts on their content, managers in the classroom, and skilled in communications, all during constant and relentless educational politics (Beavers, 2009). I argue it is the responsibility of faculty and the institution to incorporate methods and pedagogy to affirm student accommodations and advocate for inclusion on a continuum. Realistically, student accommodations will only increase with inclusive processes; therefore, a more proactive approach that incorporates foundational educational philosophies and leadership is necessary to support continuity and mitigate oppression.
