Myths About Accommodations: Debunking Misconceptions About Neurodivergent Support
- Kaitlyn Boudreault
- Oct 14
- 9 min read
Updated: Oct 18
When you think of the word “accommodations,” what first comes to mind for you?
Perhaps you see a lowering of expectations or an unfair advantage.
But the truth is that accommodations are essential tools for neurodivergent individuals because they help to remove barriers and promote equity. They are more than checkboxes on a form or a bureaucratic obligation for an organization.
For neurodivergent and disabled individuals, accommodations allow for access, dignity, and inclusion in spaces that weren’t originally designed with them in mind.
Although they are rooted in fairness and human rights, accommodations are still surrounded by myths and stigma.
Some people see them as special treatment or question if someone is really deserving of them. This is largely because people are usually uneducated about what accommodations look like in practice and the difficulty of requesting them.
If you’re unsure how to advocate for yourself or request accommodations, working with an academic strategist, career coach, or neurodiversity-affirming therapist can help guide you in identifying the supports you need.
They can also help educators, managers, and peers learn about accommodations so that misinformation doesn’t circulate in workplaces or academic settings.
In this blog, we’ll debunk common misconceptions about accommodations, explore what the law says in Canada and the U.S., share practical examples, and highlight ways we can build a more inclusive, accommodating society for all.
Understanding Accommodations
Accommodations are tools, adjustments, or changes that are made within the workplace, academic setting, or daily life that help to remove barriers for disabled individuals and provide equitable access.
Accommodations can take many forms depending on individual needs and environments. Common examples include:
Flexible work hours or hybrid/remote options
Written instructions instead of verbal directions
Quiet or low-sensory workspaces
Time extensions for exams or assignments
Assistive technology (e.g., speech-to-text software, screen readers)
Modified workloads or extended deadlines during flare-ups or burnout
Regular check-ins or structured feedback systems
Permission to use fidget tools, headphones, or movement breaks.
For many neurodivergent individuals, these accommodations can mean the difference between struggling to survive and having the chance to truly thrive.
Despite their importance, misconceptions persist. These myths can create barriers, shame, or guilt for those who ask for the support they deserve.
Let’s unpack some of the most common myths about accommodations and what’s really true behind them.
Myth 1: “Accommodations give people an unfair advantage.”
One of the most widespread misconceptions about accessibility is that any accommodation gives an unfair advantage to those who receive it.
But the truth is that accommodations level the playing field because disabled and neurodivergent individuals are already at an unfair disadvantage in society due to barriers that prevent equal participation. Many neurodivergent people spend years working twice as hard just to meet the same standards as others.
Accommodations allow for equal access to all the same opportunities as others. For example, providing noise-cancelling headphones to someone with sensory sensitivities doesn’t make them “privileged.” It simply allows them to focus in environments that might otherwise be painful or overwhelming.
Removing these barriers to full participation through accommodations provides these population groups with equitable access to the same opportunities and environments as others.
Myth 2: “If you need accommodations, you shouldn’t be in that job or program.”
One harmful ableist myth based around productivity and competence is that you can’t have a job or be in a school program if you need accommodations and can’t provide constant output. But in reality, when workplaces embrace flexibility and inclusion, everyone benefits. Disabled and neurodivergent individuals are also just as capable as anyone else. They can excel in any field when provided with the right support.
For example, someone who needs glasses shouldn’t be told that they shouldn’t read. Glasses would be provided and act as an accommodation to help them see so that they are able to read the content. Similarly, someone who needs written instructions or flexible scheduling isn’t incapable. They just process information differently and need accommodations so that they can succeed and perform the same tasks as everyone else.
Myth 3: “Accommodations are too expensive or inconvenient.”
Many people assume that accommodations cost too much money or that the effort to provide them to someone is too extensive.
However, in most cases, accommodations are low-cost or even free. Many adjustments, like flexible deadlines, remote work options, or task prioritization tools, require only understanding and communication.
The benefits usually also far outweigh the costs. Accommodations and diversity often improve efficiency, morale, and retention across entire teams. When people feel supported, they perform better, and that’s good for everyone.
Moreover, in Canada, under the Accessible Canada Act and provincial human rights codes, employers, educators, and providers have a legal duty to accommodate up to the point of undue hardship. The bar for undue hardship is high, and a cost or disruption doesn’t necessarily meet it. The cost or disruption would need to be significant before an accommodation request can be denied.
Myth 4: “Accommodations lower standards or expectations.”
This myth assumes that productivity and performance look the same for all and that everyone should be assessed the same.
However, adjusting how a task is completed doesn’t necessarily mean that the same result won’t be accomplished. For example, allowing someone to provide written responses instead of verbal presentations will still assess the same knowledge. The added benefit is that it removes unnecessary stressors for those with communication differences.
The truth is that people meet and exceed expectations when given tools that align with how they function best. Providing inclusion through the use of accommodations doesn’t dilute standards. It helps everyone meet their full potential.
Myth 5: “Once accommodations are in place, the problem is solved.”
There is an assumption that accommodations are a “quick fix.” But the truth is that accommodations alone cannot fix an inaccessible world.
And people’s needs evolve over time, especially when it comes to autistic burnout, medication changes, and shifting sensory environments. Accommodations need to be reflected on and adjusted on a continuous basis. Creating a supportive environment means not assuming that one solution fits all.
Myth 6: “Everyone with the same diagnosis should get the same accommodations.”
When we assume that everyone who has the same diagnosis needs the same accommodations, we miss the nuance in each person’s experience and the fact that, even with the same label, everyone has different needs, and these needs differ in severity.
For example, one person’s sensory-seeking is another’s sensory-avoidant. While one person may need noise-cancelling headphones to deal with sensitivity to noise, someone else may need music to provide them with the stimulation they need to stay focused on a task. Plus, executive function challenges vary widely. Accommodations are about meeting the unique needs of an individual, not treating every diagnosis identically.
Myth 7: “Accommodations should be earned or taken away if someone misbehaves.”
The moral and medical model of disability views disability as something that needs to be fixed and that accommodations should be given only as a reward when someone is compliant or behaves well. However, removing support can do serious harm and cause real-life consequences such as increased distress, emotional dysregulation, and failure to thrive.
Fortunately, society is slowly starting to shift to the neurodiversity-affirming, social, or human rights model on accommodations and disability. This model views accommodations as a human right, not a reward or punishment. They are there to provide people with equitable access, rather than as a tool of behavioural management.
Myth 8: “You need to be weaned off accommodations as you get older.”
People wrongly assume that neurodivergence or disability is a phase and that people will just get over it and not need support as they age.
The truth is that disability and neurodivergence are not things that just disappear through willpower. Disabled and neurodivergent individuals may need different accommodations as they age, but many still require support throughout adulthood.
Adult life also brings increased cognitive, social, and emotional demands, including managing bills, work deadlines, or household responsibilities. As responsibilities grow in adulthood and challenges change, the coping strategies that were working in childhood may not be sufficient now. New accommodations may be needed to succeed.
Myth 9: “They’re just using accommodations to get out of doing hard things.”
Society has wrongfully taught people that needing support is a sign of weakness and that people who need accommodations are just trying to get out of doing hard things.
However, the truth is that needing to continually explain what you need, navigate bureaucracy, ask for accommodations, and justify support takes constant emotional labour. Seeking accommodations often takes courage, and asking for accommodations is a sign of self-awareness and a strength. It is not a form of manipulation or a way to get out of doing things.
Myth 10: “They just need to toughen up or stop being so sensitive.”
The world often treats neurodivergent and disabled individuals as sensitive when we need support or accommodations.
Sensory differences, neurodivergence, and cognitive challenges may be seen as personality flaws, rather than as neurological differences. Supportive accommodations help individuals manage sensory input and prevent overwhelm.
Knowing Your Rights: Human Rights and Accommodation Laws
Human rights and accommodation laws differ based on your location.
For example, in Canada, the Canadian Human Rights Act and provincial human rights codes (like the Ontario Human Rights Code) protect individuals from discrimination. They require organizations to provide accommodations up to the point of undue hardship. This means that organizations must explore and implement reasonable support unless doing so would cause significant financial or safety challenges.
The Accessible Canada Act and provincial accessibility legislation (e.g., Ontario’s Accessibility for Ontarians with Disabilities Act) further guide and enforce accessibility standards in workplaces, education, and public services.
In the United States, the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act ensure the right to reasonable accommodations in employment, education, and public life.
Both Canada and the United States recognize accommodations as a legal right, not a privilege. These laws across the world exist to ensure that individuals with disabilities or neurodivergent conditions can participate fully without being penalized for differences in functioning or access needs.
How to Ask for Accommodations
Asking for accommodations within the classroom or workplace can feel daunting. This can be especially common if you have faced invalidation or stigma in the past when seeking support. Here are a few steps to help navigate the process:
Identify your needs. Reflect on which situations cause challenges and what supports would help.
Gather documentation (if needed). While not always required, some organizations may request verification from a healthcare provider.
Submit a written request. Outline the barriers you’re facing and the specific accommodations that could help.
Collaborate with your employer or school. Accommodation is a two-way process. It may take discussion to find the best fit.
Follow up and reassess. Needs can change over time, so check in regularly to ensure accommodations remain supportive.
Know that when asking for support and accommodations, you don’t need to share a diagnosis. You only need to share how your disability impacts your functioning to receive support.
Accommodation Supports in Canada
Many people aren’t aware of the support that exists in Canada for disabled individuals. If you’re a student, there are a variety of federal supports available to cover the costs associated with your disability and accommodation needs. Here are some of these resources:
This grant provides up to $2,800 per year to full-time and part-time post-secondary students to help offset education costs related to disabilities. It can help cover expenses like specialized software, coaching and counselling, equipment, or services such as tutoring and note-taking. For this grant, you do not need to send receipts or proof for what the funds are used for.
This program, often called the Bursary for Students with Disabilities, helps fund the cost of specific disability-related services or equipment recommended by an accessibility advisor. This can include coaching and counselling services, assistive technology, ergonomic furniture, or interpreting services.
These supports can be accessed through the student financial aid office at your university or college. Typically, you will have to submit documentation from a healthcare provider or accessibility professional and provide receipts to show where the funds are going.
These programs exist to ensure that financial barriers don’t prevent access to education and opportunity. Students can apply through their province’s student aid portal.
Building a More Accommodating Society
Accommodations aren’t considered a charity or luxury. They are a human right. We need to normalize access needs in society and move away from a one-size-fits-all system so that we can build communities that see differences as valued, rather than pathologized.
A world that is truly accommodating won’t ask people to fit in. It will adapt to ensure that everyone belongs. Here are some strategies for building a more accommodating society:
Normalize conversations about access needs: Encourage open dialogue in classrooms, workplaces, and public spaces. Asking, “What support helps you do your best work?” should be as natural as asking about dietary preferences or meeting times.
Design with accessibility in mind from the start: Build inclusive practices into systems, policies, and environments, rather than adding them as an afterthought. Universal Design principles benefit everyone, from curb cuts and captions to flexible deadlines and quiet zones.
Prioritize empathy and flexibility: Recognize that needs can fluctuate and that accommodations may require adjustment over time. A compassionate response that says, “Let’s see what could work better,” goes further than rigid policy enforcement.
Educate teams and leaders on neurodiversity and disability rights: Awareness training reduces stigma and builds understanding around why accommodations matter. When leaders model inclusive practices, they set the tone for equitable environments.
Center lived experience in decision-making: Include neurodivergent and disabled individuals in policy design, accessibility committees, and feedback loops. Lived experience is essential expertise in shaping systems that work for all.
Celebrate diversity as a collective strength: Shift from viewing accommodations as “exceptions” to seeing them as examples of human creativity and adaptability. Every adjustment made for one person often opens doors for many others.
Book a Free Consultation
If you’re struggling to advocate for your needs or navigate accommodations at work or school, you’re not alone.
At Blue Sky Learning, our neurodiversity-affirming coaches and counsellors help individuals explore strengths, identify support needs, and build confidence in self-advocacy.
Book a free 20-minute consultation to see if Blue Sky Learning is the right fit for you by emailing hello@blueskylearning.ca or visiting our website below.
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