How Students Experience and Perceive the Process of Requesting and Using Accommodations

Accommodations for neurodivergent students, such as those with ADHD, learning disabilities, or other cognitive conditions, have been a huge tool to help said students succeed in the field of physics. However, those students' experiences with accommodations are still relatively underexplored in physics education research. Despite accommodations being meant to eliminate barriers for students to learn and succeed more effectively, students may still feel discomfort, uncertainty, and face stigma when considering asking for accommodations. Our current study investigates physics students' experiences while requesting accommodations; we will share data from student interviews that give insight into the process and how it is felt by students.