Neurodiversity and the Accessible University: Exploring Organizational Barriers, Access Labor and Opportunities for Change

Probably not a substantial claim: may not pass S3 (load-bearing).

People with dyslexia often use assistive technology to read or write text.

“People with dyslexia oen use assistive technology in order to read or write text (or both) [51], [54].”

• cites [51] 51. Nathan V. Mallipeddi and Rachel A. VanDaalen. 2022. Intersectionality Within Critical Autism Studies: A Narrative Review. Autism in Adulthood 4, 4: 281-289. https://doi.org/10.1089/aut.2021.0014 sourceCould not verify

  The passages from the review discuss intersectionality and disability, while the closest reference-list match is an article published in Dyslexia; neither addresses assistive technology for reading or writing. Searches for dyslexia and assistive technology, including reading and writing text, found no passage supporting the claim in our copy. (LLM, conf=0.75)

  Experimental — accuracy not yet measured
• cites [54] 54. Jane Margolis and Allan Fisher. 2002. Unlocking the clubhouse: women in computing. MIT Press, Cambridge, Mass.Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Sensory sensitivity differences manifest in different degrees of hypersensitivity or hyposensitivity in neurodivergent people.

“-Sensory sensitivity differences manifest in different degrees of hypersensitivity or hyposensitivity -people with autism, ADHD, chronic illness, and brain injury, for example, might experience this around touch, smell, taste, sound, sight, proprioception (body awareness), or balance [20], [38], [89].”

• cites [20] 20. Franceli L. Cibrian, Kimberley D. Lakes, Arya Tavakoulnia, Kayla Guzman, Sabrina Schuck, and Gillian R. Hayes. 2020. Supporting Self-Regulation of Children with ADHD Using Wearables: Tensions and Design Challenges. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 1-13. https://doi.org/10.1145/3313831.3376837 sourceCould not verify

  The Introduction identifies ADHD and autism as neurodevelopmental disorders, but does not describe sensory hypersensitivity or hyposensitivity. Searches for those terms and for sensory processing across the listed senses found no passage addressing the claim; a sensory-processing study appears only in the References. No page numbers were available in our copy. (LLM, conf=0.72)

  Experimental — accuracy not yet measured
• cites [38] 38. Maxine Harris and Roger D. Fallot. 2001. Envisioning a trauma-informed service system: A vital paradigm shift. New Directions for Mental Health Services 2001, 89: 3-22. https://doi.org/10.1002/yd.23320018903 sourceCould not verify

  The Abstract and Principles and Philosophy of a Trauma-Informed System discuss trauma survivors’ needs, dissociation, and hypervigilance, not degrees of sensory hypersensitivity or hyposensitivity in neurodivergent people. Searches for sensory sensitivity, autism, ADHD, and sensory modalities found no passage addressing the attributed claim. Page numbers are unavailable in our copy. (LLM, conf=0.74)

  Experimental — accuracy not yet measured
• cites [89] 89. Emily Q. Wang and Anne Marie Piper. 2022. The Invisible Labor of Access in Academic Writing Practices: A Case Analysis with Dyslexic Adults. Proceedings of the ACM on Human-Computer Interaction 6, CSCW1: 1-25. https://doi.org/10.1145/3512967 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Universal Design for Learning and use of technology for planning, reading, writing, communicating, and collaborating are hugely beneficial in promoting inclusivity.

“Universal Design for Learning (UDL) and the use of technology for planning, reading, writing, communicating, and collaborating prove hugely beneficial in promoting inclusivity [20], [30].”

• cites [20] 20. Franceli L. Cibrian, Kimberley D. Lakes, Arya Tavakoulnia, Kayla Guzman, Sabrina Schuck, and Gillian R. Hayes. 2020. Supporting Self-Regulation of Children with ADHD Using Wearables: Tensions and Design Challenges. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 1-13. https://doi.org/10.1145/3313831.3376837 sourcePartly supported

  The Introduction says wearable technologies have been used to support people with neurodevelopmental disorders, and the Conclusion supports including children with disabilities in designing those technologies. The paper does not address Universal Design for Learning or show that technology for planning, reading, writing, communicating, and collaborating is hugely beneficial for educational inclusivity. No page numbers were available in our copy. (LLM, conf=0.73)

  Experimental — accuracy not yet measured
• cites [30] 30. Min Fan and Alissa N. Antle. 2015. Tactile Letters: A Tangible Tabletop with Texture Cues Supporting Alphabetic Learning for Dyslexic Children. In Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction, 673-678. https://doi.org/10.1145/2677199.2688806 sourceNot checked — no full text of the source

May combine two claims.

A systematic review of research on neurodivergent students in higher education reveals studies typically focus on dyslexia, autism or ADHD and are mainly conducted in English-speaking countries.

“A systematic review of research on neurodivergent students in higher education reveals that studies typically focus on dyslexia, autism or ADHD and have been conducted mainly in English-speaking countries [20].”

• cites [20] 20. Franceli L. Cibrian, Kimberley D. Lakes, Arya Tavakoulnia, Kayla Guzman, Sabrina Schuck, and Gillian R. Hayes. 2020. Supporting Self-Regulation of Children with ADHD Using Wearables: Tensions and Design Challenges. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 1-13. https://doi.org/10.1145/3313831.3376837 sourceCould not verify

  The Participants section describes an empirical study of 24 children aged 10–13, not a systematic review of students in higher education. Searches for higher education, dyslexia, and English-speaking countries found no passage reporting the claimed patterns in the literature. (LLM, conf=0.78)

  Experimental — accuracy not yet measured

May combine two claims.

Neurodivergent individuals differ significantly in energy fluctuations related to fatigue and physical symptoms, often compounded by external stressors.

“-Fluctuations in energy levels related to fatigue and physical symptoms -and oen compounded by external stressors, is another area in which the needs of neurodivergent individuals differ significantly, as they might experience periods (hours, days, or weeks) in which they grapple with physical, emotional, or mental fatigue [16], [36], [66].”

• cites [16] 16. Center for Koncernregnskab, Puljer og SPS. 2023. Hvad er SPS? Retrieved May 1, 2023 from https://www.spsu.dk/for-elever-og-studerende/hvad-er-spsNot matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites [36] 36. Aimi Hamraie. 2017. Building access: universal design and the politics of disability. University of Minnesota Press, Minneapolis. sourceNot checked — no full text of the source
• cites [66] 66. José E Rodríguez, Kendall M Campbell, and Linda H Pololi. 2015. Addressing disparities in academic medicine: what of the minority tax? BMC Medical Education 15, 1: 6. https://doi.org/10.1186/s12909- 015-0290-9 sourceCould not verify

  The Background and Discussion passages address the minority tax and disparities affecting underrepresented minority faculty in academic medicine. Searches for neurodivergence, fatigue, energy fluctuations, physical symptoms, and external stressors found no passage addressing the cited claim. (LLM, conf=0.78)

  Experimental — accuracy not yet measured

May combine two claims.

Students with disabilities experience challenges with missing support, lack of flexibility, and heavy repeated bureaucratic tasks when applying for accommodations, extensions and assistive tech.

“ey experience challenges with missing support, lack of flexibility, heavy and repeated bureaucratic tasks in the process of applying for accommodations, extensions and assistive tech [78].”

• cites [78] 78. Lucy Suchman. 1995. Making Work Visible. Commun. ACM 38, 9: 56-ff. https://doi.org/10.1145/223248.223263 sourceCould not verify

  The passages from “Representation as Stereotyping” discuss document-coding work in a law firm, while “Representation and Control” discusses airline operations; page numbers are unavailable in our copy. Searches for students with disabilities, accommodations, extensions, assistive technology, and bureaucratic application tasks found no passage addressing the claimed experience. (LLM, conf=0.78)

  Experimental — accuracy not yet measured

May combine two claims.

These findings confirm existing studies on the existence of barriers to equal access in Danish higher education and support previous research demonstrating that universities often act as neurodiversity cold spots, presenting a wide range of inaccessibility issues.

“These findings unfortunately confirm existing studies on the existence of barriers to equal access in Danish higher education [78], [81] and support previous research demonstrating that universities often act as neurodiversity”

• cites [78] 78. Lucy Suchman. 1995. Making Work Visible. Commun. ACM 38, 9: 56-ff. https://doi.org/10.1145/223248.223263 sourceCould not verify

  Split into 2 atoms — 0 confirmed, 0 partially supported, 0 disputed, 0 misattributed, 2 unverifiable. Expand the claim to see per-atom verdicts.

  Experimental — accuracy not yet measured
• cites [81] 81. Tanya Titchkosky. 2020. The Bureaucratic Making of Disability. New Formations 100, 100: 198-208. https://doi.org/10.3898/NewF:100-101.13.2020 sourceNot checked — no full text of the source
• cites [20] 20. Franceli L. Cibrian, Kimberley D. Lakes, Arya Tavakoulnia, Kayla Guzman, Sabrina Schuck, and Gillian R. Hayes. 2020. Supporting Self-Regulation of Children with ADHD Using Wearables: Tensions and Design Challenges. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 1-13. https://doi.org/10.1145/3313831.3376837 sourceCould not verify

  Split into 2 atoms — 0 confirmed, 0 partially supported, 0 disputed, 0 misattributed, 2 unverifiable. Expand the claim to see per-atom verdicts.

  Experimental — accuracy not yet measured

Classified as probably not a substantial claim. May combine two claims.

The micro-interventions center values and approaches that are missing in practice: access intimacy, an emphasis on research-based methods for accessible teaching, new ways of experimenting with remote access and multimodality, spoon theory, activating new connections and knowledge sharing across siloed units, and anti-stigma literacy.

“The micro-interventions center values and approaches that are missing in practice: access intimacy [56], an emphasis on research-based methods for accessible teaching, new ways of experimenting with remote access and multimodality, spoon theory, activating new connections and knowledge sharing across siloed units, and anti-stigma literacy.”

• cites [56] 56. Emma J. McDonnell, Ping Liu, Steven M. Goodman, Raja Kushalnagar, Jon E. Froehlich, and Leah Findlater. 2021. Social, Environmental, and Technical: Factors at Play in the Current Use and Future Design of Small-Group Captioning. Proceedings of the ACM on Human-Computer Interaction 5, CSCW2: 1-25. https://doi.org/10.1145/3479578 sourceCould not verify

  The citation is attached specifically to “access intimacy.” The paper’s References list Mingus’s *Access Intimacy, Interdependence and Disability Justice*, but the passages reviewed do not discuss access intimacy as an approach; Section 2.3 discusses related ideas of interdependence and relational access instead. Searching our copy for “access intimacy” found no discussion beyond the reference title. (LLM, conf=0.68)

  Experimental — accuracy not yet measured

May combine two claims.

Access labor is a prominent concept in accessibility and critical access studies, and it conceptually extends CSCW's understanding of articulation work.

“The notion of access labor (or access work) is prominent in accessibility and critical access studies [35], [70], [88] and it conceptually extends core CSCW understandings of articulation work.”

• cites [35] 35. Carl Gutwin and Saul Greenberg. 2002. A Descriptive Framework of Workspace Awareness for Real- Time Groupware. Computer Supported Cooperative Work (CSCW) 11, 3-4: 411-446. https://doi.org/10.1023/A:1021271517844 sourceNot checked — no full text of the source
• cites [70] 70. Yu Shi, Lindsay R. Hunter Guevara, Hayley J. Dykhoff, Lindsey R. Sangaralingham, Sean Phelan, Michael J. Zaccariello, and David O. Warner. 2021. Racial Disparities in Diagnosis of Attention- Deficit/Hyperactivity Disorder in a US National Birth Cohort. JAMA Network Open 4, 3: e210321. https://doi.org/10.1001/jamanetworkopen.2021.0321 sourceCould not verify

  The Discussion addresses access to health care in relation to ADHD diagnosis, not the concept of access labor. Searches for “access labor,” “access work,” “articulation work,” and “critical access studies” found no passage addressing the attributed claim. The available passages have no page numbers. (LLM, conf=0.78)

  Experimental — accuracy not yet measured
• cites [88] 88. Emily Q. Wang and Anne Marie Piper. 2018. Accessibility in Action: Co-Located Collaboration among Deaf and Hearing Professionals. Proceedings of the ACM on Human-Computer Interaction 2, CSCW: 1- 25. https://doi.org/10.1145/3274449 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

CSCW research has identified core concepts such as articulation work, awareness, and coordination.

“CSCW research has conceptualized the intricacies of cooperative engagements -and identified core concepts such as articulation work [9], [68], awareness [32], [34] and coordination [31].”

• cites [9] 9. Alexander Boden, Bernhard Nett, and Volker Wulf. 2008. Articulation work in small-scale offshore software development projects. In Proceedings of the 2008 international workshop on Cooperative and human aspects of software engineering, 21-24. https://doi.org/10.1145/1370114.1370120 sourceNot checked — no full text of the source
• cites [68] 68. Ari Schlesinger, W. Keith Edwards, and Rebecca E. Grinter. 2017. Intersectional HCI: Engaging Identity through Gender, Race, and Class. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems, 5412-5427. https://doi.org/10.1145/3025453.3025766 sourceCould not verify

  The citation to Schlesinger et al. is attached to “articulation work” in the citing sentence. The available passages from the Introduction and Analysis of the Corpus discuss representations of users and identity in HCI, not articulation work as a CSCW concept; searches for articulation work and cooperative work found no passage addressing that point. (LLM, conf=0.76)

  Experimental — accuracy not yet measured
• cites [32] 32. Rebecca E. Grinter, James D. Herbsleb, and Dewayne E. Perry. 1999. The geography of coordination: dealing with distance in R&D work. In Proceedings of the international ACM SIGGROUP conference on Supporting group work, 306-315. https://doi.org/10.1145/320297.320333 sourceSupported

May combine two claims.

Disability support datasets exclude students without formal diagnosis or medical documentation and those unaware of or unwilling to register for support.

“In addition, disability support datasets do not include students who do not have a formal diagnosis/medical documentation, or who are unaware of or unwilling to register for disability support.”

May combine two claims.

The information gap among university staff creates AT barriers especially for students with dyslexia, who often use AT regularly and are the largest registered group of students with disabilities.

“is information gap among university staff creates barriers around AT especially for students with dyslexia -who oen use AT regularly and are the largest registered group of students with disabilities.”

May combine two claims.

Neurodivergent students develop micro-interventions that improve collective access, though these efforts are largely invisible.

“explored how students are creatively improving collective access through micro-interventions, although these efforts are largely invisible.”

• Also stated in: § 5 RESULTS · plain

  “Finally, we describe the bottom-up micro-interventions for collective access developed by students and their allies.”

May combine two claims.

CS teachers are generally not informed, even statistically or anonymized, about students' access needs, and receive no training or support around neurodiversity, disability or assistive technology.

“CS teachers explain they are generally not informed -not even in statistical or anonymized terms -about the students' access needs, and they receive no training or support around neurodiversity, disability or assistive technology.”

May combine two claims.

Information about the number and types of students with disabilities is siloed within disability support units and not shared with CS department staff.

“Information on the number and typology of students with disabilities is siloed (available only within disability support units at each university) and it is not currently shared with staff in CS departments.”

May combine two claims.

Teachers typically learn about access needs only when students disclose them or right before exams, when they receive a note about granted assistive tech and reasonable accommodations.

“A teacher is typically only informed about access needs when students themselves choose to disclose the information or right before exams, when teachers receive a note about the assistive tech and reasonable accommodations they have been granted.”

May combine two claims.

Information on disability status and specific needs provided by students to Disability Services is unidirectional and not shared outside the unit.

“By interviewing teachers and disability officers, we learned that the information on disability status and specific needs which is provided by students to Disability Services (upon registering for disability support) is unidirectional and not shared with anyone outside of the unit.”

May combine two claims.

These exam accessibility breakdowns caused students to fail exams, receive low grades, or reschedule assessments.

“ese breakdowns led to students failing exams, geing low grades, or having to reschedule the assessment.”

May combine two claims.

All participants with dyslexia, one with ADHD, and one with post-concussion syndrome use assistive technology.

“All our study participants with dyslexia, one participant with ADHD and one participant with post-concussion syndrome are users of assistive technology.”

May combine two claims.

Stigma, individualized understandings of disability, and intersectional disadvantage shape organizational practices.

“We examined how stigma, individualized understandings of disability and intersectional disadvantage shape organizational practices and explored how students are creatively improving collective access through micro-interventions, although these efforts are largely invisible.”

May combine two claims.

Access needs are currently addressed by allocating special support to one single individual, leaving out social dimensions such as pre-existing care networks and the value of facilitating social support and community building.

“Access needs are currently addressed by allocating”

May combine two claims.

Micro-intervention 6, by the stigma-awareness student volunteer, also had a wide reach besides being sustainable, since it is part of a formally organized non-profit.

“Micro-intervention 6, by the stigma-awareness student volunteer, also had a wide reach besides being sustainable, since it is part of a formally organized non-profit.”

May combine two claims.

The intersection of neurodiversity with other dimensions like gender, nationality/immigrant status, socio-economic status, co-occurrence with mental health conditions and/or other diagnoses intensified existing barriers and required additional access labor from students.

“e intersection of neurodiversity with other dimensions like gender, nationality/immigrant status, socio-economic status, co-occurrence with mental health conditions and/or other diagnoses intensified existing barriers and required additional access labor from students.”

May combine two claims.

The access needs of neurodivergent students are typically not visible from the outside, which can lead to false perceptions and judgments and can make it difficult for students to express them.

“She articulates how the access needs of neurodivergent students are typically not visible from the outside, which can lead to false perceptions and judgments, and can make it difficult for students to express them.”

May combine two claims.

The expert knowledge of Disability Service officers is siloed: they are not tasked with providing organizational support to teachers or other university staff, nor do they have the resources for it.

“The expert knowledge of Disability Service officers is siloed: they are not tasked with providing organizational support to teachers or other university staff, neither do they have the resources for it.”

May combine two claims.

By including the underrepresented experience of people with acquired neurodivergence (developed as a result of trauma, illness, and traumatic brain injury), we highlighted how additional physical symptoms and the challenge of disclosing vulnerable personal information regarding trauma had an influence on the availability of accommodations and the willingness to disclose one's diagnosis in order to

“By including the underrepresented experience of people with acquired neurodivergence (developed as a result of trauma, illness, and traumatic brain injury) we highlighted how additional physical symptoms and the challenge of disclosing vulnerable personal information regarding trauma had an influence on the availability of accommodations and the willingness to disclose one's diagnosis in order to”

May combine two claims. The quote only partly states this claim.

Women with autism were more likely to self-report experiences with invalidating comments on their identity (you don't look autistic) and relied on masking more often in order to fit in, which is consistent with research on gender differences in autism camouflaging patterns.

“In addition, women with autism were more likely to self-report experiences with invalidating comments on their identity (”

• cites [40] 40. Sarah Homewood, Marika Hedemyr, Maja Fagerberg Ranten, and Susan Kozel. 2021. Tracing Conceptions of the Body in HCI: From User to More-Than-Human. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, 1-12. https://doi.org/10.1145/3411764.3445656 sourceNot checked — no full text of the source

May combine two claims. The quote only partly states this claim.

Accessibility in the CS departments included in the study is still organizationally framed as the main responsibility of special support services, and the onus of mobilizing support is on the individual student.

“Accessibility in the CS departments included in our study is still organizationally framed as the main responsibility of”

May combine two claims.

Immigrant status might mean either delay or lack of access to disability support.

“Immigrant status might mean either delay or lack of access to disability support.”

May combine two claims.

Even though Denmark offers universal healthcare, there are extensive delays in the public mental health system, and some interviewees chose to pay high fees for private medical diagnoses to avoid delaying their accommodations for several months.

“Even though Denmark offers universal healthcare, there are extensive delays in the public mental health system -some of our interviewees have chosen to pay high fees for private medical diagnoses to avoid delaying their accommodations for several months.”

The quote only partly states this claim.

Barriers emerged especially in connection with the system for hiring student mentors, which is currently outsourced to a private third-party welfare service organization.

“In our study, these barriers emerged especially in connection with the system for hiring”

May combine two claims.

The current medical terminology adopted by systems of disability support (functional impairment) is perceived by some as stigmatizing and stressing a deficit in the individual, which makes it less appealing to seek support.

“e current medical terminology adopted by systems of disability support (”

May combine two claims.

The women in the study reported more laborious patterns of diagnosis and were diagnosed later compared to the men.

“The women in our study reported more laborious patterns of diagnosis and were diagnosed later compared to the men.”

May combine two claims.

Students with ADHD, dyslexia, and brain injury wish for more multimodal approaches to learning and remote access solutions.

“Students with ADHD, dyslexia and brain injury wish for more multimodal approaches to learning and remote access solutions.”

May combine two claims.

The majority of interviewees have experienced depression and/or social anxiety at different stages of their study journey, which meant that access partners such as parents or romantic partners occasionally needed to interact with the disability support system.

“e majority of our interviewees have experienced depression and/or social anxiety at different stages of their study journey, which meant that access partners such as parents or romantic partners occasionally needed to interact with the disability support system.”

May combine two claims.

Since current practices do not fully support the multilayered needs of neurodivergent students, they spend considerable time and effort engaging in invisible access labor in order to have their needs met.

“Since current practices do not fully support the multilayered needs of neurodivergent students, they spend considerable time and effort engaging in invisible access labor [11], [88] in order to have their needs met.”

• cites [11] 11. Stacy M. Branham and Shaun K. Kane. 2015. The Invisible Work of Accessibility: How Blind Employees Manage Accessibility in Mixed-Ability Workplaces. In Proceedings of the 17th International ACM SIGACCESS Conference on Computers & Accessibility -ASSETS '15, 163-171. https://doi.org/10.1145/2700648.2809864 sourceNot checked — no full text of the source
• cites [88] 88. Emily Q. Wang and Anne Marie Piper. 2018. Accessibility in Action: Co-Located Collaboration among Deaf and Hearing Professionals. Proceedings of the ACM on Human-Computer Interaction 2, CSCW: 1- 25. https://doi.org/10.1145/3274449 sourceNot checked — no full text of the source

May combine two claims.

Many neurodivergent students have encountered negative and prejudiced attitudes at the university, in their previous studies, while interacting with social workers, and in job interviews, with students with dyslexia, ADHD, and autism in particular.

“Many neurodivergent students have encountered negative and prejudiced aitudes at the university, in their previous studies, while interacting with social workers, and in job interviews -students with dyslexia, ADHD and autism in particular.”

May combine two claims.

Students with social anxiety and/or autism felt uncomfortable navigating the process of hiring their peers, and some withheld from seeking this accommodation because they felt uncomfortable and unsafe with the process.

“Students with social anxiety and/or autism felt uncomfortable navigating the process of hiring their peers -since it is the student's task to conduct job interviews, some of our interviewees withheld from seeking this accommodation because they felt uncomfortable and unsafe with the process.”

May combine two claims.

Some women interviewees with autism reported masking quite frequently (suppressing certain behaviors related to autism) in order to fit in, and explained how costly that was in terms of their motivation, energy, and well-being.

“some of our women interviewees with autism also reported”

May combine two claims.

Video lectures allowed students to revise material, support focus by pausing and replaying, and catch up on classes skipped due to fatigue, pain, stress, or social anxiety.

“Video lectures allowed students to revise material, support focus by pausing and replaying, and allowed them to catch up on classes skipped due to fatigue, pain, stress, or social anxiety.”

May combine two claims.

Awareness of social stigma plays a big role in how comfortable students are in seeking support or stating their needs, and disclosing one's diagnosis does not always feel safe.

“Awareness of social stigma plays a big role in how comfortable the students are in seeking support or stating their needsdisclosing one's diagnosis does not always feel safe.”

May combine two claims.

Due to a lack of clear communication at the department level and a fragmented landscape of support across multiple service providers, seeking accommodations in many cases led to added stress and less time available for studying.

“Due to a lack of clear communication at the department level, and to a fragmented landscape of support across multiple service providers, seeking accommodations led in many cases, paradoxically, to added stress and less time available for studying.”

May combine two claims.

Mentors are discouraged from becoming too close to mentees or their families, which can result in care networks being disrupted.

“ey are discouraged from becoming too close to mentees or their families.is can result in care networks being disrupted”

May combine two claims.

In classes where Emacs is the recommended IDE, screen reader users are encouraged to use Emacspeak but are left alone to figure out how, increasing the learning curve for software adoption and adding to the task of learning to code.

“In classes where Emacs is the recommended IDE, screen reader users are encouraged to use Emacspeak but are le alone in figuring out how, increasing the learning curve for soware adoption, which adds to the task of learning how to code.”

May combine two claims.

Several students reported paying privately to study on equal footing with peers, including for private academic support, domain-specific screen-readers, and multiple doctor's notes due to lack of a formal diagnosis.

“Several students also reported paying privately in order to be able to study on equal footing with their peers.is included paying for private academic support and for domain-specific screen-readers, and -in one case -paying for multiple doctor's notes each time applications for special accommodations were required, due to the lack of a formal diagnosis.”

May combine two claims.

Remote access and blended learning are experienced as very helpful, but these approaches were not common organizational practices in the institutions studied.

“Remote access and blended learning are experienced as very helpful, but these approaches to learning were not common organizational practices in the institutions we studied.”

May combine two claims.

When micro-interventions were rooted in organizational support and grounded in some awareness and strategic focus on accessibility, they resulted in sustainable organizational change: micro-intervention 1 and 5 resulted in new inclusive guidelines and new institutional collaborations respectively.

“But when the microinterventions were rooted in organizational support and grounded in some awareness and strategic focus on accessibility, they resulted in sustainable organizational change: microintervention 1 and 5 resulted in new inclusive guidelines and new institutional collaborations respectively.”

May combine two claims.

Only few of these examples translated into sustainable and long-term organizational change, as many of the students' efforts were not actively integrated by the CS department practices or could not have a direct impact on changing rigid bureaucratic practices.

“However, only few of these examples translated into sustainable and long-term organizational change, as many of the student's efforts were not actively integrated by the CS department practices or could not have a direct impact on changing rigid bureaucratic practices.”

Probably not a substantial claim: may not pass S3 (load-bearing).

These micro-interventions involve caring for each other.

“caring for each other”

Probably not a substantial claim: may not pass S2 (checkable).

These micro-interventions carve new pathways of knowing-making across multiple stakeholders.

“carving new pathways of knowing-making across multiple stakeholders”

May combine two claims.

Despite the historically prominent role of students with disabilities in shaping collective access in universities, Danish CS students are still largely framed as the passive recipients of parallel systems of bureaucratic support, rendering both their access needs and their micro-interventions invisible in their departments.

“But despite the historically prominent role of students with disabilities in shaping collective access in universities [35], Danish CS students are still largely framed as the passive recipients of parallel systems of bureaucratic support, rendering both their access needs and their micro-interventions invisible in their departments.”

• cites [35] 35. Carl Gutwin and Saul Greenberg. 2002. A Descriptive Framework of Workspace Awareness for Real- Time Groupware. Computer Supported Cooperative Work (CSCW) 11, 3-4: 411-446. https://doi.org/10.1023/A:1021271517844 sourceNot checked — no full text of the source

The quote only partly states this claim.

Neurodivergent students in Computer Science at three Danish universities face structural and attitudinal barriers to equal access in assistive technology, cognitive and physical accessibility, and social accessibility.

“We found that neurodivergent students encounter a range of structural and attitudinal barriers to equal access in three main areas (Assistive Technology; Cognitive and Physical Accessibility; Social Accessibility)”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims. The quote only partly states this claim.

The study planned and conducted interviews with accessibility in mind by providing clear communication, allowing breaks, and letting participants choose length and mode.

“We strived to focus on accessibility when planning and conducting the interviews [49], by providing clear communication in advance, reminding our participants that they could ask for breaks anytime.”

• cites [49] 49. Kelly Mack, Emma McDonnell, Dhruv Jain, Lucy Lu Wang, Jon E. Froehlich, and Leah Findlater. 2021. What Do We Mean by "Accessibility Research"?: A Literature Survey of Accessibility Papers in CHI and ASSETS from 1994 to 2019. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, 1-18. https://doi.org/10.1145/3411764.3445412 sourceNot checked — no full text of the source

May combine two claims.

Assistive technology only works when students are enabled to use it, which depends on factors such as organizational readiness to anticipate and support AT use.

“Assistive technology is designed to help users perform specific functions, but it only works if students are enabled to use it -and that depends on many factors, including the organizational readiness to anticipate and support the use of AT.”

May combine two claims.

According to a 2021 nationwide survey, students with disabilities are less likely to start and finish educational programs.

“According to a 2021 nationwide survey, students with disabilities are less likely to start and finish educational programs [85].”

• cites [85] 85. Beatrice Vincenzi, Alex S. Taylor, and Simone Stumpf. 2021. Interdependence in Action: People with Visual Impairments and their Guides Co-constituting Common Spaces. Proceedings of the ACM on Human-Computer Interaction 5, CSCW1: 1-33. https://doi.org/10.1145/3449143 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

The share of higher education students registered with disability support services increased from 3% in 2010 to 11% in 2020.

“e share of higher ed students registered with disability support services has increased from 3% in 2010 to 11% in 2020”

Classified as probably not a substantial claim.

CSCW research on dyslexia suggests that understanding and supporting the invisible labor of access is a necessary precondition for improving accessibility.

“CSCW research on dyslexia suggests that understanding and supporting the invisible labor of access is a necessary pre-condition for improving accessibility [88].”

• cites [88] 88. Emily Q. Wang and Anne Marie Piper. 2018. Accessibility in Action: Co-Located Collaboration among Deaf and Hearing Professionals. Proceedings of the ACM on Human-Computer Interaction 2, CSCW: 1- 25. https://doi.org/10.1145/3274449 sourceNot checked — no full text of the source

May combine two claims.

Neurodivergent individuals are more likely to have concurrent anxiety and depression, which further affects cognitive skills and energy levels.

“Neurodivergent individuals are more likely to have concurrent anxiety and depression, which in turn further affect their cognitive skills and energy levels [58].”

• cites [58] 58. Matthew B. Miles and A. M. Huberman. 1994. Qualitative data analysis: an expanded sourcebook. Sage Publications, Thousand Oaks. sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

For UDL and technology efforts to unfold and be effective, institutions need to increase knowhow and awareness around these approaches and be ready for organizational change.

“However, for such efforts to unfold and be effective, institutions need to both increase knowhow and awareness around these approaches and be ready for organizational change.”

May combine two claims.

Denmark has no strategy for collection, analysis and dissemination of data on disability, contrary to UN recommendations.

“Contrary to recommendations from the UN Commiee on the Rights of Persons with Disabilities, Denmark also still has no strategy for the collection, analysis and dissemination of data on disability (ibid).”

• cites (ibid)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

A recent governmental report raises concerns about inequitable outcomes: students with disabilities experience lower well-being, more discrimination or harassment, and study environments not designed to be accessible, resulting in multiple barriers.

“but a recent governmental report raises concerns about inequitable outcomes: Students with disabilities experience lower well-being, more discrimination /harassment compared with their non-disabled counterparts, and they interact with study environments that are not designed to be accessible -resulting in multiple barriers [81].”

• cites [81] 81. Tanya Titchkosky. 2020. The Bureaucratic Making of Disability. New Formations 100, 100: 198-208. https://doi.org/10.3898/NewF:100-101.13.2020 sourceNot checked — no full text of the source

May combine two claims.

Teachers may fail to anticipate access needs and may deny assistive technology use because of insufficient strategic training, disability literacy, and information sharing, even when disability officers support the request.

“Due to a lack of strategic training, disability literacy and information sharing, teachers might not only be unable to anticipate access needs but might say no to the use of assistive techeven when the request is backed by other stakeholders (i.e.disability officers).”

Classified as probably not a substantial claim. May combine two claims.

Trauma-informed approaches are not commonplace but could be highly beneficial in the training of peer-mentors and in the design of peer-mentoring systems, breaking down barriers and facilitating effective and safe networks.

“We found that trauma-informed approaches are not commonplace but could be highly beneficial in the training of peer-mentors and in the design of peer-mentoring systems, breaking down barriers and facilitating effective and safe networks.”

May combine two claims.

The micro-interventions represent a variety of collective strategies to break barriers, support and improve collective access, and experiment with technology and learning practices in new ways.

“ese micro-interventions represent a variety of collective strategies to break barriers, support and improve collective access and experiment with technology and learning practices in new ways.”

May combine two claims.

The neurodivergent students in the study acted as agents of accessibility, generating new knowledge and organizational practices, carving new connections across stakeholders, and working towards collective access in and outside their CS departments.

“In this section, we document some of the many ways in which the neurodivergent students in our study acted as agents of accessibility, generating new knowledge and organizational practices, carving new connections across stakeholders, and working towards collective access in and outside of their CS departments.”

Probably not a substantial claim: may not pass S2 (checkable).

These findings show that there is an urgent need to work strategically with literacy on disability and neurodiversity in universities and in the third-party organizations involved in disability support, to design and facilitate more inclusive environments and socio-technical systems.

“These findings show that there is urgent need to work strategically with literacy on disability and neurodiversity in universities and in the third-party organizations involved in disability support, to design and facilitate more inclusive environments and socio-technical systems.”

May combine two claims.

Universal Design for Learning (UDL) is officially recommended but currently not officially reinforced by the Danish state as a way to make education more accessible.

“A good place to start is incorporating structured approaches like Universal Design for Learning (UDL) which is officially recommended -but currently not officially”

• cites [81] 81. Tanya Titchkosky. 2020. The Bureaucratic Making of Disability. New Formations 100, 100: 198-208. https://doi.org/10.3898/NewF:100-101.13.2020 sourceNot checked — no full text of the source

May combine two claims.

We see these micro-interventions as foundational in processes of access knowing-making, as they activate new ways of experimenting with technology, countering stigma, and facilitating mutual support.

“We see these microinterventions as foundational in processes of access knowing-making [35], as they activate new ways of experimenting with technology, countering stigma and facilitating mutual support.”

• cites [35] 35. Carl Gutwin and Saul Greenberg. 2002. A Descriptive Framework of Workspace Awareness for Real- Time Groupware. Computer Supported Cooperative Work (CSCW) 11, 3-4: 411-446. https://doi.org/10.1023/A:1021271517844 sourceNot checked — no full text of the source

May combine two claims.

Micro-interventions 1 and 5 were successful because they had full institutional backing and were cocreated with people in formal positions within the universities.

“ey were successful because they had full institutional backing and were cocreated with people in formal positions within the universities.”

Classified as probably not a substantial claim. May combine two claims.

Although the current fragmented and individualized system of support makes it difficult for many other documented micro-interventions to sprout into broad and long-lasting organizational growth toward accessibility for neurodivergent students, they opened up new ways of rethinking and redesigning access locally and have the potential to inform future practices and relations.

“Although the current fragmented and individualized system of support makes it difficult for many of the other documented micro-interventions to sprout into broad and long-lasting organizational growth toward accessibility for neurodivergent students, they opened up new ways of rethinking and redesigning access locally -and have the potential to inform future practices and relations.”

May combine two claims.

According to current regulation, to receive disability support one must be a Danish citizen or have the right to support on equal footing with Danish citizens (for example, be an EU or EEA citizen) or be on an equal footing with Danish citizens.

“According to current regulation, to receive disability support one must”

• cites [15] 15. Kirsten R. Brown and Michael D. Coomes. 2016. A spectrum of support: current and best practices for students with Autism Spectrum Disorder (ASD) at community colleges. Community College Journal of Research and Practice 40, 6: 465-479. https://doi.org/10.1080/10668926.2015.1067171 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S4 (based).

Access labor is always cooperative.

“Since access labor is always cooperative -and a multiplicity of bodies with a spectrum of needs exist in each cooperative engagement -access labor is a critical concept that extends the CSCW vocabulary and design practices.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Access labor is an important concept that broadens CSCW's vocabulary and design practices.

“access labor is a critical concept that extends the CSCW vocabulary and design practices.”

May combine two claims.

CSCW research has usually presumed a normative body when designing and theorizing cooperative work, and has underplayed how social norms and power relations together with disability affect the design and enactment of socio-technical systems.

“For this reason, CSCW research has traditionally assumed a normative embodiment when designing and conceptualizing cooperative engagements, downplaying how social norms and power dynamics -combined with disability -shape how socio-technical systems are designed and enacted.”

• AssumptionRests on an assumption: There is a historical lack of CSCW empirical studies that explicitly consider accessibility and the experience of people with disabilities in cooperative engagements.