Because of the historical prevalence of the medical model, with its emphasis that impairment arises from inherent functional disability rather than from the dominant culture's inability to accept individual difference, accommodation has stereotypically been defined as removal of physical barriers. This definition of accommodation does not support full access, whether it is access to education, employment, or socialization. In higher education, while physical barriers to access do still exist, attitudes and behaviors towards disabled students form the most prominent barrier. Instructors often don't see themselves as holding a high degree of responsibility for accommodating disabled students. Students need these physical accommodations to succeed, but they also need a positive attitude from the instructor.
Tangible accommodations help students express their true ability and achievement.
But, confidence and positive affect within the student also fosters expression of true ability and achievement. It is no surprise that in a variety of areas, disabled college freshman tend to rate themselves as having lower ability than non-disabled peers. Even if instructor behavior is not overtly negative and discriminatory, students will still pick up on subtle cues reflective of instructor attitude. This type of climate denies these students their power and makes them feel disconnected from the educational experience. Instructors are interpreted as being hostile, ambivalent, or uncompassionate.