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You cannot measure the effectiveness of an accommodation by assigning it only, and thus you need to know what the problem is.
Good point. However, from my experience higher education administrative personnel rarely seem genuinely interested in measuring effectiveness. There's not much in the way of good incentives for them to do so.
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Incentive structures in higher ed are perfectly f'd up.
Very little stops me from just making my course super easy, students happy, i'm happy, don't do much work, and just coast. For those who actually care, it often makes you wonder why you bother caring.
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hard to say because it's a continuum of what burning out or caring means
I'd say 100% of us have had to compromise on our standards because we just aren't properly incentivized to maintain them.
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No you should not be banned from asking, I think.
If you're really going to help someone with a real disability, they need an actual plan, bespoke to their situation, so that it can work. The whole point of providing accommodations is providing the right accommodations. Like sure if someone is in a wheelchair and they need to be allowed in before the rest waltzes through and over them, that's easy. But in cognitive cases, you need more than just some lenience on deadlines or whatsoever. If you're going to overcome a serious disability in that, you're going to need something fit for purpose.
You cannot measure the effectiveness of an accommodation by assigning it only, and thus you need to know what the problem is. So that it becomes meaningful, and changes lifes for real.