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In 2012, the National Educational Association of Disabled Students (neads), which is based in Canada, established the National Taskforce on the Experiences of Graduate Students with Disabilities to address a critical lack of understanding of the issues faced by graduate students with disabilities. Based on the taskforce’s research, this chapter examines how myths and misconceptions, as well as student-supervisor dynamics, may impact students with disabilities in graduate school. Specifically, our findings suggest that while student-supervisor relationships are largely positive, myths and misconceptions can have a detrimental effect on supervisors’ expectations. Additionally, ineffective communication may fuel the disparity which exists between students and supervisors in their respective understandings of academic rigor and academic integrity. The research reveals uncertainty among students, faculties and departments around the concept of “necessary competencies.” The centrality of the student-supervisor relationship is further underscored by its role in mediating students’ access to accommodations. An analysis of the data indicates the need for increased research, education and collaboration in enriching the graduate school experiences of students with disabilities.
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