The author argues that the current system of awarding degrees, particularly in the context of accommodations for students with disabilities, is flawed and benefits no one. They present two cases: Student A, who received extensive accommodations due to diagnosed disabilities, and Student B, who completed her degree without such support. The author questions the fairness of awarding the same classification to both students, suggesting that the accommodations provided to Student A may have undermined the value of the degree. They argue that a degree should reflect a student's ability to manage their intelligence under pressure and adapt to constraints, which may not be fully captured by accommodations. The author also discusses the broader implications of this issue, including the potential for students to game the system and the impact on the intrinsic value of learning. They draw a parallel between their own experience of rehabilitation and the need for students to be encouraged to overcome challenges, rather than being treated as passive victims. The author concludes by emphasizing the importance of tough love in education, suggesting that it is sometimes necessary to push students to their limits and that this approach may be more beneficial in the long run.
