Jodi M. Duke

Despite their significant influence on the experiences of disabled college students, disability resource professionals are provided limited guidance on how to carry out the functions of their role. As a result, during the accommodations process, disability resource professionals generally rely on their instincts and “gut” reactions when responding to accommodation requests after quickly processing information from a student's self‐report and relevant medical documentation. However, hidden within these quick decisions are disability resource professionals' positionalities—or frameworks for considering the world—that have an innate influence on the outcome of accommodation decisions and, ultimately, disabled students’ access to higher education. Therefore, the purpose of this study was to explore disability resource professionals’ views on positionality in the context of higher education disability resources and its relationship to accommodation decision‐making. After a review of findings from interviews with 13 disability resource professionals, the authors conclude with recommendations for higher education disability resources and directions for future research. Practical Implications It is important for disability resource professionals to cyclically examine their positionalities (e.g., identities, experiences) before, during, and following the accommodations process and working with disabled college students. When examining their positionalities, disability resource professionals should critically examine their positions in relation to power and privilege, with a focus on their reactions to students’ identities and experiences. Leadership in the field of higher education disability resources should also create time and space for disability resource professionals to engage in meaningful positionality‐focused professional development opportunities.