Like most universities, my campus has a Disabled Student Services office, which determines what types of accommodations or assistance disabled students receive, and coordinates things like note-takers and exams. I'm always very attentive to any DSS notices, and go out of my way to ensure that any disabled students in my classes receive all approved accommodations.
But disabled students can, just like any other students, be snowflakes and assholes.
My History of the Rodent Republic course last semester had two DSS students, young women who were clearly friends and who sat together at the side of the classroom. They each had a learning disability of some sort, and their DSS accommodations allowed them extra time on examinations (double time, in this case), which meant that they took the exams in the DSS office rather than in the classroom with the other students.
They did pretty crappy on the mid-term, and were doing pretty poorly in general. I'm not sure whether this was attributable to their disabilities, or to the fact that they spent much of each class period whispering to one another or playing on their computers.
The final exam was approaching, and I caved into my students' requests for a study guide. I don't really like doing this, but I already have one prepared, it basically just summarizes the main themes of the course, and providing one reduces the amount of whining and the number of complaints on evaluations.
I distributed the study guide a couple of weeks before the exam. At the end of that class period, my two DSS students came up to me and requested that, in addition to the guide, I would be able to tell the two of them what questions would appear on the final exam. They said that they understood the material, but that, due to their disabilities, they had trouble writing goods essays under the pressure of exam conditions, and that having the question beforehand would help them.
I was a taken a little off guard by the request, so I told them that I'd think about it and let them know. Later that evening, I wrote to them, letting them know that I felt it would be unfair to the other students if I extended them this consideration. I explained that I was not qualified to make evaluations about their disabilities, or about necessary accommodations, and that this was the responsibility of the Disabled Student Services office. I also told them that, if the people at DSS agreed with them, and requested that I give them the questions beforehand, I would be happy to comply.
I heard no more about it until a couple of months later, when I received my course evaluations for that class. In the pile were two identical comments:
"Professor is not sympathetic to the needs of disabled students."