Higher education, also has non-disabled temporal expectations ingrained and promoted by the institution. These expectations often come up in expectations of how long a student should take to go from matriculation to graduation - which often has financial ties to amounts of scholarships, and institutional ties to how long faculty and administrative staff expect to be working with a student, the institutionalized rhythm of a semester or quarter, the pace of coursework, or the idealized temporal expectations around how students should show up in the class room or approach academic assignments. Disabled students are expected to keep up with this timeline.