Today, more students with disabilities attend four year institutions, but may struggle to succeed within these settings. University faculty attitudes and practices contribute to the success or failure of students in these postsecondary settings. In this study, we developed, administered, and evaluated a measure of faculty attitudes and perceptions toward students with disabilities. Results from 289 faculty members indicated that responses loaded on eight reliable factors pertaining to (a) Fairness in Providing Accommodations, (b) Knowledge of Disability Law, (c) Adjustment of Course Assignments and Requirements, (d) Minimizing Barriers, (e) Campus Resources, (f) Willingness to Invest Time, (g) Accessibility of Course Materials, and (h) Performance Expectations. Group comparisons by faculty gender, rank, college/school, and prior disability-focused training indicated more positive attitudes toward providing accommodations and adopting Universal Design principles among faculty who are female, nontenured, housed within the College of Education, or had prior disability-focused training experiences. These findings suggest that faculty attitudes and perceptions toward disability and their willingness to accommodate and adopt Universal Design principles can be reliably assessed. The potential usefulness of such assessments for practices within postsecondary environments are discussed.

Measuring university faculty attitudes toward disability: Willingness to accommodate and adopt Universal Design principles

One out of every 11 postsecondary undergraduates report having a disability, and students with learning disabilities are the largest and fastest growing subgroup of this population. Although facult...

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Inclusive Postsecondary Strategies for Teaching Students with Learning Disabilities: A Review of the Literature

It is increasingly important for postsecondary disability services personnel to provide targeted disability-related training to faculty rather than support college students with disabilities on a case-by-case basis. In this study, we examined faculty attitudes toward disability-related topics and inclusive teaching practices at two public four-year institutions using the Inclusive Teaching Strategies Inventory (ITSI). Findings suggest that malleable factors such as training opportunities positively affect faculty attitudes toward disability and inclusive instruction based on the tenets of Universal Design. Implications for practice specifically related to disability services personnel and faculty outreach strategies are discussed.

/pdf/university-faculty-attitudes-toward-disability-and-inclusive-4a6xg1yzd6.pdf

University Faculty Attitudes toward Disability and Inclusive Instruction: Comparing Two Institutions.

In this study, the authors developed, administered, and evaluated a measure of individual actions of college students with disabilities and their perceptions of postsecondary and social supports. An exploratory factor analysis resulted in nine reliable factors in these three areas. Follow-up regression analyses revealed that self-advocacy explained significant unique variance in predicting grade point average, indicating that self-advocacy is most crucial for college success. Implications for use in postsecondary environments are discussed.

Validating an Assessment of Individual Actions, Postsecondary, and Social Supports of College Students with Disabilities

Programs for college students with physical disabilities began in the immediate post-war period, as veterans with disabilities were the “vanguard” disability group in higher education. However, while veterans with physical disabilities were the beginning of the postsecondary disability field, the discipline currently focuses on students with many and varied disability types in both its research and practice.  This article presents a secondary analysis, which was part of a larger systematic review of the postsecondary disability literature. The present article focuses on studies including at least one participant with a physical disability.  In total eighty studies had at least one student with a physical disability.  Two of these studies were experimental and only one of these two met the criteria to be a randomized control trial. A minority of studies was composed solely of college students with physical disabilities.

/pdf/college-students-with-physical-disabilities-common-on-campus-4ezupj0b4k.pdf

College Students with Physical Disabilities: Common on Campus, Uncommon in the Literature.

The number of students with documented learning disabilities (LD) enrolled in postsecondary settings has increased steadily over the past 20 years. Providing reasonable accommodations significantly increases the probability of success for these students. The present study investigated the willingness of postsecondary instructors to provide accommodations and alternative courses. Results indicated that instructor willingness to provide accommodations and their support of course alternatives varied as a function of school affiliation (e.g., education, mathematics and science, etc.), rank, and specific accommodation requested. Based on the results of this study and previous literature, programmatic suggestions are provided for facilitating the provision of academic adjustments to student with LD in postsecondary settings. Vignette Number 1 Sarah was well aware of her need for extended time on examinations. Her weaknesses in basic reading skills, reading comprehension, and reading fluency were well documented in middle school and high school. She received extended time on the state exit examination and the SAT. One of Sarah’s first stops when she arrived on campus as a freshman was Disability Services (DS). Disability Services provided her with the letter she needed to obtain extended time on examinations in her courses. Although initially approaching professors with some degree of trepidation, Sarah found that all of her professors were receptive to the requirements stipulated by DS. All of them made the required arrangements while communicating respect for Sarah as a student with equal standing with her peers.

/pdf/faculty-willingness-to-provide-accommodations-and-course-2wiovej88g.pdf

Faculty Willingness to Provide Accommodations and Course Alternatives to Postsecondary Students with Learning Disabilities.

The number of students with learning disabilities (LD) attending postsecondary institutions has increased steadily over the past two decades. Many of these students have language-based learning difficulties that create barriers to success in foreign language (FL) courses. Many institutions have responded by providing these students with exemptions or alternative courses. Although exemptions and alternatives are needed by some students with severe language difficulties, the literature is increasingly indicating that many of these students can successfully complete FL curricula. This is especially true when accommodations and specialized teaching methodologies are implemented in sections of FL courses designed specifically to meet the needs of students with LD. The purpose of this article is to describe FL course accommodations supported by existing literature and field-based experiences. The article also highlights the benefits of successful FL experiences for student with LD.

/pdf/creating-success-for-students-with-learning-disabilities-in-2mfp0on6sf.pdf

Creating Success for Students with Learning Disabilities in Postsecondary Foreign Language Courses

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Faculty Willingness to Provide Accommodations and Course Alternatives to Postsecondary Students with Learning Disabilities.

Creating Success for Students with Learning Disabilities in Postsecondary Foreign Language Courses