Faculty Attitudes toward Students with Disabilities

Slekar, Timothy D.; Himmel, Joy; Hong, Barbara S. S.

doi:10.18848/1835-2030/cgp/v03i02/56662

Cited by 16 publications

(19 citation statements)

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“…Findings showed that faculty members generally held positive attitudes toward providing academic accommodations. This is consistent with previous studies evaluating this issue (e.g., Baker et al, 2011;Dy, 2005;Hong & Himmel, 2009;Rao, 2004). Additionally, they found statistically significant differences in their attitudes toward inclusive teaching practices on the Multiple Means of Presentation (MMP) scale for faculty who had more than 48 hours of prior disability-related training.…”

Section: Implementing Udl In the Higher Education Classroomsupporting

confidence: 93%

Integrating UDL Strategies into the Online Course Development Process: Instructional Designers' Perspectives

Singleton

Evmenova

Jerome

et al. 2019

OLJ

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This qualitative case study design examined the perspectives that instructional designers at a fouryear research institution in the Mid-Atlantic region of the United States have about integrating UDL strategies into the online course development process. The participants were six individuals involved in the online course development process: four of the participants were instructional designers working for the Instructional Design Team, one participant was an assistant program manager in the Office of Distance Education, and the other was an instructional designer working in the College of Health and Human Services. The interviews focused on the participant's perspectives on the integration of UDL strategies and how they believe faculty perceived such practices. Using a series of semistructured interviews and document analysis, three distinct themes emerged: (a) the importance of the instructional designer-faculty member partnership, (b) the number of factors impacting faculty adoption of UDL strategies in their online courses, and (c) faculty resistance to changes in how classroom accommodations are addressed in the higher education classroom. In addition to highlighting factors impacting the integration of UDL strategies, the findings also revealed techniques that could be useful in improving faculty adoption of such practices.

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Section: Implementing Udl In the Higher Education Classroomsupporting

confidence: 93%

Integrating UDL Strategies into the Online Course Development Process: Instructional Designers' Perspectives

Singleton

Evmenova

Jerome

et al. 2019

OLJ

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“…Research has already suggested that students have a hard time imagining if and which accommodations would be helpful because they receive inadequate or insufficient information regarding these accommodations (Magnus & Tossebro, 2014). In addition, the perceived effectiveness of accommodations is influenced by the perception and attitude of the student counsellors, the faculty or institution of higher education (Hong & Himmel, 2009). Furthermore, research already suggested that students with ADHD refuse reasonable accommodations because they are afraid of being stigmatized by peers or want to succeed on their own (e.g., Denhart, 2008).…”

Section: Discussionmentioning

confidence: 99%

Functioning and participation problems of students with ADHD in higher education: which reasonable accommodations are effective?

Jansen

Petry

Ceulemans

et al. 2016

European Journal of Special Needs Education

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Students with ADHD struggle in higher education as a result of various functioning and participation problems. However, it remains unclear how often and during which teaching and evaluation methods problems arise, and which reasonable accommodations are effective to deal with the functioning and participation problems of students with ADHD in higher education.This study addresses these three gaps in literature. In total, 86 students with ADHD, 42 student counsellors and 86 students without a disability participated in a survey-based study. The results show that students with ADHD most frequently experience problems with sustaining and focusing attention and it is demonstrated that most problems arise during classical teaching or evaluation methods. Finally, the perception of the effectiveness of reasonable accommodations is strongly dependent on which problems students experience in higher education. These findings suggest that it is important to consider both personal and environmental characteristics when selecting and implementing reasonable accommodations.

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“…Good attitudes of academics towards SWDs demonstrate a high willingness to accommodate SWDs which subsequently encourages their inclusion in THEIs (Hong& Himmel, 2009). In a previous study, Khansa (2015) has established that students experience anxiety in disclosing their learning disability from fear and discrimination of academic staff as well as their willingness to accommodate their needs.…”

Section: The Mediating Role Of 'Attitudes Towards Swds (Atswds)mentioning

confidence: 98%

“…Developing further understanding on how faculty members perceive students can encourage the integration of SWDs in THEIs (Murray et al, 2008). Those with positive attitudes towards SWDs can be relied on while those with negative attitudes would inhibit the integration of SWDs (Hong & Himmel, 2009;LeMay, 2018).…”

Section: Pis -Attitude Towards Swds (Atswds)mentioning

confidence: 99%

Integration of Students with Disabilities in Egyptian Tourism Higher Education Institutions (THEIs): An Academic Perspective

Kamel

2020

Journal of Association of Arab Universities for Tourism and Hos

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This study seeks to evaluate perceived institutional support and attitudes exhibited by academics towards the integration of students with disabilities (SWDs) in Tourism Higher Education Institutions (THEIs). The willingness of academics in accommodating SWDs and their interest in furthering professional development for the education of SWDs will also be assessed. A survey was randomly distributed to academic staffs in THEIs with a resulting 310 responses. A Path-Analysis model was implemented using Amos 25 for the testing and validation of research hypotheses. Results indicated positive attitudes among academics towards SWDs with a general willingness to accommodate and integrate them in THEIs. Findings also indicated that the institutional support academic perceive has a significant influence on academics as well as their willingness to support SWDs. This study suggests the strengthening of support and development of training for academics in relation to the education of SWDs. These suggestions and their practical implications for THEIs are detailed in this study. To the author's knowledge, this study will be the first investigation in discussing the academics perspective on the integration of SWDs in THEIs. The results obtained from this study would therefore contribute towards more future literature in this regard..

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Faculty Attitudes toward Students with Disabilities

Cited by 16 publications

References 0 publications

Integrating UDL Strategies into the Online Course Development Process: Instructional Designers' Perspectives

Integrating UDL Strategies into the Online Course Development Process: Instructional Designers' Perspectives

Functioning and participation problems of students with ADHD in higher education: which reasonable accommodations are effective?

Integration of Students with Disabilities in Egyptian Tourism Higher Education Institutions (THEIs): An Academic Perspective

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