Disability on campus: a perspective from faculty and staff
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Updated: May 23, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
Cheryl L Shigaki1, Kim M Anderson, Carol L Howald
1Department of Health Psychology, University of Missouri, Columbia, MO, USA. ShigakiC@health.Missouri.edu
Objective:
To identify employee perceptions regarding disability-related workplace issues in Institutions of Higher Education (IHE).
Participants:
Faculty and staff (N=1,144) at a large, Midwestern university.
Methods:
A voluntary on-line survey of disability-related employment issues was developed by the university's Chancellor's Committee of Persons with Disabilities. Item responses were analyzed using descriptive and Pearson chi-square statistical methods.
Results:
Fifteen percent of faculty and staff respondents were found to have disabilities, with 26% reporting experience of job discrimination, and 20% reporting harassment because of their disability. Results indicated significant differences on gender, employment standing (i.e., faculty or staff) and disability status (i.e., with or without a disability), in regard to perceptions of disability acceptance, campus accessibility, disability awareness, ADA policy, and knowledge of work accommodation procedures.
Conclusions:
Recommendations for IHEs are provided to promote a welcoming and inclusive campus that ultimately supports work success for persons with a disability.
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