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Faculty willingness to accommodate students with learning disabilities: a comparison among academic divisions
J R Nelson1, J M Dodd, D J Smith
1Department of Special Education, Utah State University, Logan 84321.
Journal of Learning Disabilities
|March 1, 1990
Summary
Faculty generally support accommodations for students with learning disabilities. However, willingness varies significantly across academic divisions, impacting inclusive higher education practices.
Area of Science:
- Higher Education
- Disability Studies
- Educational Psychology
Background:
- Universities are increasingly enrolling students with learning disabilities.
- Faculty willingness to provide accommodations is crucial for student success.
- Understanding variations in faculty attitudes is essential for effective support.
Purpose of the Study:
- To assess faculty willingness to provide accommodations for students with learning disabilities.
- To identify differences in accommodation willingness across academic divisions (Education, Business, Arts & Sciences).
Main Methods:
- A questionnaire was administered to 107 faculty members at a northwestern college.
- Faculty responses were analyzed to compare accommodation willingness across colleges.
Main Results:
- Overall, faculty expressed willingness to provide learning disabilities accommodations.
- Significant differences were found in accommodation willingness among the Colleges of Education, Business, and Arts & Sciences.
Conclusions:
- While faculty are generally willing, disparities in support exist across academic disciplines.
- Institutions should address these differences to ensure equitable access and success for students with learning disabilities.
- Further research is needed to explore the reasons behind these variations and develop targeted interventions.