Abstract
Higher education faculty often hold misconceptions about instructing students with disabilities (SWDs), which may led to negative attitudes within the profession (Lombardi et al., 2011). Some faculty felt unprepared (Hsiao et al., 2019), while other faculty expressed concern about modifying major academic assignments. These faculty expressed the profound belief that receiving accommodation is unfair to other students, and that SWDs seek unfair advantages in the college classroom (Black et al., 2014; Jensen et al., 2004). Other faculty members believe SWDs are solely responsible for their academic success, they should learn as their peers do, and the student must accept the academic responsibility (Daly-Cano et al, 2015). Other concerns noted by faculty were able to provide the reasonable accommodations for SWDs as well as the academic motivation (Daly-Cano, Vaccaro, & Newman, 2015). Further research expressed disinterest and disapproval of SWDs enrolling in college and higher education (Leyser et al., 2011). Baker, 2021 founded that students felt that faculty were not aware of their academic needs and reported feeling a sense of intimidation and rejection. Furthermore, SWDs believed that faculty were skeptical and mistrusting of students with nonvisible disabilities, such as learning disabilities and ADHD (Leyser et al., 2011). By addressing these concerns and providing appropriate faculty training, higher education institutions can begin establishing a change in faculty attitudes and perceptions.
Presenters
Toby Tomlinson BakerAdjunct Professor, Curriculum and Development, California State University-Los Angeles, California, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Advocacy, Disabilities, Special, Education, Policy
