Faculty Attitudes toward Students with Disabilities
Faculty attitudes can impact the effectiveness of the accommodations students with disabilities receive and subsequently, their success in higher education. This study examined variables concerning faculty perceptions of (1) personal time constraint, (2) performance expectations of students with disabilities, (3) believability of students’ disabilities, (4) willingness to accommodate, and (5) general knowledge of campus disability resources and legislation. Knowledge was found to be the precondition for whether or not faculty will have a positive experience working with students with disabilities. Recommendations for promoting faculty awareness of disability issues and related professional development in pedagogical best practices for non-traditional learners are addressed.
||Students with Disabilities, Higher Education, Postsecondary Education, Faculty Attitudes, Retention, Drop-out Prevention, Accommodation, Best Practices, Professional Development, Student Services
Journal of the World Universities Forum, Volume 3, Issue 2, pp.71-90.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 687.347KB).
Associate Professor of Special Education, Division of Education, Human Development, & Social Sciences, Penn State Altoona, Altoona, PA, USA
Dr. Barbara Hong is an Associate Professor of Education at Penn State Altoona. She obtained her Ph.D. from Columbia University in New York City after receiving three Masters from the same institution. Her areas of research include teacher quality and dispositions, special education, ethics of caring, self-determination, empowerment, and transformational leadership. Dr. Hong has been working with students with and without disabilities for over 25 years. She has been a national and international speaker and consultant throughout her career and has worked with students from Singapore, Malaysia, Taiwan, the Philippines, Myanmar, Hong Kong, Korea, Japan, New York, Texas, and Pennsylvania. Dr. Hong is a certified special educator, school principal, and district administrator.
Head of the Division of Education, Human Development, and Social Sciences, Associate Professor of Teacher Education, Division of Education, Human Development, and Social Sciences, Penn State Altoona, Altoona, PA, USA
Dr. Timothy D. Slekar is an Associate Professor of Teacher Education at Penn State Altoona. He obtained his Ph.D. from the University of Maryland, College Park and M.Ed from Millersville University of Pennsylvania. His areas of research include preservice teacher cognitive processes in learning to teach elementary aged students American history.
Penn State Altoona, PA, USA
Joy Himmel, Psy.D, PMHCNS-BC, LPC, NCC, currently provides administrative and clinical direction for Health Services, Health Education, Disability Services and Counseling and Psychological Services at the Health & Wellness Center, Penn State Altoona. Dr. Himmel currently holds a Psy.D in Psychology, MA in Counseling Education, and BSN in Nursing. She is a licensed Professional Counselor, an ANA Certified Clinical Nurse Specialist in Adult Psychiatric Nursing.
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