Authors: Danielle Shine, Candice Stefanou
Faculty Mentor: Candice Stefanou
College: College of Agricultural and Life Sciences
Faculty at postsecondary institutions are working with students with disabilities at a higher rate in the last two decades than any before. This is because of an increase in students with disabilities pursuing and entering higher education. Because of this, and because of American with Disabilities Act Title II, faculty and universities must accommodate students with disabilities to provide equal access to higher education. This study assessed faculty perceptions of students with disabilities in higher education, faculty self-efficacy in working with these students, and faculty willingness to accommodate students with disabilities. The data was collected through an online survey that utilized validated instruments in the field. Correlations, t-tests and analyses of variance were conducted to determine relationships between variables and differences between groups. Professional development training was found to be an indicator of higher teacher self-efficacy and teacher self-efficacy was found to be related to more positive perceptions of and willingness to accommodate students with disabilities. These findings provide researchers with information relevant for future studies on differences in willingness to accommodate specific disabilities among college students and set the stage for the need for professional development on disability law and accommodating students with disabilities in higher education.