Promoting an Accessible Learning Environment for Students with Disabilities via Faculty Development (Practice Brief)

Department

Computer Science

Document Type

Article

Publication Title

Journal of Postsecondary Education and Disability

ISSN

2379-7762

Volume

32

Issue

1

First Page

91

Last Page

99

Publication Date

Fall 1-1-2019

Abstract

Faculty members' positive attitudes, active engagement, and receptiveness to inclusive instructional practices may contribute to the retention and success of students with disabilities (SWDs). However, most faculty members are not adequately prepared to effectively implement inclusive instruction, and many remain uninformed regarding the functional impact of specific disabilities on academic performance. This practice brief describes a sustainable, year-long, five-module faculty development program that includes universal design of instruction, characteristics of diverse learners, accessible online learning, disability-related laws and regulations, a panel dialogue with SWDs, and a final project that involved disseminating, integrating, and applying knowledge and skills learned during the program. Results from pre- and post-training questionnaires indicated significant improvements in faculty members' willingness to accommodate SWDs, provide accessible materials, and cultivate inclusive classroom environments, as well as in their understanding of disability law and concepts and of the accessibility of campus resources.

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