Dissertation/Thesis Abstract

Disability: Faculty knowledge, awareness, and perceptions
by Hoffman, Jamie F., Ed.D., California State University, Long Beach, 2013, 246; 3574918
Abstract (Summary)

Despite the vast research on students with disabilities, little is known about the perspectives of faculty in higher education. According to the literature reviewed, the overall experience of students with disabilities inside the classroom in higher education is negative due to faculty knowledge, awareness, and perceptions. Institutions of higher education are seeing an increase in the number of students with disabilities who are attending college. Students with disabilities have needs inside of the classroom that exceed a typical student in higher education. Faculty provides the support inside of the classroom necessary to meet both the university standards and the standards addressed in the Americans with Disabilities Act. The purpose of this study was to assess faculty knowledge, awareness and perceptions as they relate to students with disabilities and the regulations that mandate accessibility in higher education.

A survey was administered to 162 faculty members at a large four-year university in the southeastern United States. The findings from this study identified that faculty at the university had significant differences across gender, knowledge, awareness, and perceptions. No significant group differences were found in faculty based on years teaching and their knowledge, awareness, and perceptions. Findings could serve as the foundation for future research on faculty knowledge, awareness, and perceptions. In addition the findings add to the existing literature and provide data to offices for students with disabilities to further understand faculty knowledge, awareness and perceptions as well as possible justification for faculty development. Suggestions and implications for practice are also addressed.

Indexing (document details)
Advisor: Locks, Angela M.
Commitee: Janssen, Maridith A., O'Brien, Jonathan
School: California State University, Long Beach
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 75/02(E), Dissertation Abstracts International
Subjects: Special education, Higher education
Keywords: Accessibility, Awareness, Disability, Faculty, Higher education, Knowledge
Publication Number: 3574918
ISBN: 9781303521065
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