To examine community college faculty and student attitudes toward and actions associated with inclusive instruction based on Universal Design for Learning (UDL) principles and practices, two online surveys, the Inclusive Teaching Strategies Inventory (ITSI) and the Inclusive Teaching Strategies Inventory-Student (ITSI-S), were administered at a medium-sized Northeastern public Community College (n=449). The ITSI and ITSI-S contain six subscales representing the following constructs: (a) accommodations, (b) accessible course materials, (c) course modifications, (d) inclusive lecture strategies, (e) inclusive classroom, and (f) inclusive assessment. A series of Multivariate Analyses of Variances (MANOVA's) were performed to identify predictors of these attitudes and actions among faculty and students. Results found significant differences among faculty (N=179) in overall action scale scores based on age and ethnicity. However, similar analyses conducted on students were not significant. Results of the current study respond to the gap in the literature by examining inclusive instruction based on universal design for learning in the community college environment. Discussion, implications of these findings and recommendations for future research were discussed.
|Commitee:||Anderson, Sharon, Lombardi, Allison, Sample, Pat|
|School:||Colorado State University|
|School Location:||United States -- Colorado|
|Source:||DAI-A 76/05(E), Dissertation Abstracts International|
|Keywords:||College faculty, College students, College students with disabilities, Diversity, Inclusive teaching, Universal design for learning|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be