This qualitative study explored higher education faculty experiences and perceptions of professional development pertaining to students with disabilities (SWD) in the community college setting. Using semi-structured interviews, the study focused on participants’ background and professional contexts and their influence on perceptions and experiences and investigated faculty opinions about the most effective training formats and initiatives. Thematic analysis of the qualitative results indicated that community college faculty had positive perceptions of the professional development opportunities pertaining to SWD. Additionally, faculty background and professional contexts had notable implications for professional development experiences related to SWD. The main themes and subthemes that emerged were faculty commitment to SWD, faculty status (part-time/full-time), personal and professional connection to disability, and faculty recognition of diverse student body. Also, the participants highlighted a need for ongoing, multifaceted training within the community college contexts, addressing the salience of future training initiatives, familiarity with different disabilities and appropriate supports, and faculty learning community.
|Advisor:||Obilo Achola, Edwin|
|Commitee:||Haviland, Don, Bowman, Chad|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 82/4(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education, Higher education|
|Keywords:||Professional development, Students with disabilities, Community college, Faculty, Training|
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