Faculty Members' Provision of Instructional Accommodations to Students with LD

Abstract

The existing research on the instructional accommodation process of college students with learning disabilities focuses on attitudes and theoretical models without delineating actual practices. To date, the discussion of facilitating factors and barriers to this process has been broad and lacking specificity. Surveys were mailed to 485 faculty members at the University of Massachusetts, Amherst, who received an instructional accommodation form from the office of Learning Disabilities Support Services in the fall of 1995. The survey focused on faculty members' reported degree of ease or difficulty in implementing instructional accommodations, their perceptions regarding adequacy of support, and their own beliefs and understandings concerning the need for and benefit of providing instructional accommodations. The results indicate that beliefs about the helpfulness of and need for instructional accommodations were associated with the provision of the accommodations. Also, a perception of support from the University influenced the ease of providing instructional accommodations. A significant difference was found between the behavior of tenure-track faculty and non-tenure-track faculty.

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