Are We Ready? Faculty Perceptions of Students With Learning Disabilities at a Historically Black University

• In Event: Exploring Access Opportunities for Nontraditional Students in Higher Education

Abstract

Drawing on previous studies, this article examines faculty beliefs, attitudes and perceptions of students with learning disabilities at a Historically Black University. Surveys were distributed to 150 faculty members to explore their understanding of Section 504 of the American Disability Act, use of accommodations, knowledge of learning disabilities, and perceived willingness to implement instructional accommodations. The faculty surveyed at this historically black university demonstrated overall positive perceptions in their willingness to provide examination accommodations and willingness to personally invest in supporting students with learning disabilities. Faculty members demonstrated neither positive nor negative attitudes regarding the implementation of major accommodations. Results have implications for further research and professional development of faculty members.

Author

• Joy Banks, Howard University